Browsing by Subject "Developmental disabilities"
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Item An evaluation of resurgence of appropriate communicative responses in children with developmental disabilities(2011-08) Hoffman, Katherine J.; Falcomata, Terry S.; Ringdahl, JoelThe purpose of the current study was to evaluate the conditions under which resurgence of appropriate communicative responses (mands) would occur with children with developmental disabilities. The experimental preparation consisted of a sequence of conditions that included (a) the reinforcement of one mand (i.e., microswitch activation or card exchange) on a FR 1 schedule, (b) an extinction condition in which the mand was no longer reinforced, (c) the reinforcement of a second mand (i.e., microswitch activation or card exchange) on a FR 1 schedule, and (d) a test for resurgence of the first mand which consisted of placing the second mand on extinction. The results demonstrated resurgence of mands during 2 out of 3 tests for resurgence for one participant. Resurgence of mands was demonstrated during all three tests for resurgence with the second participant.Item Joint attention initiations in children with autism : using a video modeling intervention to teach showing(2013-12) White, Pamela Jean; O'Reilly, Mark F.Children with autism exhibit deficits in joint attention initiations, which are crucial to development of language and social skills (Bakeman & Adamson, 1984; Rollins, Wambacq, Mathews, & Reese, 1998; Whalen, Schreibman, & Ingersoll, 2006). Showing an object to a communication partner is an example of a joint attention initiation. A systematic synthesis of interventions targeting joint attention initiations was conducted to guide the development of an intervention for teaching showing behavior. In this study, a video modeling intervention was implemented with four young children with autism. Sessions were conducted during play sessions with the researcher in each participant’s typical therapy context. Following a prescribed baseline, the video modeling intervention was implemented. The video provided a model of an individual showing a toy to a communication partner with narration explaining the four components of the showing behavior: gaining the partner’s attention, making eye contact, extending the toy toward the partner, and commenting on the toy. Following the first four intervention sessions, verbal feedback and practice was added with the video model. The effects of this intervention on accuracy (percentage of components completed) and frequency of showing behavior and generalization to a small group setting with peers were evaluated using a multiple baseline across design across participants. Results indicate that accuracy and frequency of showing behavior increased when the video modeling intervention was implemented. The acquisition, performance, and generalization of showing behavior in relation to the video modeling intervention are discussed. Implications for teaching joint attention initiations and directions for future research are presented.Item Teaching rejecting response using wrong-item format embedding into missing-item format for children with developmental disabilities(2009-08) Choi, Hayoung; O’Reilly, Mark F.Mands, of which requesting and rejecting responses are considered subclasses, are the first emerging communication functions that allow children to express their wants and needs. While typically developing children develop speech without specifically designed intervention, many children with autism and developmental disabilities are likely to rely on prelinguistic communication forms that are socially and developmentally inappropriate or unacceptable until symbolic forms of functional communication are taught. A review of the literature on teaching mands indicates that although there is an abundance of research addressing teaching communicative requesting behaviors, rarely have studies attempted to teach communicative rejecting. The purpose of this study was to create rejecting opportunities using the wrong-item format embedded into the missing item format, and to teach socially appropriate rejecting response using AAC for four children with autism and developmental disabilities. This study employed a multiple probe design across four participants to examine the effectiveness of the procedure. Results indicated that the wrong-item format embedded into the missing-item format was effective in teaching symbolic forms of rejecting responses using VOCAs and PECS. The results were generalized across two untrained activities and were maintained up to four weeks following the termination of generalization probes for three participants. The implications and limitations of this study, as well as potential topics for future research are also discussed.