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Liu X, Zhao W, Qi Q, Luo X. A Survey on Autism Care, Diagnosis, and Intervention Based on Mobile Apps Focusing on Usability and Software Design. SENSORS (BASEL, SWITZERLAND) 2023; 23:6260. [PMID: 37514555 PMCID: PMC10384173 DOI: 10.3390/s23146260] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/01/2023] [Revised: 06/27/2023] [Accepted: 07/07/2023] [Indexed: 07/30/2023]
Abstract
This article presents a systematic review on autism care, diagnosis, and intervention based on mobile apps running on smartphones and tablets. Here, the term "intervention" means a carefully planned set of activities with the objective of improving autism symptoms. We guide our review on related studies using five research questions. First, who benefits the most from these mobile apps? Second, what are the primary purposes of these mobile apps? Third, what mechanisms have been incorporated in these mobiles apps to improve usability? Fourth, what guidelines have been used in the design and implementation of these mobile apps? Fifth, what theories and frameworks have been used as the foundation for these mobile apps to ensure the intervention effectiveness? As can be seen from these research questions, we focus on the usability and software development of the mobile apps. Informed by the findings of these research questions, we propose a taxonomy for the mobile apps and their users. The mobile apps can be categorized into autism support apps, educational apps, teacher training apps, parental support apps, and data collection apps. The individuals with autism spectrum disorder (ASD) are the primary users of the first two categories of apps. Teachers of children with ASD are the primary users of the teacher training apps. Parents are the primary users of the parental support apps, while individuals with ASD are usually the primary users of the data collection apps and clinicians and autism researchers are the beneficiaries. Gamification, virtual reality, and autism-specific mechanisms have been used to improve the usability of the apps. User-centered design is the most popular approach for mobile app development. Augmentative and alternative communication, video modeling, and various behavior change practices have been used as the theoretical foundation for intervention efficacy.
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Affiliation(s)
- Xiongyi Liu
- Department of Curriculum and Foundations, Cleveland State University, Cleveland, OH 44115, USA
| | - Wenbing Zhao
- Department of Electrical and Computer Engineering, Cleveland State University, Cleveland, OH 44115, USA
| | - Quan Qi
- College of Information Science and Technology, Shihezi University, Shihezi 832003, China
| | - Xiong Luo
- School of Computer and Communication Engineering, University of Science and Technology Beijing, Beijing 100083, China
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Stahmer AC, Suhrheinrich J, Rieth SR, Roesch S, Vejnoska S, Chan J, Nahmias A, Wang T. A Waitlist Randomized Implementation Trial of Classroom Pivotal Response Teaching for Students With Autism. FOCUS ON AUTISM AND OTHER DEVELOPMENTAL DISABILITIES 2023; 38:32-44. [PMID: 38605730 PMCID: PMC11008494 DOI: 10.1177/10883576221133486] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 04/13/2024]
Abstract
Classroom Pivotal Response Teaching (CPRT) is a community-partnered adaptation of a naturalistic developmental behavioral intervention identified as an evidence-based practice for autistic children. The current study evaluated student outcomes in a randomized, wait-list controlled implementation trial across classrooms. Participants included teachers (n = 126) and students with autism (n = 308). Teachers participated in 12 hours of didactic, interactive training and additional in-classroom coaching. Generalized Estimating Equations accounted for clustering. Adjusted models evaluated the relative effects of training group, CPRT fidelity, and classroom quality on student outcomes. Results indicate higher CPRT fidelity was associated with greater increases in student learning. Having received CPRT training predicted increased student engagement and greater decreases in reported approach/withdrawal problems. These differences may be linked to the theoretical foundations of CPRT of increasing student motivation and engagement and collaborative adaptation to increase feasibility in schools. Overall, results suggest CPRT may be a beneficial approach for supporting autistic students.
