Education and Training in Autism and Developmental Disabilities

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R. (1991). Communication profiles of two types of gesture using nonverbal persons with severe to profound mental retardation. Journal of Speech and Hearing Research, 34, 294–308. Scudder, R. R., & Tremain, D. H. (1992). Repair behaviors of student with and without mental retardation. Mental Retardation, 30, 277–282. Paul, R., & Cohen, D. J. (1984). Responses to con- tingent queries in adults with mental retardation and pervasive developmental disorders. Applied Psycholinguistics, 5, 349–357. Received: 14 April 2009 Initial Acceptance: 8 June 2009 Final Acceptance: 1 October 2009 Communication Breakdown / 409
Education and Training in Autism and Developmental Disabilities, 2010, 45(3), 410–421 © Division on Autism and Developmental Disabilities Enabling a Prelinguistic Communicator with Autism to Use Picture Card as a Strategy for Repairing Listener Misunderstandings: A Case Study Yoshihisa Ohtake University of Okayama Michael Wehmeyer University of Kansas Naomi Uchida The Special School Affiliated with the Faculty of Education Akitaka Nakaya and Masafumi Yanagihara University of Okayama Abstract: The purpose of this case study was to examine the effects of a time-delay prompting procedure on the acquisition of skills for repairing multiple listener misunderstandings. A prelinguistic student with autism was taught to use picture cards as a strategy to repair listener misunderstandings in a setting where the student had to ask the listener to pick up a pen to paint a TV logo that was one of his preoccupations. The listener intentionally provided the student a pen with non-preferred attributions (brand, color, or size) to provide the student opportunities to repair the communication breakdown. The type and number of attributions misunderstood by the listener in a communication episode changed as the student met the predetermined criterion. Results of a changing-criterion design demonstrated that the intervention was effective in enabling the student to use picture cards in a way that took into consideration which attributions the listener misunderstood. Individuals with autism who exclusively rely on prelinguistic communication modes (i.e., vocalization and gesture) face frequent communication breakdowns due to the ambiguity in nature in sending a message (Brady & Halle, 2002; Halle, Brady, & Drasgow, 2004, Keen, 2005). When prelinguistic communicators with autism face communication breakdowns, the occasion calls for repair (Wetherby, Alexander, & Prizant, 1998). Communication repair is referred to as a perseverative communication act that is emitted when the communication initiation is not followed by the desired outcome within a reasonable amount of time (Halle et al.). If they repair communication breakdown by repeating the original communication forms or modifying them in ways that promote listener’s under- Correspondence concerning this article should be addressed to Yoshihisa Ohtake, University of Okayama University, 3-1-1 Tushima-naka, Okayama- Shi, Okayama 700-8530, JAPAN. Email: ohtake@ cc.okayama-u.ac.jp standings in socially acceptable manner, the probability of obtaining the desired outcome increases, which in turn may contribute to enhancing their self-determination (Brown, Gothelf, Guess, & Lehr, 1998; Wehmeyer, Agran, & Hughes, 1998). Recent studies (Keen, 2005; Meadan, Halle, Watkins, & Chadsey, 2006; Ohtake et al., 2005) have revealed that prelinguistic communicators with autism can repair a variety of communication breakdowns when (a) the requesting behaviors were not attended to, (b) the respondent asked for clarification vocally or gesturally, or (c) the communication breakdown was followed by a wrong response by the listener. In addition, it was found that prelinguistic communicators with autism used various types of repair strategies, including repeating the first communication forms, adding new forms, recasting the original forms and using new forms instead, and reducing the part of the original forms. Furthermore, when they modified their communication forms in response to a com- 410 / Education and Training in Autism and Developmental Disabilities-September 2010
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Education and Training in Autism an
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Manuscripts Accepted for Future Pub
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dents in classes that included stud
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TABLE 1 Summary Descriptors of Meli
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tions were conducted at their work
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her function more independently wit
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eluctant to engage in interactions.
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ehaviors were consistent with Phill
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disabilities. Second, it has promot
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youth with severe disabilities. Min
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parents of students with intellectu
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tributed to such PSE program compon
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TABLE 2 Mean Scores of the 7 PSE Pr
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that educators’ and parents’ po
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gan, 1997). Despite the challenges
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ing the total score of the Family A
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with the identified factors being r
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of a positive outlook has been docu
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Page 41 and 42: TABLE 1 Demographic Characteristics
Page 43 and 44: ways in the same interviews where s
Page 45 and 46: In a number of comments, respondent
Page 47 and 48: practitioners assigned both issues
Page 49 and 50: Education and Training in Autism an
Page 51 and 52: eliability (r .92) and good inter-
Page 53 and 54: TABLE 2 EQCA Adaptive Behaviors: Me
Page 55 and 56: TABLE 5 ERDCP: Means, SDs, and t Te
Page 57 and 58: teen of these studies (90%) reveale
Page 59 and 60: practice may have had an influence
Page 63 and 64: ing to questions, (c) the learner f
Page 65 and 66: around a small instructional table
Page 67 and 68: TABLE 2 (Continued) 9. Guide studen
Page 69 and 70: TABLE 3 (Continued) Student Steps B
Page 71 and 72: TABLE 3 (Continued) Student Steps D
Page 73 and 74: esponding to errors by interrupting
Page 75 and 76: Figure 1. Teacher’s number of ste
Page 77 and 78: Figure 2. Number of inquiry skills
Page 79 and 80: TABLE 4 Results of Parent Survey It
Page 81 and 82: data was not simply an artifact of
Page 85 and 86: TABLE 1 Students’ Description Sub
Page 87 and 88: served a communicative function. In
Page 89 and 90: Descriptive Analysis The first rese
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Page 95 and 96: stood attribution when two consecut
Page 97 and 98: within easy reach. The instructiona
Page 99 and 100: and provided Takao a pen with thin
Page 101 and 102: Figure 3. Percentages of correct re
Page 103 and 104: teacher whether we should fully hon
Page 107 and 108: components to be effective promptin
Page 109 and 110: ability (IQ 44, Stanford-Binet Inte
Page 111 and 112: TABLE 1 Task Analysis for Cooking R
Page 113 and 114: pographic); and (c) no response, ch
Page 115 and 116: Figure 2. Percentage of steps perfo
Page 117 and 118: Figure 4. Percentage of steps perfo
Page 119 and 120: ture audio feature of the PDA, but
Page 121 and 122: M. (1992). The effects of self oper
Page 125 and 126: TABLE 1 Stages of The Halliwick’s
Page 127 and 128: plete other steps (Tekin & Kɹrcaal
Page 129 and 130: Figure 1. Percentage of correct res
Page 131 and 132: Martin, J. (1981). The Halliwick Me
Page 133 and 134: systematic instruction to teach fou
Page 135 and 136: also extremely low with a standard
Page 137 and 138: Procedural reliability probes measu
Page 139 and 140: Discussion The purpose of this stud
Page 141 and 142: (1986). Stanford-Binet Intelligence
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focus on the important adults in th
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cording to the current environment
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that “she felt very inadequate in
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tive research. (2 nd Ed.). New Jers
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