Jennifer Holloway

Increasing appropriate conversation skills using a behavioral skills training package for adults with intellectual disability and autism spectrum disorder

The current research evaluates the effectiveness of a behavioral skills training (BST) package used to increase appropriate conversation interactions for six adults with autism spectrum disorder (ASD). Deficits in the area of social skills can become a significant feature for individuals with disabilities and in particular for those with ASD. A multiple probe design across participant dyads was employed to examine the effects of the intervention on conversation interactions. The BST package was delivered in small group instruction and included (i) instructions about having a conversation, (ii) modeling a conversation, (iii) practicing a conversation, and (iv) feedback on performance during each session. Results indicated that BST was effective for increasing appropriate conversation interactions for all six participants, and maintenance was evident 4 weeks post intervention. The findings were discussed in relation to the importance of social interactions and communication amongst this population.

Employing precision teaching, frequency-building, and the Morningside Math facts curriculum to increase fluency with addition and subtraction computation: A randomised-controlled trial

ABSTRACT The study investigated the effects of precision teaching (PT), frequency-building and the Morningside Mathematics Fluency: Math Facts curriculum to increase mathematics fluency with addition and subtraction computation with 14 typically developing children in fourth grade. Twenty-eight participants were randomly assigned to experimental and treatment as usual (TAU) conditions. Analyses were conducted to evaluate the impact of the intervention on mathematics fluency and additional critical fluency outcomes at post-testing, as compared to the TAU group. Results demonstrated the effectiveness of PT, frequency-building, and the Morningside Mathematics Fluency: Math Facts curriculum. Findings are discussed in relation to implications for mathematics instruction in educational settings and future research directions.

Evaluating the preschool life skills program to teach school readiness skills: An irish pilot study

ABSTRACT The Preschool Life Skills (PLS; Hanley et al., 2007) program is a preventive program targeting 13 important school readiness skills for preschool children. The PLS program addresses communication and social skill development and aims to prevent the development of problem behavior. These skills have been identified as core skills for success in later educational settings by kindergarten teachers and are the most commonly taught functionally equivalent and alternative skills in intervention for problem behavior. The current study evaluated the PLS program within an Irish educational context. Results indicated increases in target preschool life skills and decreases in problem behavior following intervention. Evidence of generalization and maintenance also were observed.

The Use of Differential Reinforcement of Other Behaviours to Establish Inhibitory Stimulus Control for the Management of Vocal Stereotypy in Children with Autism

ABSTRACT Objective: This study examined the efficacy of an inhibitory stimulus control procedure (ISCP) for the management of vocal stereotypy in three children with autism. Method: During discrimination training, implemented within a changing criterion design, participants were taught that there were no consequences for vocal stereotypy in the absence of an inhibitory stimulus but that differential reinforcement procedures were in effect in the presence of the stimulus. Functional control of the inhibitory stimulus was subsequently assessed within a reversal design. Results: Inhibitory stimulus control was established during discrimination training, with participants inhibiting vocal stereotypy for 30 min periods in the presence of the inhibitory stimulus. Reductions in vocal stereotypy were maintained in the presence of the inhibitory stimulus and in the absence of further programmed consequences. Discussion: This study extends current knowledge by demonstrating the efficacy of ISCPs paired with reinforcement only, and illustrating the functional control of the inhibitory stimulus.