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Affiliation(s)
- Aubyn C. Stahmer
- UC Davis MIND Institute, Sacramento, CA, USA
- Child and Adolescent Services Research Center, CA, USA
| | - Jessica Suhrheinrich
- Child and Adolescent Services Research Center, CA, USA
- San Diego State University, CA, USA
| | - Sarah R. Rieth
- Child and Adolescent Services Research Center, CA, USA
- San Diego State University, CA, USA
| | - Scott Roesch
- Child and Adolescent Services Research Center, CA, USA
- San Diego State University, CA, USA
| | - Sarah Vejnoska
- UC Davis MIND Institute, Sacramento, CA, USA
- Child and Adolescent Services Research Center, CA, USA
| | - Janice Chan
- Child and Adolescent Services Research Center, CA, USA
- San Diego State University, CA, USA
| | | | - Tiffany Wang
- Child and Adolescent Services Research Center, CA, USA
- University of California, San Diego, USA
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3
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Brown A, Cariveau T, Ellington P, Platt DF. Overselectivity during reading-related tasks for children at risk for reading failure. LEARNING AND MOTIVATION 2022. [DOI: 10.1016/j.lmot.2022.101849] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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Cariveau T, Brown A, Platt DF, Ellington P. Control by Compound Antecedent Verbal Stimuli in the Intraverbal Relation. Anal Verbal Behav 2022; 38:121-138. [PMID: 36068856 PMCID: PMC9436464 DOI: 10.1007/s40616-022-00173-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/14/2022] [Indexed: 11/30/2022] Open
Affiliation(s)
- Tom Cariveau
- Department of Psychology, University of North Carolina Wilmington, Wilmington, NC 28403 USA
| | - Alexandria Brown
- Department of Psychology, University of North Carolina Wilmington, Wilmington, NC 28403 USA
| | - Delanie F. Platt
- Department of Psychology, University of North Carolina Wilmington, Wilmington, NC 28403 USA
| | - Paige Ellington
- Department of Psychology, University of North Carolina Wilmington, Wilmington, NC 28403 USA
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Mason L, Otero M, Andrews A. Cochran's Q Test of Stimulus Overselectivity within the Verbal Repertoire of Children with Autism. Perspect Behav Sci 2022; 45:101-121. [PMID: 35342868 PMCID: PMC8894513 DOI: 10.1007/s40614-021-00315-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/26/2021] [Indexed: 11/25/2022] Open
Abstract
Stimulus overselectivity remains an ill-defined concept within behavior analysis, because it can be difficult to distinguish truly restrictive stimulus control from random variation. Quantitative models of bias are useful, though perhaps limited in application. Over the last 50 years, research on stimulus overselectivity has developed a pattern of assessment and intervention repeatedly marred by methodological flaws. Here we argue that a molecular view of overselectivity, under which restricted stimulus control has heretofore been examined, is fundamentally insufficient for analyzing this phenomenon. Instead, we propose the use of the term "overselectivity" to define temporally extended patterns of restrictive stimulus control that have resulted in disproportionate populations of responding that cannot be attributed to chance alone, and highlight examples of overselectivity within the verbal behavior of children with autism spectrum disorder. Viewed as such, stimulus overselectivity lends itself to direct observation and measurement through the statistical analysis of single-subject data. In particular, we demonstrate the use of the Cochran Q test as a means of precisely quantifying stimulus overselectivity. We provide a tutorial on calculation, a model for interpretation, and a discussion of the implications for the use of Cochran's Q by clinicians and researchers.
