Amarie Carnett

Three children with autism spectrum disorder learn to perform a three-step communication sequence using an iPad®-based speech-generating device.

Many children with autism spectrum disorder (ASD) have limited or absent speech and might therefore benefit from learning to use a speech‐generating device (SGD). The purpose of this study was to evaluate a procedure aimed at teaching three children with ASD to use an iPad®‐based SGD to make a general request for access to toys, then make a specific request for one of two toys, and then communicate a thank‐you response after receiving the requested toy.

Comparison of therapist implemented and iPad-assisted interventions for children with autism

Abstract Objective: This study compares intervention delivered by a therapist to intervention delivered using an iPad for two children with autism. Further, this study evaluates the influence of choice between the conditions. Methods: Time on-task, challenging behaviour, session duration and correct responses were compared across conditions in an alternating treatment design. The effect of choice was evaluated in an ABAB design. Results: The iPad was associated with shorter intervention sessions, more time on-task and less challenging behaviour for one participant. There was no difference between conditions for the second participant. Both participants selected the iPad when given the choice and, although the effect of choice was modest, choosing was associated with more time on-task and less challenging behaviour. Conclusions: These data suggest that iPad-assisted intervention can be as effective as therapist-implemented intervention. Further, even for children for whom no differences between the interventions exist, offering a choice may be beneficial.

Voices from the past: Comparing the rapid prompting method and facilitated communication

Objective: This article briefly reviews the history and damage caused by facilitated communication (FC) and highlights the parallels between FC and the Rapid Prompting Method (RPM). Background: FC involves a therapist (or facilitator) supporting the hand of a person with autism while a message is typed on a letter board. FC is widely acknowledged to be a pseudoscientific, unsafe, and unethical treatment for people with autism. RPM is a more recent intervention for people with autism that involves the facilitator holding and moving the letter board while the individual with autism moves their own hand. Those who espouse the perceived benefits of FC and RPM make strikingly similar claims of hidden intelligence and extraordinary communication abilities in people with autism following treatment. Conclusion: Clients, proponents, and practitioners of RPM should demand scientific validation of RPM in order to ensure the safety of people with disabilities that are involved with RPM.

Teaching a Child with Autism to Mand for Answers to Questions Using a Speech-Generating Device

The current study systematically replicates and extends the findings of Ingvarsson and Hollobaugh (2010) by teaching a boy with autism who used a speech-generating device to mand for answers to unknown questions. The effects of the intervention were evaluated via a multiple baseline across stimulus sets. The intervention resulted in acquisition of both the mand for information and intraverbal responses (i.e., correct answers to previously unknown questions). However, generalization of the mand for information was limited.

An evaluation of speech production in two boys with neurodevelopmental disorders who received communication intervention with a speech-generating device

Children with neurodevelopmental disorders often present with little or no speech. Augmentative and alternative communication (AAC) aims to promote functional communication using non‐speech modes, but it might also influence natural speech production.

Intensive toilet training targeting defecation for a child with Autism Spectrum Disorder

ABSTRACTIndependent toileting is a critical functional life skill. Unfortunately, acquisition of this skill is often delayed in children with Autism Spectrum Disorder. Interventions based on behavioural principles are often used to toilet train children. Methods that incorporate behavioural components, including systematic prompting and reinforcement contingencies, have yielded positive results for teaching toileting skills to children with disabilities. The purpose of the present study was to determine whether selected procedures based upon a behavioural model would be effective in teaching an 8-year-old boy with autism independent toileting skills, including in-toilet defecation. A secondary goal of the intervention was to reduce interfering behaviours associated with toileting. In-toilet defecation increased as a result of the intervention.

Teaching mands for actions to children with autism spectrum disorder using systematic instruction, behavior chain interruption, and a speech-generating device

Objective: Evaluate the use of procedures to teach three nonvocal children with autism spectrum disorder to use a speech-generating device to mand for actions. Method: A multiple probe across participants design was used to evaluate the effectiveness systematic instruction and the use of a behavior chain interruption. Results: All three participants acquired the target mand. However, generalization to an untrained item only occurred for one participant. Conclusion: Results suggest that mands for actions expressed with a speech-generating device can be taught to children with autism spectrum disorder using systematic instruction and behavior chain interruption strategies.

Teaching a Child With ASD to Approach Communication Partners and Use a Speech-Generating Device Across Settings: Clinic, School, and Home:

Individuals with autism spectrum disorder (ASD) often have difficulty generalizing newly acquired communication skills to different contexts. In this study, a multiple baseline across settings (clinic, school, and home) design was used to determine whether an 8-year-old boy with ASD could learn to approach communication partners to request preferred items using an iPad®-based speech-generating device (SGD). Results indicated that the participant learned to approach communication partners to request across all settings. Acquisition of this skill was fastest at school and slowest in the clinic. The participant’s learning generalized to a novel room within the same setting, and he was also able to retrieve the SGD prior to approaching the communication partner without additional teaching. Results suggest that individuals with ASD may benefit from being systematically taught to use an SGD across different settings and communication partners.

Teaching two children with autism spectrum disorder to use a speech-generating device

ABSTRACTMany children with autism spectrum disorder have minimal speech and are therefore candidates for learning to use speech-generating devices. Previous research has mainly focused on teaching ...

Complications and Side Effects Associated with a Lack of Toileting Skills

Individuals who do not acquired toileting skills during early childhood are at an increased risk for medical complications, social exclusion, and an overall diminished quality of life. Persistent toileting skill deficits may be caused by physiological abnormalities that complicate or prevent successful voiding of the bowel and bladder. Additionally, an individual may learn to withhold stool or urine or to engage in other behaviors that preclude successful elimination in the toilet. Frequently, physiological and learning factors act in tandem to create toileting difficulties. This chapter first addresses medical issues that may contribute to and/or arise from toileting difficulties. The remainder of the chapter focuses on the psychological and social domains that may be negatively impacted by the failure to acquire hygienic toileting skills.