Tracy Raulston

Comparison of therapist implemented and iPad-assisted interventions for children with autism

Abstract Objective: This study compares intervention delivered by a therapist to intervention delivered using an iPad for two children with autism. Further, this study evaluates the influence of choice between the conditions. Methods: Time on-task, challenging behaviour, session duration and correct responses were compared across conditions in an alternating treatment design. The effect of choice was evaluated in an ABAB design. Results: The iPad was associated with shorter intervention sessions, more time on-task and less challenging behaviour for one participant. There was no difference between conditions for the second participant. Both participants selected the iPad when given the choice and, although the effect of choice was modest, choosing was associated with more time on-task and less challenging behaviour. Conclusions: These data suggest that iPad-assisted intervention can be as effective as therapist-implemented intervention. Further, even for children for whom no differences between the interventions exist, offering a choice may be beneficial.

Voices from the past: Comparing the rapid prompting method and facilitated communication

Objective: This article briefly reviews the history and damage caused by facilitated communication (FC) and highlights the parallels between FC and the Rapid Prompting Method (RPM). Background: FC involves a therapist (or facilitator) supporting the hand of a person with autism while a message is typed on a letter board. FC is widely acknowledged to be a pseudoscientific, unsafe, and unethical treatment for people with autism. RPM is a more recent intervention for people with autism that involves the facilitator holding and moving the letter board while the individual with autism moves their own hand. Those who espouse the perceived benefits of FC and RPM make strikingly similar claims of hidden intelligence and extraordinary communication abilities in people with autism following treatment. Conclusion: Clients, proponents, and practitioners of RPM should demand scientific validation of RPM in order to ensure the safety of people with disabilities that are involved with RPM.

Assistive Technology for People with Autism Spectrum Disorders

This chapter reviews research involving the use of assistive technology in the education and treatment of people with autism spectrum disorders (ASD). The chapter is organized in three sections corresponding to the most common uses of assistive technology for this population; specifically, to support or improve (a) communication skills, (b) social and emotional skills, and (c) daily living and other adaptive skills. Three tables summarize intervention research involving AT in terms of participant characteristics, dependent variables, intervention procedures, and outcomes. The most common forms of assistive technology are discussed within each intervention category including: (a) speech-generating devices, (b) computer-based intervention, (c) the Picture Exchange Communication System, (d) video modeling, and (e) audio-script training. The chapter concludes that a variety of high-tech (e.g., speech-generating devices) and low-tech (e.g., picture cards) systems have been used to teach new skills, promote independent functioning, and improve the quality of life of people with ASD. However, additional research in which a person’s individual preferences, existing abilities, goals, and natural environment are better incorporated within assistive technology planning and intervention is warranted. Considerations for researchers and practitioners working with people with ASD are discussed.

Training Parents of Children with Intellectual Disabilities: Trends, Issues, and Future Directions

This review summarizes selected studies involving education and training programs designed to improve parents’ ability to provide research-based support and intervention for their children with intellectual disabilities. First, we highlight stressors and obstacles associated with parenting a child with intellectual disability and note the relative paucity of existing research in light of the increased risk of stress, anxiety, and depression reported for this population. Next, we provide a description of recent trends and issues and attempt to elucidate gaps in the existing literature that warrant additional research effort. Ultimately, this paper highlights the growing need for interventions that include both behavioral and psychosocial components to better address needs in families of children with intellectual disability. Specifically, we conclude that there exists a need for future research on culturally sensitive parent training as well as on potentially efficient group-based parent education programs for families of children with moderate to profound intellectual disability.

Telehealth consultation in a self-contained classroom for behavior: A pilot study

ABSTRACT Students with challenging behavior severe enough to warrant placement in a self-contained special education classroom statistically have poor school and post-school outcomes compared to typical peers. Teachers in these classrooms often lack sufficient training to meet student needs. This pilot study investigated the use of a telehealth consultation model to increase selected teaching behaviors (i.e., praise, prompts/precorrections, and student opportunities to respond) and reduce the presence of challenging child behaviors in a self-contained special education classroom. Overall results demonstrated increased targeted positive teaching behaviors and a substantial decrease of student challenging behavior upon the introduction of the first intervention phase. Although findings in phase two and three were less conclusive, challenging behavior remained low throughout the intervention. Implications for practice and future research are discussed.

Training Parents to Implement Early Interventions for Children with Autism Spectrum Disorders

Parents have been trained to implement many of the most common early interventions used with children with Autism Spectrum Disorder (ASD). Parents have unequaled access to their children and, in many cases, may be the most efficient and natural intervention agents. However, parent implemented interventions have also been identified as a source of stress for some families and obstacles, such as limited time, may preclude effective parent-implemented early intervention (EI). The purpose of the current chapter is to selectively summarize research related to parent-mediated EI for young children, ages 12–60 months, with or at risk for ASD, and to offer suggestions for practice and future research. The chapter is organized into the seven sections of (a) overview of parent involvement in early intervention; (b) targeted parent skills and desired outcomes; (c) parent education and training methods; (d) training parents to address core symptoms of ASD; (e) summary and suggestions for future research; (f) implications for practice; and (g) conclusion.

A modified preschool life skills program focused on teaching functional communication and self-control resulted in acquisition of requesting skills and the prevention of problem behavior in small groups of preschool children

This review provides a summary and appraisal commentary on the treatment review by Luczynski, K. C., & Hanley, G. P. (2013). Prevention of problem behavior by teaching functional communication and self-control skills to preschoolers. Journal of Applied Behavior Analysis, 46, 355–368. Source of funding and disclosure of interest: No source of funding reported, and no conflicts of interest reported by the original authors of this research report.