Kenneth F. Reeve

Teaching Children with Autism to Play a Video Game Using Activity Schedules and Game-Embedded Simultaneous Video Modeling

Children with autism have severe and pervasive impairments in social interactions and communication that impact most areas of daily living and often limit independent engagement in leisure activities. We taught four children with autism to engage in an age-appropriate leisure skill, playing the video game Guitar Hero II™, through the use of (a) an activity schedule to set up, turn on, and turn off the game and system, (b) simultaneous video modeling embedded in the game to teach manipulation of the Guitar Hero II™ controller to play the game, and (c) the training of multiple exemplars of songs to develop a generalized repertoire of playing Guitar Hero II™. A multiple-probe design across participants was used to evaluate the effectiveness of the training package. All of the participants successfully learned to play Guitar Hero II™ and playing skills generalized to a song and a setting not used during training.

Incorporating Video Feedback into Self-Management Training to Promote Generalization of Social Initiations by Children with Autism

Self-monitoring is a well-studied and widely used self-management skill in which a person observes and records his or her own behavior. Video feedback (VFB) occurs when an instructor videotapes a childs performances and reviews the footage with the child and potentially allows the child to score or evaluate their own behavior. A multiple-probe design across participants was used in the present study to evaluate the effects of self-monitoring during VFB on the frequency of social initiating for three students with autism who failed to exhibit the previously mastered skills upon entering a general education classroom. The frequency of initiating increased in general education settings when VFB was introduced. Data also indicated that initiating generalized across settings and people not previously associated with VFB and were maintained in the absence of VFB for two of three participants.

Using Activity Schedules on the iPod touch to Teach Leisure Skills to Children with Autism

Although activity schedules are often presented to learners in book form, this format may be cumbersome and socially stigmatizing to a child with autism. Conversely, presenting an activity schedule on an iPod touch may provide a more socially acceptable format, in that it would be more discreet and allow for easy portability, especially if supports, such as prompts and an adult’s presence, are eventually removed. The present study investigated whether an iPod touch could be used to effectively teach activity schedule following involving independent leisure activities to four children with autism. Manual prompts, progressive time-delay procedures, and reinforcement were also used. Prompts were faded using a progressive time-delay procedure, and experimenter proximity to the participants was faded until she was no longer present. A multiple-probe-across-participants design was used. Prior to intervention, none of the participants followed the schedule and they rarely engaged in on-task behavior. Following intervention, all participants learned to independently follow leisure activity schedules presented on the iPod touch and increased their on-task behavior. In addition, these skills generalized to novel settings and novel schedules, and maintained over time. Social validity measures suggested that the participants preferred to follow activity schedules using the iPod touch. Community members also rated the use of the device as more typical of age-related peers and more socially acceptable in the community. The implications of incorporating technology to increase independence in children with autism are discussed.

Using Multiple-Exemplar Training to Teach a Generalized Repertoire of Sharing to Children with Autism.

The current study examined the utility of multiple-exemplar training to teach children with autism to share. Stimuli from 3 of 4 categories were trained using a treatment package of video modeling, prompting, and reinforcement. Offers to share increased for all 3 children following the introduction of treatment, with evidence of skill maintenance. In addition, within-stimulus-category generalization of sharing was evident for all participants, although only 1 participant demonstrated across-category generalization of sharing. Offers to share occurred in a novel setting, with familiar and novel stimuli, and in the presence of novel adults and peers for all participants during posttreatment probes.

Teaching statistical variability with equivalence-based instruction

In the present study, equivalence-based instruction was used to teach 2 4-member classes representing high and low statistical variability to 10 college students. Computerized equivalence-based instruction with multiple-exemplar training was used to teach the classes. A pretest-training-posttest design evaluated performances on both computer-based tests and written multiple-choice tests. Scores improved from pretest to posttest on both the computerized and the multiple-choice tests for all students following equivalence-based instruction. Class-consistent selections also generalized from training to novel stimuli and to a novel context (i.e., written test). Finally, class-consistent performances maintained 1 week after equivalence-based instruction was completed. The study demonstrated that equivalence-based instruction can be used to teach labeling of statistical variability and that a selection-based teaching protocol administered on a computer can promote the emergence of responses to a written selection-based testing protocol.

Using audio script fading and multiple‐exemplar training to increase vocal interactions in children with autism

Script-fading procedures have been shown to be effective for teaching children with autism to initiate and participate in social interactions without vocal prompts from adults. In previous script and script-fading research, however, there has been no demonstration of a generalized repertoire of vocal interactions under the control of naturally occurring relevant stimuli. In this study, 4 boys with autism were taught to initiate a conversation in the presence of toys through the use of a script and script-fading procedure. Training with multiple categories and exemplars of toys was used to increase the likelihood of generalization of vocal interactions across novel toys. A multiple-probe design across participants was used to assess the effects of these procedures. The intervention successfully brought interactions by children with autism under the control of relevant stimuli in the environment. Future research pertaining to the specific implementation of these procedures (e.g., fading, script placement, participant characteristics) is discussed.

Stimulus-Stimulus Pairing of Vocalizations: A Systematic Replication

The current study replicated an enhanced stimulus-stimulus pairing (SSP) procedure used by Esch et al. (Journal of Applied Behavior Analysis 42: 42–225, 2009) for increasing vocalizations in children with autism. The enhanced SSP procedure consisted of pairing target vocalizations with high-preference items, interspersed target and nontarget trials, an observing response, and the presentation of the vocalizations in “motherese” speech. Results showed substantial increases in target vocalizations above baseline levels and above nontarget vocalizations for two of three participants.

AN EVALUATION OF THE NUMBER OF PRESENTATIONS OF TARGET SOUNDS DURING STIMULUS—STIMULUS PAIRING TRIALS

We evaluated the differential effects of 2 variations of a stimulus-stimulus pairing procedure on the vocalizations of 2 children with autism. For both participants, presenting 1 sound per pairing trial resulted in a higher rate of vocalizations than 3 sounds per pairing trial.

Teaching Safety Responding to Children with Autism Spectrum Disorder

Children have been taught to demonstrate a safety response when they encounter a dangerous stimulus using behavioral skills training (BST). However, little research has evaluated the usefulness of BST to teach safety skills to children with autism spectrum disorder (ASD). In the current study, we evaluated BST to establish a generalized repertoire of safety skills in children with ASD. Three categories of safety skills were identified and multiple exemplars were taught to program for generalization to stimuli and settings not associated with training. The 3 participants demonstrated an appropriate safety response after BST training across trained and untrained exemplars and settings. Additionally, responding to trained exemplars maintained up to four weeks following training. High levels of social validity were also found. These results suggest BST is a viable training approach for training individuals with ASD to demonstrate safety skills and results are discussed in light of previous studies.

Teaching children with autism spectrum disorder to tact olfactory stimuli

Research on tact acquisition by children with autism spectrum disorder (ASD) has often focused on teaching participants to tact visual stimuli. It is important to evaluate procedures for teaching tacts of nonvisual stimuli (e.g., olfactory, tactile). The purpose of the current study was to extend the literature on secondary target instruction and tact training by evaluating the effects of a discrete-trial instruction procedure involving (a) echoic prompts, a constant prompt delay, and error correction for primary targets; (b) inclusion of secondary target stimuli in the consequent portion of learning trials; and (c) multiple exemplar training on the acquisition of item tacts of olfactory stimuli, emergence of category tacts of olfactory stimuli, generalization of category tacts, and emergence of category matching, with three children diagnosed with ASD. Results showed that all participants learned the item and category tacts following teaching, participants demonstrated generalization across category tacts, and category matching emerged for all participants.