Ee Rea Hong
University of Tsukuba
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Featured researches published by Ee Rea Hong.
Journal of Autism and Developmental Disorders | 2014
Síglia Pimentel Höher Camargo; Mandy Rispoli; Jennifer B. Ganz; Ee Rea Hong; Heather Davis; Rose A. Mason
Students with autism spectrum disorders (ASDs) often have difficulties in social interaction skills, which may prevent their successful inclusion in general education placements. Behaviorally-based social skills interventions have been shown to be effective in attenuating such difficulties in these environments. In light of the increasing number of children with ASD being educated in inclusive settings and requirements for the use of research-based interventions in schools, this paper (1) analyzes the quality of single-case research using behaviorally-based interventions to improve social interaction skills of children with ASD in inclusive settings and (2) evaluates whether such interventions can be considered an evidence-based practice. Characteristics and components of the interventions are summarized, and their implications for practice and future research are discussed.
Augmentative and Alternative Communication | 2013
Jennifer B. Ganz; Fara D. Goodwyn; Margot M. Boles; Ee Rea Hong; Mandy Rispoli; Emily M. Lund; Elizabeth Kite
Abstract There is a growing research literature on the potential benefits of augmentative and alternative communication (AAC) for individuals with autism; however few studies have investigated implementation of AAC within real-life contexts. Thus, the purpose of this study was to investigate the impact of training for practitioners in implementation of aided AAC, and to examine implementation of Picture Exchange Communication System (PECS) in real-life contexts. In particular, this study involved the implementation of instructional coaching to increase opportunities offered by behavioral therapists for their preschool-aged clients to use PECS to make requests. Results indicated increases in therapist implementation of AAC and client use of AAC in trained contexts, with limited generalization to untrained contexts.
Developmental Neurorehabilitation | 2014
Jennifer B. Ganz; Mandy Rispoli; Rose A. Mason; Ee Rea Hong
Objective: The purpose of this meta-analysis was to evaluate the potential moderating effects of intervention setting and type of aided augmentative and alternative communication (AAC) on outcome variables for students with autism spectrum disorders. Methods: Improvement rate difference, an effect size measure, was used to calculate aggregate effects across 35 single-case research studies. Results: Results indicated that the largest effects for aided AAC were observed in general education settings. With respect to communication outcomes, both speech generating devices (SGDs) and the Picture Exchange Communication System (PECS) were associated with larger effects than other picture-based systems. With respect to challenging behaviour outcomes, SGDs produced larger effects than PECS. Conclusion: This aggregate study highlights the importance of considering intervention setting, choice of AAC system and target outcomes when designing and planning an aided AAC intervention.
Developmental Neurorehabilitation | 2015
Jennifer B. Ganz; Ee Rea Hong; Fara D. Goodwyn; Elizabeth Kite; Whitney Gilliland
Abstract Objective: The purpose of this brief report was to determine the effect on receptive identification of photos of a tablet computer-based augmentative and alternative communication (AAC) system with voice output. Methods: A multiple baseline single-case experimental design across vocabulary words was implemented. One participant, a preschool-aged boy with autism and little intelligible verbal language, was included in the study. Results: Although a functional relation between the intervention and the dependent variable was not established, the intervention did appear to result in mild improvement for two of the three vocabulary words selected. Conclusion: The authors recommend further investigations of the collateral impacts of AAC on skills other than expressive language.
Research in Developmental Disabilities | 2016
Ee Rea Hong; Jennifer B. Ganz; Rose A. Mason; Kristi Morin; John L. Davis; Jennifer Ninci; Leslie Neely; Margot B. Boles; Whitney Gilliland
BACKGROUND Many individuals with autism spectrum disorders (ASD) show deficits in functional living skills, leading to low independence, limited community involvement, and poor quality of life. With development of mobile devices, utilizing video modeling has become more feasible for educators to promote functional living skills of individuals with ASD. AIMS This article aims to review the single-case experimental literature and aggregate results across studies involving the use of video modeling to improve functional living skills of individuals with ASD. METHODS AND PROCEDURES The authors extracted data from single-case experimental studies and evaluated them using the Tau-U effect size measure. Effects were also differentiated by categories of potential moderators and other variables, including age of participants, concomitant diagnoses, types of video modeling, and outcome measures. OUTCOMES AND RESULTS Results indicate that video modeling interventions are overall moderately effective with this population and dependent measures. While significant differences were not found between categories of moderators and other variables, effects were found to be at least moderate for most of them. CONCLUSIONS AND IMPLICATIONS It is apparent that more single-case experiments are needed in this area, particularly with preschool and secondary-school aged participants, participants with ASD-only and those with high-functioning ASD, and for video modeling interventions addressing community access skills.