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Affiliation(s)
- Lee Mason
- Child Study Center, Cook Children’s Health Care System, 1300 West Lancaster Avenue, Fort Worth, TX 76102 USA
- Texas Christian University, Fort Worth, TX USA
| | - Maria Otero
- Child Study Center, Cook Children’s Health Care System, 1300 West Lancaster Avenue, Fort Worth, TX 76102 USA
- University of North Texas, Denton, TX USA
| | - Alonzo Andrews
- University of Texas at San Antonio, San Antonio, TX USA
- San Antonio Independent School District, San Antonio, TX USA
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Referent-Based Instruction to Strengthen the Verbal Behavior of Early Learners with Autism and Related Language Disorders. Behav Anal Pract 2021; 14:660-672. [PMID: 34631372 DOI: 10.1007/s40617-020-00491-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022] Open
Abstract
The current study evaluated the use of precision teaching to address the verbal behavior deficits of children with autism and other language disorders. From 2013 to 2018, a high-research-activity doctoral university in the south-central United States operated a free clinic that provided applied behavior anlaysis services to early learners in the local community. Participants received referent-based verbal behavior instruction to strengthen their functional language skills by systematically transferring stimulus control across 4 primary verbal operants: mands, echoics, tacts, and sequelics. Referent-based instruction is premised on the notion that proportionate levels of strength among these 4 operants provide the relational flexibility of naturalistic speaking observed in typical language development. This article details the language gains made by 49 participants who received 13 weeks of intervention for 90 min a day, 4 days a week. Relative strengths and weaknesses were identified in the verbal repertoire of each participant, and individualized fluency aims were subsequently developed. Results of pretest and posttest comparisons show that there was a large effect size within the verbal behavior gains of participants who received precision teaching. Implications for implementing referent-based instruction, as well as future areas of research, are discussed.
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Verschuur R, Huskens B, Didden R. Training Teachers to Implement Classroom Pivotal Response Teaching during Small-group Instruction: A Pilot Study. Dev Neurorehabil 2021; 24:85-97. [PMID: 32981402 DOI: 10.1080/17518423.2020.1819462] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
Background: Providing effective education to students with autism spectrum disorder (ASD) poses a significant challenge to educators. Although several evidence-based practices (EBPs) have been developed, few have been systematically implemented in educational settings. Pivotal response treatment (PRT) is a naturalistic behavioral intervention that has been adapted for implementation in the school context. Methods: This pilot study used a concurrent multiple baseline design across seven teachers and students with ASD to examine the effectiveness of teacher training in classroom pivotal response teaching (CPRT) on teacher fidelity of implementation during small-group instruction and students' communication skills and maladaptive behaviors in schools for special education in the Netherlands. Results: Results indicated no replicated effect of CPRT training on teachers' fidelity of implementation or children's communications skills and maladaptive behavior, although teachers reported high satisfaction with the CPRT training. Discussion: Implications for clinical practice and directions for future research are discussed.
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Affiliation(s)
- Rianne Verschuur
- Department of Research, Development & Innovation, Dr. Leo Kannerhuis , Oosterbeek, The Netherlands.,Behavioural Science Institute, Radboud University , Nijmegen, The Netherlands
| | - Bibi Huskens
- Behavioural Science Institute, Radboud University , Nijmegen, The Netherlands.,Seyscentra , Malden, The Netherlands
| | - Robert Didden
- Behavioural Science Institute, Radboud University , Nijmegen, The Netherlands
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Stahmer AC, Suhrheinrich J, Roesch S, Zeedyk SM, Wang T, Chan N, Lee HS. Examining relationships between child skills and potential key components of an evidence-based practice in ASD. RESEARCH IN DEVELOPMENTAL DISABILITIES 2019; 90:101-112. [PMID: 31031082 PMCID: PMC8109189 DOI: 10.1016/j.ridd.2019.04.003] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/26/2018] [Revised: 04/01/2019] [Accepted: 04/02/2019] [Indexed: 06/09/2023]
Abstract
BACKGROUND Research in autism spectrum disorders (ASD) has identified a need to understand key components of complex evidence-based practices (EBP). One approach involves examining the relationship between component use and child behavior. AIMS This study provides initial evidence for identifying key components in a specific EBP, Pivotal Response Training (PRT). We examined which components were related to child response and evaluated relationships between provider characteristics, child characteristics and component intensity. METHODS Trained coders reviewed archival videos (n = 278) for PRT fidelity and child behavior. We completed multi-level regression and latent profile analysis to examine relationships between intensity of individual or combinations of PRT components and child behavior, and moderators of component use. RESULTS Analyses indicated differential relationships between specific components and child behaviors which may support methods of altering intensity of components to individualize intervention. Profile analysis suggested relatively intensive use of most PRT components, especially antecedent strategies, may maximize child responsivity. Providers with postgraduate education trended toward higher intensity component use. Child characteristics did not moderate use. IMPLICATIONS Careful examination of key components of ASD interventions may helps clarify the mechanisms of action. Recommendations specific to PRT implementation and use of the methodology for other interventions are discussed.
