Cindy Gevarter

A Review of Peer-Mediated Social Interaction Interventions for Students with Autism in Inclusive Settings

This review addresses the use of peer-mediated interventions (PMI) to improve the social interaction skills of students with autism spectrum disorder (ASD) in inclusive settings. The purpose of this review is to (a) identify the characteristics and components of peer-mediated social interaction interventions, (b) evaluate the effectiveness of PMI by offering an analysis of intervention results and research design, and (c) suggest directions for future research. Overall, results suggest that PMI is a promising treatment for increasing social interaction in children, adolescents, and young adults with ASD in inclusive settings, with positive generalization, maintenance, and social validity outcomes. Findings also suggest that participant characteristics and the type of social deficit an individual exhibits are important considerations when choosing the optimal configuration of PMI strategies.

Comparisons of intervention components within augmentative and alternative communication systems for individuals with developmental disabilities: a review of the literature.

Decisions regarding augmentative and alternative communication (AAC) for individuals with developmental disabilities (e.g. what AAC to use and how to teach a person to use a specific AAC modality) should involve consideration of different intervention component options. In an effort to elucidate such decisions and options, this review synthesized 14 studies, published between 2004 and 2012, comparing different AAC intervention components including different symbol sets, instructional strategies, or speech output within aided AAC systems, and different verbal operants within unaided AAC. Evidence supported the following: (a) different instructional strategies such as building motivation, using errorless learning, or adding video models to picture exchange interventions may improve the acquisition or rate of acquisition of picture exchange mands, (b) limited data supports training mimetic (imitated) or mand signs over tacts and (c) differences in symbol sets and speech output levels appeared to have little effect on AAC-based mand acquisition, but listener-based differences should be considered. These findings have implications for future research and clinical practice.

Comparing Acquisition of AAC-Based Mands in Three Young Children with Autism Spectrum Disorder Using iPad ® Applications with Different Display and Design Elements

Augmentative and alternative communication (AAC) applications may differ in their use of display and design elements. Using a multielement design, this study compared mand acquisition in three preschool-aged males with autism spectrum disorder, across three different displays in two iPad® AAC applications. Displays included a Widgit symbol button (GoTalk), a photographical hotspot (Scene and Heard), and a Widgit symbol button along with a photograph (Scene and Heard). Applications had additional design differences. Two participants showed more rapid and consistent acquisition with the photographical hotspot than with the symbol button format, but did not master the combined format. The third participant mastered all three conditions at comparable rates. Results suggest that AAC display and design elements may influence mand acquisition.

Evidence-Based Social Communication Interventions for Children with Autism Spectrum Disorder

Adapting communication styles is important

Assistive Technology for Students with Visual Impairments and Blindness

This chapter provides (a) an overview of visual impairments and blindness, (b) explanations, examples, and summaries of research findings on assistive technology-related assessments and assistive technologies for pre-academic learning, reading, writing, mathematics, and science, and (c) discussion of implications of research findings for use of assistive technology with students with visual impairments and blindness. The research summarized suggests the use of assistive technology with students with visual impairments and blindness has the potential to improve many student outcomes related to academics and learning via enhancement of existing sight abilities and/or engagement of other senses (e.g., hearing) and abilities (e.g., oral language). In addition, research findings suggest the extent and quality of assessments are critical determinants of long-term assistive technology implementation outcomes. Discussion of the implications of research findings includes recommendations for practice in assessment, selection of assistive technologies, teaching and encouraging assistive technology use, and prevention of technology abandonment. The chapter concludes with description of areas in need of future research.

Increasing the Vocalizations of Individuals with Autism during Intervention with a Speech-Generating Device.

This study aimed to teach individuals with autism spectrum disorder (ASD) and limited vocal speech to emit target vocalizations while using a speech-generating device (SGD). Of the 4 participants, 3 began emitting vocal word approximations with SGD responses after vocal instructional methods (delays, differential reinforcement, prompting) were introduced. Two participants met mastery criterion with a reinforcer delay and differential reinforcement, and 1 met criterion after fading an echoic model and prompt delay. For these participants, vocalizations initiated before speech outputs were shown to increase, and vocalizations generalized to a context in which the SGD was absent. The 4th participant showed high vocalization rates only when prompted. The results suggest that adding vocal instruction to an SGD-based intervention can increase vocalizations emitted along with SGD responses for some individuals with ASD.

