Comparison of Most-to-Least Prompting to Flexible Prompt Fading for Children with Autism Spectrum Disorder

2016 ◽  
Vol 24 (2) ◽  
pp. 109-122 ◽  
Author(s):  
Justin B. Leaf ◽  
Jeremy A. Leaf ◽  
Aditt Alcalay ◽  
Alyne Kassardjian ◽  
Kathleen Tsuji ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Prompt Fading

Comparison of Flexible Prompt Fading to Error Correction for Children with Autism Spectrum Disorder

2013 ◽  
Vol 26 (2) ◽  
pp. 203-224 ◽  
Author(s):  
Justin B. Leaf ◽  
Ronald Leaf ◽  
Mitchell Taubman ◽  
John McEachin ◽  
Lara Delmolino
Keyword(s):  
Autism Spectrum Disorder ◽  
Error Correction ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Prompt Fading

Instruction Using Augmentative and Alternative Communication Supports: Description of Current Practices by Speech-Language Pathologists Who Work With Children With Autism Spectrum Disorder

2020 ◽  
Vol 29 (2) ◽  
pp. 586-596 ◽  
Author(s):  
Kaitlyn A. Clarke ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Diagnostic Category ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Processing Differences

Purpose The aim of this research study was to examine common practices of speech-language pathologists (SLPs) who work with children with autism spectrum disorder (ASD) with respect to whether or not SLPs consider processing differences in ASD or the effects of input during their instruction. Method Following a qualitative research method, how SLPs instruct and present augmentative and alternative communication systems to individuals with ASD, their rationale for method selection, and their perception of the efficacy of selected interventions were probed. Semistructured interviews were conducted as part of an in-depth case report with content analysis. Results Based on completed interviews, 4 primary themes were identified: (a) instructional method , (b) input provided , (c) decision-making process , and (d) perceived efficacy of treatment . Additionally, one secondary theme, training and education received , was identified . Conclusions Clinicians reported making decisions based on the needs of the child; however, they also reported making decisions based on the diagnostic category that characterized the child (i.e., ASD). The use of modeling when teaching augmentative and alternative communication to individuals with ASD emerged as a theme, but variations in the method of modeling were noted. SLPs did not report regularly considering processing differences in ASD, nor did they consider the effects of input during instruction.

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