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Affiliation(s)
- Aubyn C Stahmer
- University of California, Davis MIND Institute and Department of Psychiatry and Behavioral Sciences, 2825 50thSt., Sacramento, CA, 95817, United States; Child and Adolescent Services Research Center, 3020 Children's Way, MC5033, San Diego, CA 92123, United States.
| | - Jessica Suhrheinrich
- Child and Adolescent Services Research Center, 3020 Children's Way, MC5033, San Diego, CA 92123, United States; San Diego State University, Special Education Department, United States.
| | - Scott Roesch
- Child and Adolescent Services Research Center, 3020 Children's Way, MC5033, San Diego, CA 92123, United States; San Diego State University, Psychology Department, United States.
| | - Sasha M Zeedyk
- Child and Adolescent Services Research Center, 3020 Children's Way, MC5033, San Diego, CA 92123, United States; California State University, Fullerton, Department of Child and Adolescent Studies, United States.
| | - Tiffany Wang
- Child and Adolescent Services Research Center, 3020 Children's Way, MC5033, San Diego, CA 92123, United States; University of California, Psychology Department, San Diego, United States.
| | - Neilson Chan
- Child and Adolescent Services Research Center, 3020 Children's Way, MC5033, San Diego, CA 92123, United States.
| | - Hyon Soo Lee
- Child and Adolescent Services Research Center, 3020 Children's Way, MC5033, San Diego, CA 92123, United States.
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Mason LL, Andrews A. The Verbal Behavior Stimulus Control Ratio Equation: a Quantification of Language. Perspect Behav Sci 2019; 42:323-343. [PMID: 31976437 PMCID: PMC6701728 DOI: 10.1007/s40614-018-0141-1] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022] Open
Abstract
Language is a much sought-after yet elusive subject matter for scientific investigation. Entire fields of study have evolved to address the complexities of language, with most using a structural analysis as the framework for examination. Skinner (Verbal Behavior, 1957) proposed that language fell within the scope of a science of behavior and was therefore open to functional analysis and interpretation. Over the past 60 years, much has been done to further the scientific explanation, prediction, and control of verbal behavior as a function of environmental variables. However, we still need to more accurately describe the subject matter of investigation. The stimulus control ratio equation (SCoRE) is a metric to summarize a behavioral repertoire by comparing the relative frequency of its component parts. The verbal behavior SCoRE compares the observed proportions of responding against the null hypothesis to yield a statistic to describe the present level of functional performance. Such information may be useful for measuring change over time and comparing treatment effects within individuals and across groups. This article provides a conceptualization of the interdependence of the verbal operants identified by Skinner (1957), a model for analyzing the entirety of the verbal repertoire, and implications for research and practice.