Assessing the acquisition of requesting a variety of preferred items using different speech generating device formats for children with autism spectrum disorder

ABSTRACT Five children with autism spectrum disorder (ASD) were taught to request preferred items using four different augmentative and alternative communication (AAC) displays on an iPad®-based speech-generating device (SGD). Acquisition was compared using multi-element designs. Displays included a symbol-based grid, a photo image with embedded hotspots, a hybrid (photo image with embedded hotspots and symbols), and a pop-up symbol grid. Three participants mastered requesting items from a field of four with at least three displays, and one mastered requesting items in a field of two. The fifth participant did not acquire requests in a field of preferred items. Individualized display effects were present, and the photo image appeared to have provided the most consistent advantages for three participants. Some errors were more or less common with specific displays and/or participants. The results have important implications for AAC assessment and implementation protocols.

Assistive Technology for People with Behavior Problems

This chapter provides a selective overview of the use of assistive technology used to support persons with diverse abilities who engage in problem behavior. By it is nature this is a very broad topic and incorporates a wide array of populations and assistive technologies strategies. The chapter begins with a description and definition of problem behavior. Next is an overview of the characteristics of the populations that have received assistive technology interventions to treat problem behavior. This overview of population characteristics will enhance the reader’s understanding of the nature of problem behavior and also provide a deeper understanding of the rationale for the use of various assistive technologies in the following section of the chapter. The next section of the chapter provides a selective overview of the assistive technologies used to manage problem behavior. Assistive technology strategies will be divided into two general categories—those that focus on (a) antecedent cue or self-control strategies (enhancing stimulus control of adaptive behavior and/or teaching persons to monitor their own behavior) and (b) consequence strategies (providing consequences contingent upon problem behavior or teaching persons to use appropriate communication to access desired consequences). The final section provides an overview of the clinical and academic implications of the use of assistive technologies to support persons with behavior problems.

Evaluation of functional communication training as a satiation procedure to reduce challenging behavior in instructional environments for children with autism

Objectives: For individuals with challenging behavior, antecedent interventions such as modifying the motivation for the behavior have shown to be effective. In this study, we examined the effects of giving the participants the opportunity to continuously request tangible items (e.g. toys and activities) prior to instruction to determine if allowing them to satiate on the item would serve as an effective intervention to reduce challenging behavior maintained by access to the items. Method: Functional analyses identified that access to tangible items maintained the challenging behavior of four children with autism spectrum disorder. The children were then trained using Functional Communication Training (FCT) to request the items. Prior to 15 mins academic and/or functional skill instructional sessions, participants were exposed to either an FCT session and allowed to request the tangible items or did not receive an FCT session. The no FCT condition consisted of the child’s typically scheduled activities, without access to the preferred items maintaining challenging behavior for at least one hour prior to instruction. Following the FCT or no FCT conditions, we measured challenging behavior and academic engagement during 15-mins sessions of one-on-one instruction. Results: When instruction was preceded with FCT as a satiation intervention, we observed lower levels of challenging behavior and higher levels of academic engagement compared to no FCT conditions for two of four participants. Conclusion: Overall, the results of this study appear to support the use of FCT as a viable satiation procedure to reduce challenging behavior in instructional settings.

This study presents a promising assistive technology intervention for individuals with Rett syndrome. Replication and extension is warranted to explore its generality for enabling choice making

This review provides a summary and appraisal commentary on the treatment review by Stasolla, F., Perilli, V., Di Leone, A., Damiani, R., Albano, V., Stella, A., & Damato, C. (2015). Technological aids to support choice strategies by three girls with Rett syndrome. Research in Developmental Disabilities, 36, 36–44. Source of funding and disclosure of interest: Funding sources not reported. No disclosure of interests reported.