etadd_47(3) - Division on Autism and Developmental Disabilities

More documents

Recommendations

Info

TABLE 1 Demographic Characteristics play scale and a Mean Length of Utterance (MLU) was calculated. Instruction phase. Children were brought into a therapeutic environment/room twice weekly for 15 minutes (unless absent from the program). All training sessions were conducted in the speech therapy room. The training session involved video model viewing and structured toy play time at the table. Video models represented play skills at each level of the developmental play scale, with each video model also incorporating language appropri- Ian Jeremy Ryan Jonah Age in months 59 69 37 37 First Diagnosis pediatrician parent concern psychiatrist psychiatrist Regional Center* Autism Autism Autism Autism School** PEP-R*** Autism Autism Autism Autism Perception 21 m 38 m 48 m 34 m Imitation 22 m 30 m 41 m 37 m Cognitive Verbal 36 m 33 m 35 m 41 m Cognitive Perform Vineland II 39 m 31 m 29 m 48 m Communication 76 SS 54 SS 94 SS 76 SS Daily Living Skills 55 SS 53 SS 91 SS 69 SS Social Skills 63 SS 55 SS 82 SS 74 SS Motor Skills 70 SS 70 SS 93 SS 88 SS Composite PLS-4**** 63 SS 55 SS 87 SS 73 SS Overall 50 SS/20 m 50 SS/25 m 92 SS/34 m 94 SS/34 m Auditory Comp 50 SS/22 m 50 SS/25 m 109 SS/44 m 96 SS/37 m Expressive Comm 50 SS/19 m 50 SS/25 m 76 SS/27 m 93 SS/35 m MLU between 0–1 between 0–1 between 0–1 2–3 words Play Levels Mastered 1 (Indisc Act) 4 (Pres. Co.) 6 (Pret. Self) 8 (Child Ag) 2 (Discr Act) 5 (Gen. Co.) No initiating No initiating Qualitative Descrip. communication communication Sev. apraxia Requesting Maximum prompts No conversation/ for one word pragmatics Basic requests No comments No word Stereotyped combinations Poor verbal utterances No questions Stereotyped Echolalic Imitation Echolalic utterances Echolalic No comments Echolalic * The State Regional Center system uses a licensed clinical psychologist to determine diagnosis and eligibility. Autism is 299.0 DSM Category. ** The State Education Code eligibility category is “Autism or Autistic-Like Characteristics” *** Psychoeducational Profile Revised (PEP-R), (Schopler et al., 1990) **** Preschool Language Scale, 4th Edition (PLS-4) (Zimmerman, Steiner, & Pond, 2002). ate for the developmental level of play modeled. For example, for one of the toy presentations at the level 8 (Child as Agent), an actress had a figure and sat the figure in a chair. The language used was, “Sit down boy.” Each skill was modeled with three different sets of toys. Each child watched a video at the next most advanced level, after the level in which the child had demonstrated mastery in a generalized setting. The video was shown on a desktop computer with a monitor measuring 19” diagonally at a viewing distance of approx- 306 / Education and Training in Autism and Developmental Disabilities-September 2012
TABLE 2 Play Scale – Developmental Levels of Play – Kasari et al. (2006) Level Categories Definitions 1 Indiscriminate Actions All objects are treated alike (e.g., objects are mouthed) Differentiates among conventional objects, preserving their physical characteristics, or single objects (e.g., rolls round 2 Discriminative Actions beads, squeezes stuffed animal) Separates configurations of objects (e.g., takes all pieces out 3 Takes Apart Combinations of puzzle) Re-creates combinations of objects according to their presentation configuration (e.g., puts puzzle pieces into 4 Presentation Combinations puzzle; nests the nesting cups) Creates combinations of objects that result in simple, nonspecific configurations such as container/contained 5 General Combinations relations (e.g., puts beads & puzzle pieces in the cup) Relates objects to self, indicating a pretend quality to the 6 Pretend Self action (e.g., brings empty cup to mouth to drink) Preserves unique physical characteristics of objects in the Specific Combinations – (physical attributes) configuration (e.g., stacks nesting 7 Physical Attributes cups, strings beads) Extends familiar actions to doll figures, with child as agent 8 Child as Agent of the activity (e.g. extends cup to doll’s mouth) Preserves unique conventional characteristics of object in Specific Combinations – the (conventional attributes) configuration (e.g., places 9 Conventional Attributes cup on saucer; places string of beads on self) Extends same familiar action to two or more figures (e.g., 10 Single Scheme Sequences extends cup to baby doll, to stuffed lamb, to interactant) Uses one object to stand in place for another (e.g., puts 11 Substitutions With Object bowl on head for a hat) Pretends to use something that is not there (e.g., shakes an 12 Substitutions Without Object imaginary salt shaker) Moves doll figures as if they are capable of action (e.g., moves figure to load blocks in a truck; puts mirror into 13 Doll as Agent doll’s hand as if to see itself) Extends different actions to same figure (e.g., feeds doll 14 Multischeme Sequences with spoon, wipes it with cloth, then puts to bed) Adopts