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Affiliation(s)
- L. L. Mason
- Department of Interdisciplinary Learning & Teaching, The University of Texas at San Antonio, 1 UTSA Circle, San Antonio, TX 78249 USA
| | - Alonzo Andrews
- Department of Interdisciplinary Learning & Teaching, The University of Texas at San Antonio, 1 UTSA Circle, San Antonio, TX 78249 USA
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10
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Yorlets CB, Maguire RW, King CM, Breault M. Acquisition of Complex Conditional Discriminations in a Child with Autism Spectrum Disorder. PSYCHOLOGICAL RECORD 2018. [DOI: 10.1007/s40732-018-0283-2] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
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11
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Mykyta AD, Zhou Z. Accessing quality apps to promote basic relational concepts acquisition among young children with autism. PSYCHOLOGY IN THE SCHOOLS 2017. [DOI: 10.1002/pits.22082] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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Stahmer AC, Brookman-Frazee L, Rieth SR, Stoner JT, Feder JD, Searcy K, Wang T. Parent perceptions of an adapted evidence-based practice for toddlers with autism in a community setting. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2017; 21:217-230. [PMID: 27121242 PMCID: PMC5083231 DOI: 10.1177/1362361316637580] [Citation(s) in RCA: 36] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Although data from parent-implemented Naturalistic Developmental Behavioral Interventions have shown positive effects on decreasing core symptoms of autism, there has been limited examination of the effectiveness of Naturalistic Developmental Behavioral Interventions in community settings. In addition, parent perspectives of their involvement in parent-implemented early intervention programs have not been well studied. Using both qualitative and quantitative data to examine parent perspectives and the perceived feasibility of parent training by community providers, 13 families were followed as they received training in the Naturalistic Developmental Behavioral Intervention, Project ImPACT. Data indicate that parent training by community providers is feasible and well received, and parents find value in participating in intervention and perceive benefit for their children. Recommendations for adaptation of program elements and future research are discussed.
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Affiliation(s)
- Aubyn C Stahmer
- UC Davis MIND Institute, USA
- Child and Adolescent Services Research Center
| | | | - Sarah R Rieth
- Child and Adolescent Services Research Center
- San Diego State University, USA
| | | | - Joshua D Feder
- Child and Adolescent Services Research Center
- University of California, San Diego, USA
| | - Karyn Searcy
- Child and Adolescent Services Research Center
- Crimson Center for Speech & Language, USA
| | - Tiffany Wang
- Child and Adolescent Services Research Center
- University of California, San Diego, USA
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Dube WV, Farber RS, Mueller MR, Grant E, Lorin L, Deutsch CK. Stimulus Overselectivity in Autism, Down Syndrome, and Typical Development. AMERICAN JOURNAL ON INTELLECTUAL AND DEVELOPMENTAL DISABILITIES 2016; 121:219-235. [PMID: 27119213 PMCID: PMC4850837 DOI: 10.1352/1944-7558-121.3.219] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
Stimulus overselectivity refers to maladaptive narrow attending that is a common learning problem among children with intellectual disabilities and frequently associated with autism. The present study contrasted overselectivity among groups of children with autism, Down syndrome, and typical development. The groups with autism and Down syndrome were matched for intellectual level, and all three groups were matched for developmental levels on tests of nonverbal reasoning and receptive vocabulary. Delayed matching-to-sample tests presented color/form compounds, printed words, photographs of faces, Mayer-Johnson Picture Communication Symbols, and unfamiliar black forms. No significant differences among groups emerged for test accuracy scores. Overselectivity was not statistically overrepresented among individuals with autism in contrast to those with Down syndrome or typically developing children.
