Emily Gregori

High-technology augmentative and alternative communication for individuals with intellectual and developmental disabilities and complex communication needs: a meta-analysis

Abstract The use of mobile technology is ubiquitous in modern society and is rapidly increasing in novel use. The use of mobile devices and software applications (“apps”) as augmentative and alternative communication (AAC) is rapidly expanding in the community, and this is also reflected in the research literature. This article reports the social-communication outcome results of a meta-analysis of single-case experimental research on the use of high-tech AAC, including mobile devices, by individuals with intellectual and developmental disabilities, including autism spectrum disorder. Following inclusion determination, and excluding studies with poor design quality, raw data from 24 publications were extracted and included 89 A-B phase contrasts. Tau-U nonparametric, non-overlap effect size was used to aggregate the results across all studies for an omnibus and moderator analyses. Kendall’s S was calculated for confidence intervals, p-values, and standard error. The omnibus analysis indicated overall low to moderate positive effects on social-communication outcomes for high-tech AAC use by individuals with intellectual and developmental disabilities.

A Systematic Review of Parent-Implemented Functional Communication Training for Children With ASD

Supporting parents in reducing challenging behavior of children with autism spectrum disorder (ASD) requires the identification of effective, feasible, and sustainable interventions. Functional communication training (FCT) is one of the most well-established interventions in the behavioral literature and is used increasingly by parents. However, there is a need for additional evaluation of the literature related to parent-implemented FCT. In the present review, we identified 26 peer-reviewed studies on parent-implemented FCT. We conducted systematic descriptive and social validity analyses to summarize the extant literature. Across studies, parent-implemented FCT was effective in reducing child challenging behavior, and in some cases, intervention outcomes maintained and generalized to novel settings and implementers. However, few studies reported fidelity data on parent implementation of FCT, and data regarding sustained use of FCT by parents were limited. Results of the social validity analysis indicate that while FCT is often implemented by natural change agents in typical settings, parent training is often provided by professionals not typically accessible to parents. These findings suggest that future research is warranted in the areas of parent training and long-term sustainability of parent-implemented FCT.

Teaching Parents to Implement Functional Communication Training for Young Children With Developmental Delays

The purpose of this study was to assess the impact of parent training on parent implementation of functional communication training (FCT) in the trained routine and in a novel routine. Three young children with developmental delays and their parents participated. A multiple-probe across parent-child dyads was used to evaluate the impact of parent training on parent fidelity of FCT. The data indicated that verbal and written instructions with performance feedback resulted in accurate implementation of FCT during the trained routine. The generalization assessment suggested that instructions and performance feedback promoted generalization for one parent and an additional training component was needed for another parent. The third parent did not complete the generalization assessment. The results suggest verbal and written instructions and performance feedback can lead to accurate implementation of FCT during the trained routine, but additional training components may be necessary to facilitate generalization to a novel routine.

The Effects of a Shared Reading Intervention on Narrative Story Comprehension and Task Engagement of Students with Autism Spectrum Disorder

The purpose of this study was to investigate the effects of a shared reading intervention on narrative story comprehension and task engagement of students with autism spectrum disorder (ASD). A single-case multiple baseline design was used, and three elementary-aged students with ASD participated in this study. The shared reading intervention included before, during, and after reading strategies (i.e., topic anticipation, dynamic reading, story retelling). Results of this study indicated that all participants demonstrated noticeable improvements in reading comprehension. Despite the longer duration of intervention sessions as compared to baseline sessions, participants showed similar or better task engagement with intervention. Improved reading outcomes were maintained at follow up for all participants. Implications for practical implementation and future research were discussed.

Parent-Implemented Trial-Based Functional Analysis for Young Children With ASD:

There is growing support for the use of trial-based functional analysis (TBFA) in applied settings. The purpose of the present study was to assess the accuracy and social validity of parent-implemented TBFAs. The participants were three young children (ages 3–7 years old) with autism spectrum disorder (ASD) and their mothers. Each mother implemented the TBFA with coaching from a behavior consultant. Following the TBFA, parent-implemented function-based interventions were evaluated using a multiple-probe across parent–child dyads design. Child challenging behavior decreased and communication increased following the implementation of the function-based intervention. TBFAs required approximately 5 to 7 hr of consultant time, and each mother rated the TBFA as socially valid. The results of this study indicate parent-implemented TBFAs may be an accurate and socially valid method to evaluate the function of challenging behavior in homes. The discussion includes implications for practice and directions for future research.

Advancements in the treatment of multiply maintained behavior: The benefits of using combined function-based treatments, compared to isolated function-based treatments, appear promising

Allocation: The individual that participated in this study was exposed to all experimental conditions and served as the control and experimental participant based on the principles of single-case research methodology (Kennedy, 2005). Using a modified reversal design allowed the researchers to conduct a comparative analysis and examine changes in the participant’s behavior across multiple treatment conditions. Comparisons across treatment conditions provided the researchers with the ability to examine the isolated and combined effects of FCT and NCR.

Interventionist Acquisition of Incidental Teaching Using Pyramidal Training via Telehealth

We investigated the effects of a telehealth pyramidal training package on participants’ implementation of incidental teaching. A total of eight adults worked with eight children with autism. Coaches were first taught to implement incidental teaching and then taught subsequent interventionists. The training package consisted of an online module and delayed video-based feedback provided via videoconferencing. Following the telehealth training program, coaches and interventionists reached the preset performance criteria and implemented incidental teaching with high fidelity. All of the child participants increased mands above baseline levels. Results suggest that interventionists can be trained via telehealth in behavior analytic interventions.

A systematic quality review of high-tech AAC interventions as an evidence-based practice

Abstract Although high-tech augmentative and alternative communication (AAC) is commonly used to teach social-communication skills to people with autism spectrum disorder or intellectual disabilities who have complex communication needs, there is a critical need to evaluate the efficacy of this approach. The aim of this systematic review was to evaluate the quality of single-case experimental design research on the use of high-tech AAC to teach social-communication skills to individuals with autism spectrum disorder or intellectual disabilities who have complex communication needs, to determine if this intervention approach meets the criteria for evidence-based practices as outlined by the What Works Clearinghouse. Additionally, information on the following extended methodological standards is reported on all included studies: participant description, description of setting and materials, interventionist description, baseline and intervention description, maintenance, generalization, procedural integrity, and social validity. The results from 18 multiple-baseline or multiple-probe experiments across 17 studies indicate that using high-tech AAC to teach social-communication skills to individuals with autism spectrum disorder or intellectual disabilities and complex communication needs can be considered an evidence-based practice, although the review of comparison (i.e., alternating treatment) design studies did not indicate that high-tech AAC is significantly better than low-tech AAC.