various familiar roles in play theme (e.g., plays 15 Sociodramatic Play house, assigning the various roles Adopts roles of fantasy characters (e.g., plays ‘‘Superman’’ 16 Thematic Fantasy Play assigning the various roles) imately one meter in front of the computer. The child watched three different toy models, two times each. Each toy model was approximately 30 seconds long. Thus, the procedure was as follows. First, the child watched a specific toy being modeled by the video twice and then, immediately afterward, the child was led to a child-sized seat at a child–sized table on which the exact toys, or toys nearly identical to those modeled in the video models, were placed within easy reach. The child was given approximately two minutes to play. Second, the child was shown the video model again twice (next toy set) and then the child was brought to the table and those new toys were presented and the child was given approximately two minutes to play. Third, the child was shown the video model the third time (third set of toy presentations) and the child was brought back to the table with the third toy set and the child was given about two minutes to play. During the toy play at the table, the child was prompted with, “Time to play!” and the clinician provided no other prompts, but did pro- Video Modeling for Appropriate Play and Connected Speech / 307
Page 1 and 2:
Education and Training in Autism an
Page 3 and 4:
Page 5 and 6: Education and Training in Autism an
Page 7 and 8: ities. Scholars have argued that do
Page 9 and 10: discussions were held with 12 addit
Page 11 and 12: TABLE 1 A Sample of Community Funds
Page 13 and 14: et al., 2007). At the school, stude
Page 15 and 16: students opportunities to work and
Page 17 and 18: Browder, D. M., & Cooper-Duffy, K.
Page 21 and 22: of words, and in the short term wer
Page 23 and 24: TABLE 3 Word Lists List No. Trainin
Page 25 and 26: TABLE 6 Pairwise Comparisons on Pos
Page 27 and 28: Word Identification or Word Attack
Page 29 and 30: erate to severe disabilities. Excep
Page 31 and 32: ess in a variety of subjects includ
Page 33 and 34: TABLE 1 Target Vocabulary Words by
Page 35 and 36: Figure 1. Example of PowerPoint Sli
Page 37 and 38: TABLE 3 Mean Percentage of Correct
Page 39 and 40: Figure 4. Jake’s percentages corr
Page 41 and 42: man-Martin et al. (2005) by demonst
Page 45 and 46: used in the study that did not foll
Page 47 and 48: lected. Stories were read in a quie
Page 49 and 50: y determining the number of interva
Page 51 and 52: with the removal of the interventio
Page 53 and 54: Accordingly, recent research has in
Page 55: Method Participants Four male child
Page 59 and 60: elated utterances, which were used
Page 61 and 62: Figure 1. Ian’s Progress in Play
Page 63 and 64: Figure 3. Ryan’s Progress in Play
Page 65 and 66: Figure 5. Social Validity: Average
Page 67 and 68: (2000). A comparison of video model
Page 71 and 72: Method Participants Four high schoo
Page 73 and 74: TABLE 1 Task Analyses for all Tasks
Page 75 and 76: Figure 1. Holly multiple baseline g
Page 77 and 78: Figure 3. Norman multiple baseline
Page 79 and 80: ing at photographs. Jake only requi
Page 81 and 82: tion, some aspects of the target be
Page 83 and 84: table video aids may lead to greate
Page 85 and 86: TABLE 2 Task Analyses Including Vid
Page 87 and 88: table.” During the session, the t
Page 89 and 90: Figure 2. Percent of steps with err
Page 91 and 92: ter the 15 th session. With table w
Page 93 and 94: our students, it may have been diff
Page 97 and 98: TABLE 2 Participants Demographic Da
Page 99 and 100: opening of the lesson, the teacher
Page 101 and 102: TABLE 4 Total Number of Items Answe
Page 103 and 104: Figure 2. Total number of procedura
Page 105 and 106: serve both cognitive (e.g., self in
Page 107 and 108:
and quasi-experimental designs for
Page 109 and 110:
Page 111 and 112:
& Cobb, 2002). Generalization, the
Page 113 and 114:
academic activities in the classroo
Page 115 and 116:
Procedure Baseline. In this multipl
Page 117 and 118:
condition for each student. With th
Page 119 and 120:
was repeated across all participant
Page 121 and 122:
Boning, R. A. (1997). SRA Specific
Page 123 and 124:
Page 125 and 126:
TABLE 1 Student demographic informa
Page 127 and 128:
ping, dining out, voting) and diffe
Page 129 and 130:
TABLE 2 Content Standards, Alternat
Page 131 and 132:
Student Achievement Figures 3-6 pro
Page 133 and 134:
Figure 4. Student data across math
Page 135 and 136:
Figure 6. Student data across math
Page 137 and 138:
A second limitation of the current
Page 139 and 140:
Page 141 and 142:
y students with intellectual disabi
Page 143 and 144:
TABLE 1 Studies of Mathematics Inte
Page 145 and 146:
subject design to provide an interv
Page 147 and 148:
Neef and colleagues (2003) demonstr
Page 149 and 150:
abilities. Education and Training i
Page 151 and 152:
show all

etadd_47(3) - Division on Autism and Developmental Disabilities

Create successful ePaper yourself

Delete template?

Save as template?