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Affiliation(s)
- William V Dube
- William V. Dube, Rachel S. Farber, Marlana R. Mueller, Eileen Grant, Lucy Lorin, and Curtis K. Deutsch, University of Massachusetts Medical School - Shriver Center, Worcester, Massachusetts
| | - Rachel S Farber
- William V. Dube, Rachel S. Farber, Marlana R. Mueller, Eileen Grant, Lucy Lorin, and Curtis K. Deutsch, University of Massachusetts Medical School - Shriver Center, Worcester, Massachusetts
| | - Marlana R Mueller
- William V. Dube, Rachel S. Farber, Marlana R. Mueller, Eileen Grant, Lucy Lorin, and Curtis K. Deutsch, University of Massachusetts Medical School - Shriver Center, Worcester, Massachusetts
| | - Eileen Grant
- William V. Dube, Rachel S. Farber, Marlana R. Mueller, Eileen Grant, Lucy Lorin, and Curtis K. Deutsch, University of Massachusetts Medical School - Shriver Center, Worcester, Massachusetts
| | - Lucy Lorin
- William V. Dube, Rachel S. Farber, Marlana R. Mueller, Eileen Grant, Lucy Lorin, and Curtis K. Deutsch, University of Massachusetts Medical School - Shriver Center, Worcester, Massachusetts
| | - Curtis K Deutsch
- William V. Dube, Rachel S. Farber, Marlana R. Mueller, Eileen Grant, Lucy Lorin, and Curtis K. Deutsch, University of Massachusetts Medical School - Shriver Center, Worcester, Massachusetts
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14
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Schreibman L, Dawson G, Stahmer AC, Landa R, Rogers SJ, McGee GG, Kasari C, Ingersoll B, Kaiser AP, Bruinsma Y, McNerney E, Wetherby A, Halladay A. Naturalistic Developmental Behavioral Interventions: Empirically Validated Treatments for Autism Spectrum Disorder. J Autism Dev Disord 2016; 45:2411-28. [PMID: 25737021 PMCID: PMC4513196 DOI: 10.1007/s10803-015-2407-8] [Citation(s) in RCA: 499] [Impact Index Per Article: 62.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/16/2022]
Abstract
Earlier autism diagnosis, the importance of early intervention, and development of specific interventions for young children have contributed to the emergence of similar, empirically supported, autism interventions that represent the merging of applied behavioral and developmental sciences. “Naturalistic Developmental Behavioral Interventions (NDBI)” are implemented in natural settings, involve shared control between child and therapist, utilize natural contingencies, and use a variety of behavioral strategies to teach developmentally appropriate and prerequisite skills. We describe the development of NDBIs, their theoretical bases, empirical support, requisite characteristics, common features, and suggest future research needs. We wish to bring parsimony to a field that includes interventions with different names but common features thus improving understanding and choice-making among families, service providers and referring agencies.
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15
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Ribeiro DM, Miguel CF, Goyos C. The effects of listener training on discriminative control by elements of compound stimuli in children with disabilities. J Exp Anal Behav 2015; 104:48-62. [DOI: 10.1002/jeab.161] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/03/2014] [Accepted: 06/10/2015] [Indexed: 11/10/2022]
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16
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Rieth SR, Stahmer AC, Suhrheinrich J, Schreibman L. Examination of the prevalence of stimulus overselectivity in children with ASD. J Appl Behav Anal 2014; 48:71-84. [PMID: 25418837 DOI: 10.1002/jaba.165] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/03/2013] [Accepted: 05/07/2014] [Indexed: 11/12/2022]
Abstract
Many individuals with autism spectrum disorders (ASD) display stimulus overselectivity, wherein a subset of relevant components in a compound stimulus controls responding, which impairs discrimination learning. The original experimental research on stimulus overselectivity in ASD was conducted several decades ago; however, interventions for children with ASD now typically include programming to target conditional discriminations in ways that might minimize the prevalence of stimulus overselectivity. The present study assessed 42 children who had been diagnosed or educationally identified with ASD using a discrimination learning assessment. Of these 42 children, 19% displayed overselective responding, which is a lower percentage than that seen in early research. Possible explanations for this decreased percentage, implications for intervention, and future directions for research are discussed.
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Suhrheinrich J, Stahmer AC, Reed S, Schreibman L, Reisinger E, Mandell D. Implementation challenges in translating pivotal response training into community settings. J Autism Dev Disord 2014; 43:2970-6. [PMID: 23619949 DOI: 10.1007/s10803-013-1826-7] [Citation(s) in RCA: 42] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Implementing evidence-based practices (EBPs) for children with autism is challenging for teachers because these practices are often complex, requiring significant training and resources that are not available in most school settings. This brief investigation was designed to identify areas of strength and difficulty for teachers implementing one such EBP, pivotal response training (PRT). Observational data were gathered from 41 teachers participating in two separate investigations involving PRT. Despite differences in training procedures, teachers demonstrated similarities in areas of strength (clear opportunities/instruction and child choice) and difficulty (turn taking and multiple cues). These findings suggest next steps toward systematic adaptation of PRT for classroom use. The research may serve as a model for the process of adapting EBPs for practice settings.
