Kathy Thiemann-Bourque

Assessing Children's Home Language Environments Using Automatic Speech Recognition Technology

The purpose of this research was to replicate and extend some of the findings of Hart and Risley using automatic speech processing instead of human transcription of language samples. The long-term goal of this work is to make the current approach to speech processing possible by researchers and clinicians working on a daily basis with families and young children. Twelve hour-long, digital audio recordings were obtained repeatedly in the homes of middle to upper SES families for a sample of typically developing infants and toddlers (N = 30). These recordings were processed automatically using a measurement framework based on the work of Hart and Risley. Like Hart and Risley, the current findings indicated vast differences in individual children’s home language environments (i.e., adult word count), children’s vocalizations, and conversational turns. Automated processing compared favorably to the original Hart and Risley estimates that were based on transcription. Adding to Hart and Risley’s findings were new descriptions of patterns of daily talk and relationships to widely used outcome measures, among others. Implications for research and practice are discussed.

A Comprehensive Peer Network Intervention to Improve Social Communication of Children with Autism Spectrum Disorders: A Randomized Trial in Kindergarten and First Grade

The purpose of this randomized control group study was to examine the effects of a peer network intervention that included peer mediation and direct instruction for Kindergarten and First-grade children with autism spectrum disorders. Trained school staff members provided direct instruction for 56 children in the intervention group, and 39 children participated in a comparison group. Results showed children in the intervention group displayed significantly more initiations to peers than did the comparison group during non-treatment social probes and generalization probes. Treatment session data showed significant growth for total communications over baseline levels. Children in treatment also showed more growth in language and adaptive communication. Finally, teachers’ ratings of prosocial skills revealed significantly greater improvements for the intervention group.

Symbolic play of preschoolers with severe communication impairments with autism and other developmental delays: more similarities than differences.

Children with autism are often described as having deficient play skills, particularly symbolic play. We compared the play of 35 children with autism to 38 children with other developmental delays. All children were preschool-age and produced less than 20 different words. Results indicated no significant differences across the two groups in their play. Children with autism engaged in more conventional play, that is, putting objects together according to how the toys were constructed (e.g., pieces in a puzzle, lid on a teapot). Results also indicated high correlations between play, language, and cognitive measures. Findings indicate that play relates to language and cognitive levels yet may not discriminate children with autism and children with other developmental delays early in their development.

The Use of Peer Networks to Increase Communicative Acts of Students with Autism Spectrum Disorders.

Peer networks including social groups using typical peers, scripted instruction, visual text cues, and reinforcement were examined with students with autism spectrum disorders (ASD). A multiple baseline design across four participants was used to measure students’ use of communication acts with peers during free play following instruction. Peer Network groups occurred over a 3-month period for 30 min 3 times per week. Visual inspection of trends and TauU effect size calculations showed significant changes in total communication acts for all four participants during peer network sessions and increased initiations for three of the four participants. Generalization probes during classroom centers indicated increased communications following interventions for three of the four participants.

Vocal Interaction Between Children With Down Syndrome and Their Parents

PURPOSE The purpose of this study was to describe differences in parent input and child vocal behaviors of children with Down syndrome (DS) compared with typically developing (TD) children. The goals were to describe the language learning environments at distinctly different ages in early childhood. METHOD Nine children with DS and 9 age-matched TD children participated; 4 children in each group were ages 9-11 months, and 5 were between 25 and 54 months. Measures were derived from automated vocal analysis. A digital language processor measured the richness of the childs language environment, including number of adult words, conversational turns, and child vocalizations. RESULTS Analyses indicated no significant differences in words spoken by parents of younger versus older children with DS and significantly more words spoken by parents of TD children than parents of children with DS. Differences between the DS and TD groups were observed in rates of all vocal behaviors, with no differences noted between the younger versus older children with DS, and the younger TD children did not vocalize significantly more than the younger DS children. CONCLUSIONS Parents of children with DS continue to provide consistent levels of input across the early language learning years; however, child vocal behaviors remain low after the age of 24 months, suggesting the need for additional and alternative intervention approaches.

