Mark Carter

A Review of the Efficacy of the Picture Exchange Communication System Intervention

The Picture Exchange Communication System (PECS) is a communication program that has become widely used, especially with children with autism. This paper reports the results of a review of the empirical literature on PECS. A descriptive review is provided of the 27 studies identified, which included randomized controlled trials (RCTs), other group designs and single subject studies. For 10 appropriate single subject designs the percentage of nonoverlapping data (PND) and percentage exceeding median (PEM) metrics were examined. While there are few RCTs, on balance, available research provides preliminary evidence that PECS is readily learned by most participants and provides a means of communication for individuals with little or no functional speech. Very limited data suggest some positive effect on both social-communicative and challenging behaviors, while effects on speech development remain unclear. Directions for future research are discussed including the priority need for further well-conducted RCTs.

Identification of Intentional Communication in Students with Severe and Multiple Disabilities

The use of published criteria to determine the intentionality of communicative behaviors of individuals with severe and multiple disabilities is discussed in light of research with individuals with and without intellectual disability. Data were collected from four young students with severe intellectual and physical disabilities in addition to sensory deficits. Communicative sampling procedures were used to explore how behaviors other than co-ordinated attention may signal emerging intentionality. These behaviors, which included persistence, idiosyncratic behaviors, and modifications to signals, in addition to patterns of differential modality use, are discussed as potential indicators. Implications for the identification and development of intentional communication in children with severe and multiple disabilities are discussed, along with directions for future research.

Promoting Interaction with Children Using Augmentative Communication through a Peer-Directed Intervention.

Abstract One factor that is critical to the successful integration of children using augmentative and alternative communication (AAC) systems is establishing interaction with peers. AAC systems have the potential to increase the opportunities for interaction, but successful social interaction is dependent on a range of factors including the communicative knowledge, skills, and attitudes of partners. The present study attempted to increase the quantity of social interaction in classroom settings between children (aged 5 to 9 years) using AAC systems and their peers. A multifaceted intervention was directed at communicative partners, and most particularly, peers. The study was 15 weeks in duration and utilised a multiple baseline across subjects design. The study demonstrated the effectiveness of an intervention to increase social interaction.

The Use of Weighted Vests with Children with Autism Spectrum Disorders and Other Disabilities

Therapists who use sensory integration therapy may recommend that children wear weighted vests as an intervention strategy that they claim may assist in remediating problems such as inattentiveness, hyperactivity, stereotypic behaviors and clumsiness. Seven studies examining weighted vests are reviewed. While there is only a limited body of research and a number of methodological weaknesses, on balance, indications are that weighted vests are ineffective. There may be an arguable case for continued research on this intervention but weighted vests cannot be recommended for clinical application at this point. Suggestions are offered for future research with regard to addressing methodological problems.

Social relationships and friendships of children with developmental disabilities: Implications for inclusive settings. A systematic review

Abstract Background The engagement of children with developmental disabilities (DD) in social relationships with typically developing peers has become increasingly important as inclusive practices have become more the norm than the exception. This paper provides an overview of the research on social relationships between these two groups. Method Studies were included if they provided a naturalistic examination of the relationships between children with DD (from the age of 3 years to school exit) and peers they have met in school or in age‐appropriate educational settings. Results A total of 36 studies are reviewed, providing a framework for analysis of the relevant research, with a particular focus on implications for inclusive settings. Three specific areas are addressed: (a) features of social relationships; (b) types of social relationships and roles assumed by the individuals involved; and (c) the existence and nature of friendship within these relationships. Conclusion Research on relationships between children with DD and their peers in inclusive settings is patchy, limited in context, and non‐linear in its development. Directions for future research are discussed, together with a range of methodological issues that should be considered.