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Affiliation(s)
- Jessica Suhrheinrich
- Child and Adolescent Services Research Center, Rady Children's Hospital San Diego, 3020 Children's Way, MC 5033, San Diego, CA, 92123, USA,
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18
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Iadarola S, Hetherington S, Clinton C, Dean M, Reisinger E, Huynh L, Locke J, Conn K, Heinert S, Kataoka S, Harwood R, Smith T, Mandell DS, Kasari C. Services for children with autism spectrum disorder in three, large urban school districts: Perspectives of parents and educators. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2014; 19:694-703. [PMID: 25192859 DOI: 10.1177/1362361314548078] [Citation(s) in RCA: 29] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This study used qualitative methods to evaluate the perceptions of parents, educators, and school administrators in three large, urban school districts (Los Angeles, Philadelphia, and Rochester) regarding services for children with autism spectrum disorder within the context of limited district resources. Facilitators followed a standard discussion guide that contained open-ended questions regarding participants' views on strengths and limitations of existing services and contextual factors that would facilitate or inhibit the process of introducing new interventions. Three primary themes were identified: (1) tension between participant groups (teachers and paraprofessionals, staff and administration, teachers and parents, special education and general education teachers), (2) necessity of autism spectrum disorder-specific and behavioral training for school personnel, and (3) desire for a school culture of accepting difference. These themes highlight the importance of developing trainings that are feasible to deliver on a large scale, that focus on practical interventions, and that enhance communication and relationships of school personnel with one another and with families.
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Affiliation(s)
| | | | | | | | | | - Linh Huynh
- University of California, Los Angeles, USA
| | - Jill Locke
- University of Pennsylvania, Pennsylvania, USA
| | - Kelly Conn
- University of Rochester Medical Center, New York, USA
| | - Sara Heinert
- University of Rochester Medical Center, New York, USA
| | | | - Robin Harwood
- Health Resources & Services Administration, Maternal and Child Health Bureau, Maryland, USA
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Abstract
This study examined the efficacy of video self modeling (VSM) using feedforward, to teach various goals of a picture exchange communication system (PECS). The participants were two boys with autism and one man with Down syndrome. All three participants were non-verbal with no current functional system of communication; the two children had long histories of PECS failure. A series of replications, with different length baselines, was used to examine whether video self modeling could replace the PECS method of teaching to achieve the same goals. All three participants showed rapid learning of their target behavior when introduced to their self modeling videos, and effects generalized without the need for further intervention. We conclude that VSM, using feedforward, can provide a fast, simple way of teaching the use of a picture-based communication system without the need for prompts or intensive operant conditioning. VSM may provide an accessible, easy-to-use alternative to common methods of teaching augmentative and alternative communication systems.
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What works for you? Using teacher feedback to inform adaptations of pivotal response training for classroom use. AUTISM RESEARCH AND TREATMENT 2012; 2012:709861. [PMID: 23209896 PMCID: PMC3506866 DOI: 10.1155/2012/709861] [Citation(s) in RCA: 28] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/08/2012] [Accepted: 10/08/2012] [Indexed: 11/29/2022]
Abstract
Several evidence-based practices (EBPs) have been identified as efficacious for the education of students with autism spectrum disorders (ASD). However, effectiveness research has rarely been conducted in schools and teachers express skepticism about the clinical utility of EBPs for the classroom. Innovative methods are needed to optimally adapt EBPs for community use. This study utilizes qualitative methods to identify perceived benefits and barriers of classroom implementation of a specific EBP for ASD, Pivotal Response Training (PRT). Teachers' perspectives on the components of PRT, use of PRT as a classroom intervention strategy, and barriers to the use of PRT were identified through guided discussion. Teachers found PRT valuable; however, they also found some components challenging. Specific teacher recommendations for adaptation and resource development are discussed. This process of obtaining qualitative feedback from frontline practitioners provides a generalizable model for researchers to collaborate with teachers to optimally promote EBPs for classroom use.
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