Billy T. Ogletree

Twenty Years of Communication Intervention Research With Individuals Who Have Severe Intellectual and Developmental Disabilities

This literature review was conducted to evaluate the current state of evidence supporting communication interventions for individuals with severe intellectual and developmental disabilities. We reviewed 116 articles published between 1987 and 2007 in refereed journals meeting three criteria: (a) described a communication intervention, (b) involved one or more participants with severe intellectual and developmental disabilities, and (c) addressed one or more areas of communication performance. Many researchers failed to report treatment fidelity or to assess basic aspects of intervention effects, including generalization, maintenance, and social validity. The evidence reviewed indicates that 96% of the studies reported positive changes in some aspects of communication. These findings support the provision of communication intervention to persons with severe intellectual and developmental disabilities. Gaps in the research were reported as were recommendations for future research.

Repeated Storybook Reading as a Language Intervention for Children with Autism: A Case Study on the Application of Scaffolding.

This case study investigated the efficacy of repeated storybook reading (RSR) with adult scaffolding as an intervention for a child with autism. An ABA single-subject design was employed. The results suggested that RSR encouraged spontaneous language use. Guidelines for using RSR with children with autism are provided.

Augmentative and Alternative Communication (AAC) for adults with severe aphasia: where we stand and how we can go further

Purpose: To review literature specific to the use of AAC with adults who have severe aphasia. Method: The authors reviewed studies involving AAC interventions for adults with severe aphasia. Results: Published data support the use of aided and unaided AAC with adults with severe aphasia in controlled treatment contexts. Reported gains in communication typically have not generalized to everyday settings. Conclusions: The application of AAC with persons with severe aphasia must address factors potentially limiting treatment success outside of training environments.

An Innovative Language Treatment for a Child with High-Functioning Autism:

This study describes, and determines the effectiveness of, an innovative treatment sequence designed to facilitate semantic/pragmatic language development in a child with high-functioning autism. The independent variable was a treatment sequence emphasizing video vignettes and role-plays. Dependent variables included efficient gaze, responding without delays, and topic maintenance. Findings and practitioner applications are provided.

Examining Effective Intervention Practices for Communication Impairment in Autism Spectrum Disorder

This article describes effective communication-related practices by reviewing specific evidence-based techniques, sharing how these techniques have been used in various treatment approaches, and discussing a constellation of general principles vital to treatment success. A comprehensive model of service delivery is provided to illustrate these key features of effective practice within the ecological and cultural contexts of families and their everyday lives.

Augmentative and Alternative Communication for Persons with Autism: History, Issues, and Unanswered Questions

that time, however, AAC has enjoyed unbounded growth due to scientific, technological, and social changes (Arvidson & Lloyd, 1997). Today, individuals of all ages with severe communication impairments and various disability types are receiving AAC assessment and intervention services. One population clearly recognized by its needs in the area of communication is persons with autism. Severe communication deficits have

Team-Based Service Delivery for Students with Disabilities: Practice Options and Guidelines for Success

Team-based service delivery is a common method for families and related professionals to make decisions about children with special needs. Unfortunately, preprofessional training in the area of team functioning has been inadequate. Furthermore, resources to understand and apply the principles of teaming are limited. This article describes current team models and provides guidelines specific to optimal team participation.

Program Evaluation in Classrooms for Students with Autism Student Outcomes and Program Processes

This article reviews goal attainment scaling as an alternative method for evaluating treatments and programs for children with autism. Traditional evaluation methods such as compliance monitoring and efficacy studies may be unable to account for the elaborate set of components mandated by the Individuals with Disabilities Education Act and the number and variety of treatment/program options available to students with autism. Assessing the quality of program services delivered to children (i.e., process goals) and the progress of children in meeting those goals (i.e., outcome goals) should be the fundamental concern of programs for students with autism. The use of goal attainment scaling as an alternative evaluation method may provide a convergent link between student outcome goals and program goals within a framework of family-centered practices. A case study is provided to illustrate the use of goal attainment scaling.

Application of ABA Principles to General Communication Instruction

Effective communication instruction has drawn heavily from applied behavior analysis (ABA). Although intervention practices have evolved over time, technologies developed through the adherence to ABA principles and techniques continue to flourish. This article examines ABA-based communication instruction for persons with autism by providing a historical context for ABA as an instructional methodology and by reviewing ABA-related treatment options.

Assessment Targets and Protocols for Nonsymbolic Communicators with Profound Disabilities

This article proposes assessment targets and protocols for children with profound developmental disabilities who are nonsymbolic communicators. Targets include childrens actual or perceived communicative behaviors, their communicative partners, and their communicative environments. Protocols consist of interviews, observations, structured sampling, and, if needed, formal assessment measures.