Journal of Autism and Developmental Disorders | 2015
Ee Rea Hong; Jennifer B. Ganz; Jennifer Ninci; Leslie Neely; Whitney Gilliland; Margot B. Boles
This study presents a literature review of interventions for improving daily living skills of individuals with ASD. This review investigated the quality of the design and evidence of the literature base and determined the state of the evidence base related to interventions for improving daily living skills of individuals with ASD. Included studies were evaluated to determine the overall quality of the evidence for each design within each article, based on the What Works Clearinghouse standards for single-case experimental design (Kratochwill et al. 2010), adapted by Maggin et al. (Remedial Spec Educ 34(1):44–58, 2013. doi:10.1177/0741932511435176). As a result, video modeling was found to be an evidence-based practice. Limitations and implications for future research and for practitioners are discussed.
Archive | 2014
Jennifer B. Ganz; Ee Rea Hong; Whitney Gilliland
Part 1: Introduction and Overview.- Chapter 1: Overview of Autism Spectrum Disorders and Complex Communication Needs.- Chapter 2: Aided Augmentative and Alternative Communication: An Overview.- Chapter 3: AAC and Assessment of People with ASD and CCN.- Chapter 4: Interdisciplinary Issues and Collaboration in Assessment and Treatment.- Part 2: Interventions and Techniques to Provide Aided AAC for People with ASD.- Chapter 5: Naturalistic Aided AAC Instruction.- Chapter 6: AAC Intervention Mediated by Natural Communication Partners.- Chapter 7: Functional Communication Training with AAC.- Part 3: Controversial Issues in AAC.-Chapter 8: The Controversy Surrounding Facilitated Communication .- Chapter 9: Sign Language versus Aided AAC.
Intervention In School And Clinic | 2015
Ee Rea Hong; Leslie Neely; Emily M. Lund
Bullying or any aggressive behavior of a more powerful person or group toward a less powerful person is a widespread problem in the U.S. educational system. While bullying is a significant problem for all students, students with an autism spectrum disorder (ASD) have a particularly high incidence rate of becoming victims of bullying. The social and communication deficits characteristic of students with ASD provide significant challenges in teaching and preparing these students for bullying situations. Cooperative work between teachers and parents, analyzing an individual student’s needs, educating the student about bullying, teaching how to cope with and reporting it in both controlled settings and natural environments, and developing a monitoring system are key components of preventing the students with ASD from being bullied. An illustrative example and practical suggestions and approaches are provided.
Developmental Neurorehabilitation | 2015
Ee Rea Hong; Leslie Neely; Mandy Rispoli; Tonya M. Trepinski; Emily Gregori; Tonya N. Davis
Abstract Objectives: This compares effects of explicit delay cue to reinforcement to general delay cue to reinforcement when attempting to decrease tangible-maintained challenging behaviours of children with autism spectrum disorder (ASD). Methods: Two school-age children with ASD participated in this study. In order to evaluate the effects of a general cue versus an explicit cue on the participants’ tangibly maintained challenging behaviours, a multiple baseline design across settings with an embedded alternating treatments design was used. Results: Results suggested that both types of delay cue to reinforcement demonstrated effectiveness on decreasing tangible-maintained behaviours of the participant. For both participants, an explicit delay cue demonstrated slightly better effects on the participants’ challenging behaviours then a general delay cue. Conclusions: This study adds an evidence to support that delayed reinforcement can be used as an effective strategy to reduce both escape and tangible-maintained challenging behaviours of children with ASD across multiple settings.
Archive | 2014
Jennifer B. Ganz; Ee Rea Hong
If communication skills are to be functional, they must be used in and across natural contexts. People with ASD, in particular, have difficulties generalizing skills learned across contexts, settings, materials, and communicative partners. Given the central role communication plays in human life and interaction, interventionists must carefully plan to ensure skills are acquired across all contexts. This chapter defines and describes naturalistic instruction, applies this information to interventions involving AAC, and provides a review of the literature on the use of naturalistic instruction involving AAC use for people with developmental disabilities and ASD.