scholarly journals Implementing Stay-Play-Talk With Children Who Use AAC

2018 ◽  
Vol 38 (4) ◽  
pp. 220-233 ◽  
Author(s):  
Katherine E. Severini ◽  
Jennifer R. Ledford ◽  
Erin E. Barton ◽  
Kirsten C. Osborne
Keyword(s):  
Augmentative And Alternative Communication ◽  
Children With Disabilities ◽  
Functional Relation ◽  
Free Play ◽  
Future Research ◽  
Single Subject ◽  
Play Skills ◽  
Single Subject Research ◽  
Play Behaviors ◽  
Stay And Play

Withdrawal and multitreatment single subject research designs were used to evaluate the effectiveness of stay-play-talk (SPT) interventions on social behaviors of preschool-aged peers to children with disabilities. Each group included at least one socially competent peer and one child with Down syndrome who used an augmentative and alternative communication (AAC) device as a primary mode of communication. Peers were trained to use SPT strategies during free play sessions, and a modified reinforcement system and modified peer arrangement were introduced for one group. For one group, results indicate a functional relation between the original SPT intervention and increased stay and play behaviors. For the other group, results indicate a functional relation between SPT with modified arrangement and increased stay and play behaviors. Future research is needed to determine effectiveness of SPT interventions for children with disabilities who have more sophisticated functional play skills, as well as utility of creating peer dyads compared with peer triads.

Object-Related Play Skills of Youths with Mental Retardation

1994 ◽  
Vol 15 (3) ◽  
pp. 177-188 ◽  
Author(s):  
D. Michael Malone ◽  
John Langone
Keyword(s):  
Mental Retardation ◽  
Literature Search ◽  
Single Subject ◽  
Positive Outcomes ◽  
Play Skills ◽  
Inclusion Criteria ◽  
Single Subject Research ◽  
Toy Play ◽  
Play Behaviors ◽  
Assertive Training

Areview of single-subject research designed to enhance the object-related play of youths with mental retardation is presented. Eleven studies, obtained from a literature search of appropriate journals, references of relevant articles, and computer databases, met inclusion criteria. Studies were organized by intervention type: (a) response to the introduction of toys, (b) programmed reinforcement of toy play, and (c) direct or assertive training procedures. Positive outcomes in the form of improved play behaviors were consistently reported across intervention type. The apparent responsiveness of participants' play skills to intervention indicates a need for further research in appropriate interventions.

Comparative Effects of High-Tech Visual Scene Displays and Low-Tech Isolated Picture Symbols on Engagement From Students With Multiple Disabilities

2019 ◽  
Vol 50 (4) ◽  
pp. 693-702 ◽  
Author(s):  
Christine Holyfield ◽  
Sydney Brooks ◽  
Allison Schluterman
Keyword(s):  
Language Learning ◽  
Augmentative And Alternative Communication ◽  
Visual Analysis ◽  
Multiple Disabilities ◽  
Visual Scene ◽  
Future Research ◽  
High Tech ◽  
Single Subject ◽  
Wide Range ◽  
The Difference

Purpose Augmentative and alternative communication (AAC) is an intervention approach that can promote communication and language in children with multiple disabilities who are beginning communicators. While a wide range of AAC technologies are available, little is known about the comparative effects of specific technology options. Given that engagement can be low for beginning communicators with multiple disabilities, the current study provides initial information about the comparative effects of 2 AAC technology options—high-tech visual scene displays (VSDs) and low-tech isolated picture symbols—on engagement. Method Three elementary-age beginning communicators with multiple disabilities participated. The study used a single-subject, alternating treatment design with each technology serving as a condition. Participants interacted with their school speech-language pathologists using each of the 2 technologies across 5 sessions in a block randomized order. Results According to visual analysis and nonoverlap of all pairs calculations, all 3 participants demonstrated more engagement with the high-tech VSDs than the low-tech isolated picture symbols as measured by their seconds of gaze toward each technology option. Despite the difference in engagement observed, there was no clear difference across the 2 conditions in engagement toward the communication partner or use of the AAC. Conclusions Clinicians can consider measuring engagement when evaluating AAC technology options for children with multiple disabilities and should consider evaluating high-tech VSDs as 1 technology option for them. Future research must explore the extent to which differences in engagement to particular AAC technologies result in differences in communication and language learning over time as might be expected.

The Effects of Direct Instruction on the Single-Word Reading Skills of Children Who Require Augmentative and Alternative Communication

2004 ◽  
Vol 47 (6) ◽  
pp. 1424-1439 ◽  
Author(s):  
Karen A. Fallon ◽  
Janice Light ◽  
David McNaughton ◽  
Kathryn Drager ◽  
Carol Hammer
Keyword(s):  
Direct Instruction ◽  
Augmentative And Alternative Communication ◽  
Reading Skills ◽  
Word Reading ◽  
Instructional Program ◽  
Future Research ◽  
Single Subject ◽  
Single Word ◽  
Alternative Communication ◽  
Single Word Reading

Current literature suggests a lack of empirically validated strategies for teaching reading skills to children who use augmentative and alternative communication (AAC). The current study implemented a single-subject, multiple-probe-across-subjects design to investigate the effects of direct instruction in single-word reading on the performance of students who use AAC. The instructional program targeted the reading skills of 5 participants who had severe speech impairments and ranged in age from 9 to 14 years old. All 5 participants reached criterion for matching targeted written words to corresponding pictures. Three of the 5 participants demonstrated generalization of reading skills to novel-word reading, and 4 of the 5 generalized reading skills to book contexts. Implications and directions for future research are discussed.