A Review of Three Controversial Educational Practices: Perceptual Motor Programs, Sensory Integration, and Tinted Lenses

Children with disabilities have frequently participated in various interventions before the efficacy of those practices was scientifically validated. When subsequent scientific evidence failed to support particular practices, those that had already made inroads into the educational arena frequently continued to be used. Given the current emphasis on the use of empirically validated interventions, a review of research on the efficacy of educational interventions is consistent with guidelines from the No Child Left Behind Act (2001) and the Individuals with Disabilities Education Act (2004). The research findings regarding three relatively common, yet controversial, practices failed to support the continued use of perceptual motor programs, sensory integration therapy, and tinted lenses. Educators are encouraged to become informed consumers of research and implement evidence-based practices.

Social Story™ Efficacy With a Child With Autism Spectrum Disorder and Moderate Intellectual Disability

Social Stories™ have gained Wide acceptance as an intervention for children With autism spectrum disorders (ASD), yet extant research provides little empirical evidence in support of their efficacy. This study examines the use of Social Stories to target repetitive tapping behavior displayed by a child With ASD, moderate intellectual disability, and associated language impairment. Over an extended period there Was evidence of a decrease in the target behavior. Further, this decrease Was associated With increased comprehension of the Social Story. The findings suggest that it is appropriate to consider language skills When evaluating the suitability of this intervention for students With moderate intellectual disabilities and to monitor comprehension.

Identifying skills for promoting successful inclusion in kindergarten

Background Assisting children with delays and disabilities to develop skills that will maximise their chances of success in regular education classrooms has become important with the trend to inclusion. This study examined (1) the essential skills for successful integration nominated by teachers, (2) the relationships between teacher perception and child performance on selected skills, and (3) the relationship between teacher perception of integration success and selected skills. Method On‐task behaviour and direction‐following skills of 33 children with intellectual disabilities were measured following one term in regular kindergarten. Teacher perceptions of childrens skills were measured after one term and again at the end of the year. Results Skills nominated by teachers as being critical to school success were generally related to classroom, social and self‐help skills. Children rated by their teachers at the end of the year as being more successfully integrated had better on‐task behaviour and responded better to group directions than those rated as less successful, but the relationship between the direct and indirect measures of classroom skills was generally weak. Conclusions Critical skills identified were similar to those identified in previous research, suggesting that these findings may be considered robust. The weak relationship between the direct and indirect measures of classroom skills raises questions about interpretation of research that relies entirely on perceptions of teachers. The findings of the research have implications for provision of preschool and early school services.

Why Can't a Teacher Be More Like a Scientist? Science, Pseudoscience and the Art of Teaching

In this article, the authors argue the case for scientific evidenced‐based practice in education. They consider what differentiates science from pseudoscience and what sources of information teachers typically regard as reliable. The What Works Clearinghouse is discussed with reference to certain limitations of its current operation. Given the relative paucity of ‘gold standard’ research in education, an alternative model for assessing the efficacy of educational programs is proposed as a temporary solution.

Demonstration of Classroom Survival Skills in Kindergarten: A five-year transition study of children with intellectual disabilities

Thirty-three children with a range of intellectual disabilities who participated in a transition program embedded within a model inclusive preschool program were enrolled in mainstream kindergarten classes from 1995 to 1999. In the second of four kindergarten terms the classroom survival skills, on-task behaviour across a range of activities and following teacher directions, were measured by observing the children with intellectual disabilities and a typical peer, nominated by each classroom teacher. While the teacher-nominated peers outperformed the students with intellectual disabilities in total time-on-task, the level achieved by the children with intellectual disabilities was still at the lower end of what is regarded as average. There was no statistical difference between the two groups in on-task behaviour during independent activities but the difference between the groups during whole class instruction was highly significant. This may have implications for the selection of strategies for preparing children for transition and the adaptation of teaching practices. On-task behaviour did not vary a great deal across level of intellectual disability but gender may have been a contributing factor. There appeared to be a greater difference between students with and without disabilities in responding to teacher directions. The results of the present study suggest that successful demonstration of these critical skills requires more appropriate teacher preparation and intervention at the kindergarten level.