Support for AAC Use in Preschool, and Growth in Language Skills, for Young Children with Developmental Disabilities

Abstract Little is known about how AAC use in preschool may impact language development for children with complex communication needs (e.g., children with autism, cerebral palsy, Down syndrome, and other developmental disabilities). We developed two surveys (a) to describe childrens use of AAC in preschool classrooms, as well as the use of prompts and question asking, and augmented input by their communication partners; and (b) to describe teachers’ experience, training, and perceived support in providing AAC. We then examined the relationship between childrens experience of AAC, including the use of prompts, question asking, and augmented input by their partners, and the growth of receptive and expressive language for 71 children with developmental disabilities over a two-year period. The use of AAC by peers to provide augmented input was associated with stronger language growth; the use of prompting and question asking by teachers was associated with weaker language growth. Teachers reported that they received little training regarding ways to support a childs use of AAC. Results suggest the need for further research on promoting AAC use at the preschool level, including research to promote peer interactions for AAC users.

Picture Exchange Communication System and Pals: A Peer-Mediated Augmentative and Alternative Communication Intervention for Minimally Verbal Preschoolers With Autism

Purpose This study was conducted to investigate the effectiveness of a social intervention that integrates peer-mediated approaches and the Picture Exchange Communication System (PECS). Method Effects were evaluated using a series of A-B designs replicated across 4 children with severe autism and limited verbal skills. Seven peers without disabilities were trained to use PECS and facilitative social skills. Measures of changes included rates of communication behaviors, modes, functions, and engagement. Results Outcomes revealed an intervention effect for 1 child with autism, and this effect was replicated across 3 other children. All children improved in peer-directed communication, with greater increases for 2 children during snack time. For each child with autism, the primary communication behavior was to initiate with picture symbols to request; the peers primary communication was to respond. Two children increased communicative functions to comment and to share, and all 4 children showed improved social engagement. All peers increased their communication with the children with autism. Conclusions These findings add to the limited research on the benefits of teaching typically developing peers to be responsive listeners to preschoolers with autism by learning to use PECS. These results invite further investigation of teaching peers other augmentative and alternative communication approaches and how to increase childrens communication with peers for different purposes.

Instruction using the Picture Exchange Communication Systems (PECS) appears to enhance generalization of communication skills among children with autism in comparison to Responsive Education and Prelinguistic Milieu Teaching (RPMT).

This review provides a summary and appraisal commentary on the treatment review by Yoder, P. J., & Lieberman, R. G. (2010). Brief report: Randomized test of the efficacy of Picture Exchange Communication System on highly generalized picture exchange in children with ASD. Journal of Autism and Developmental Disorders, 40, 629–632. Source of funding and disclosure of interest: This study was funded by the National Institute for Deafness and Other Communication Disorders grant R01CD03581 and the core grant support to the Vanderbilt University Kennedy Center NICHD grant HD15052. The second author was supported by grant #T32HD07226 from the National Institute of Child Health and Human Development to Vanderbilt University. No interests disclosed. The original authors of this research report no conflicts of interest.

Training Peer Partners to Use a Speech-Generating Device With Classmates With Autism Spectrum Disorder: Exploring Communication Outcomes Across Preschool Contexts

Purpose This study examined effects of a peer-mediated intervention that provided training on the use of a speech-generating device for preschoolers with severe autism spectrum disorder (ASD) and peer partners. Method Effects were examined using a multiple probe design across 3 children with ASD and limited to no verbal skills. Three peers without disabilities were taught to Stay, Play, and Talk using a GoTalk 4+ (Attainment Company) and were then paired up with a classmate with ASD in classroom social activities. Measures included rates of communication acts, communication mode and function, reciprocity, and engagement with peers. Results Following peer training, intervention effects were replicated across 3 peers, who all demonstrated an increased level and upward trend in communication acts to their classmates with ASD. Outcomes also revealed moderate intervention effects and increased levels of peer-directed communication for 3 children with ASD in classroom centers. Additional analyses revealed higher rates of communication in the added context of preferred toys and snack. The children with ASD also demonstrated improved communication reciprocity and peer engagement. Conclusions Results provide preliminary evidence on the benefits of combining peer-mediated and speech-generating device interventions to improve childrens communication. Furthermore, it appears that preferred contexts are likely to facilitate greater communication and social engagement with peers.