Effects of a Self-Advocacy Intervention on Abilities of Black College Students With Intellectual and Developmental Disabilities to Request Academic Accommodations

Inclusion ◽  
2021 ◽  
Vol 9 (3) ◽  
pp. 225-240
Author(s):  
Katherine R. Brendli ◽  
LaRon A. Scott ◽  
Yaoying Xu ◽  
Colleen Thoma ◽  
Debra Holzberg
Keyword(s):  
College Students ◽  
Developmental Disabilities ◽  
Research Policy ◽  
Functional Relation ◽  
Black College ◽  
Future Research ◽  
Single Subject ◽  
Intellectual And Developmental Disabilities ◽  
Academic Accommodations ◽  
Self Advocacy

Abstract Several barriers exist that inhibit the success of students with disabilities in postsecondary education environments, one of which is the lack of self-advocacy skills to effectively request academic modifications and ask for other supports when needed. In this study, we used a single-subject multiple-probe across participants design to examine the effects of a self-advocacy intervention on the abilities of college students with intellectual and developmental disabilities (IDD) to request their academic accommodations. We primarily focused the intervention on Black youth with IDD attending an inclusive higher education program. Results indicate moderate to strong evidence of a functional relation between the intervention and the students' abilities to request academic accommodations. Implications for future research, policy, and practice are discussed.

scholarly journals Using AAC Media To Improve Dynamics Ability In Music Learning For Autistic Children

2018 ◽  
Vol 2 ◽  
pp. 12 ◽  
Author(s):  
Lalan Erlani ◽  
Tati Narawati ◽  
Zaenal Alimin
Keyword(s):  
Augmentative And Alternative Communication ◽  
Visual Analysis ◽  
Positive Impact ◽  
Autism Spectrum ◽  
Single Subject ◽  
Research Approach ◽  
Alternative Communication ◽  
Single Subject Research ◽  
Musical Skills ◽  
Data Collection Technique

This study aims to improve the ability of dynamics musical skills of autistic student using Augmentative and alternative communication (AAC) media. Augmentative and alternative communication (AAC) interventions have been shown to improve both communication and learning skills in children and youth with autism spectrum disorders and other developmental disabilities. There are many strategies educators use to aid a child to communicate. Visual aides have been used successfully in helping children with autism communicate. A picture system called AAC Media allows teachers to make pictures to help students on the spectrum communicate. The method that being used in this study is experimental method with single subject research approach and using the design of A–B pattern. Data collection technique that being used are observation and documentation. And data analysis technique that being used is visual analysis in condition. The results of this research indicate that musical dynamic skills in music subject could be improved by using AAC media. The use of AAC media brings positive impact towards autistic students skills in musical dynamic. Therefore, teachers can apply the using of AAC media on music subject activities in school.

A Clarification of Slope and Scale

2020 ◽  
pp. 014544552095336
Author(s):  
Chad E. L. Kinney
Keyword(s):  
Design Research ◽  
Visual Analysis ◽  
Single Case ◽  
Future Research ◽  
Single Subject ◽  
Single Case Design ◽  
Apparent Lack ◽  
Single Subject Research ◽  
Valid Comparison ◽  
Meta Analyses

Improvements in the quantification and visual analysis of data, plotted across non-standardized graphs, are possible with the equations introduced in this paper. Equation 1 (an expression of graphic scale variability) forms part of the foundation for Equation 2 (an expansion on the traditional calculation of the tangent inverse of a line’s algebraic slope). These equations provide clarification regarding aspects of “slope” and graphic scaling that have previously confused mathematicians. The apparent lack of correspondence between geometric slope (the angle of inclination) and algebraic slope (the m in y = mx + b) on “non-homogeneous” graphs (graphs where the scale values/distances on the y-axis are not the same as on the x-axis) is identified and directly resolved. This is important because nearly all behavior analytic graphs are “non-homogeneous” and problems with consistent visual inspection of such graphs have yet to be fully resolved. This paper shows how the precise geometric slope for any trend line on any non-homogeneous graph can quickly be determined—potentially improving the quantification and visual analysis of treatment effects in terms of the amount/magnitude of change in slope/variability. The equations herein may also be used to mathematically control for variability inherent in a graph’s idiosyncratic construction, and thus facilitate valid comparison of data plotted on various non-standard graphs constructed with very different axes scales—both within and across single case design research studies. The implications for future research and the potential for improving effect size measures and meta-analyses in single-subject research are discussed.

scholarly journals Social-Skill Interventions for Culturally and Linguistically Diverse Students with Disabilities: A Comprehensive Review

2017 ◽  
Vol 27 (1) ◽  
Author(s):  
Sunyoung Kim ◽  
Min-Chi Yan ◽  
Saili S Kulkarni
Keyword(s):  
Students With Disabilities ◽  
Developmental Delay ◽  
Social Skill ◽  
Children With Disabilities ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Single Subject ◽  
Social Interventions ◽  
Single Subject Research ◽  
Manual Search

Teachers and researchers have considered social-skill interventions to be an essential component in the development and progress of students with disabilities. However, there is still relatively limited research on these interventions for individuals from culturally and linguistically diverse (CLD) backgrounds. This literature review was conducted to examine the effectiveness of social-skill interventions for CLD students with disabilities in school settings. Electronic database searches and a manual search were completed to identify studies published between 2000 and 2017 (February). Seven studies (n = 18 participants) were identified for inclusion in this review, and five types of social interventions were identified. Most participants were male, aged between 8 and 13 years old, were considered at risk for having developmental delay or had developmental delay, and were identified as African Americans. The majority of studies we reviewed utilized single-subject research designs and focused on social interactions as the goal for their individual interventions. Peer-mediated interventions and social story intervention were the most frequently used interventions. Findings suggest that, when exposed to the social-skill interventions, CLD children with disabilities improved their social behaviours and skills. Some children with disabilities maintained and generalized these behaviours across settings or playmates.

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