etadd_47(3) - Division on Autism and Developmental Disabilities
etadd_47(3) - Division on Autism and Developmental Disabilities
etadd_47(3) - Division on Autism and Developmental Disabilities
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Language Coding Measures<br />
An appropriate play–related utterance was defined<br />
as an intelligible verbalizati<strong>on</strong> of <strong>on</strong>e or<br />
more English words (or an intelligible approximati<strong>on</strong><br />
thereof) by the participants immediately<br />
before, during or immediately after an<br />
appropriate play act, <strong>and</strong> the verbalizati<strong>on</strong><br />
had to be related to or in c<strong>on</strong>necti<strong>on</strong> with the<br />
play acti<strong>on</strong>. Verbalizati<strong>on</strong>s made immediately<br />
before, during or immediately after any acti<strong>on</strong><br />
or sequence by the participant which was not<br />
coded as an appropriate play acti<strong>on</strong> were recorded<br />
but not coded as an appropriate play–<br />
related verbalizati<strong>on</strong>, even if they related<br />
to <strong>and</strong> were in c<strong>on</strong>necti<strong>on</strong> with the (n<strong>on</strong>–<br />
appropriate play) acti<strong>on</strong>. Verbalizati<strong>on</strong>s that<br />
were related to an appropriate play acti<strong>on</strong> but<br />
made more than three sec<strong>on</strong>ds prior to, or<br />
three sec<strong>on</strong>ds after, the play acti<strong>on</strong> were recorded<br />
but not scored (the incidence of such<br />
verbalizati<strong>on</strong>s was extremely low). All verbalizati<strong>on</strong>s<br />
during a sessi<strong>on</strong> were logged, regardless<br />
of whether they c<strong>on</strong>stituted an appropriate<br />
play–related utterance. Due to the<br />
difficulty in definitively categorizing utterances<br />
<strong>and</strong> the coder being blind to the instructi<strong>on</strong><br />
<strong>on</strong> the video models, no distincti<strong>on</strong><br />
was made between play–related utterances<br />
modeled in the video models (i.e., scripted<br />
utterances) <strong>and</strong> novel or different utterances<br />
(i.e., unscripted utterances).<br />
Average MLU was calculated for each sessi<strong>on</strong><br />
by dividing the total number of morphemes<br />
uttered during all appropriate play–<br />
related utterances made during the sessi<strong>on</strong> by<br />
the total number of all appropriate play–<br />
related utterances made during the sessi<strong>on</strong>.<br />
The total number of morphemes spoken during<br />
any particular utterance was determined<br />
in accordance with the procedures set forth in<br />
the Guide to Analysis of Language Transcripts,<br />
Sec<strong>on</strong>d Editi<strong>on</strong>, (Retherford, 1993)<br />
which represents the st<strong>and</strong>ard methodology<br />
employed by speech language pathologists<br />
when measuring mean length of utterance<br />
(e.g., counting the utterance of <strong>on</strong>e plural<br />
noun forms as two morphemes, <strong>and</strong> counting<br />
the utterance of <strong>on</strong>e verb in predicate form as<br />
two morphemes).<br />
The first author (MS, CCC-SLP) trained the<br />
undergraduate student to measure MLU. The<br />
undergraduate student transcribed <strong>and</strong> calcu-<br />
lated MLU for all sessi<strong>on</strong>s. The first author<br />
checked every transcripti<strong>on</strong> (100%) <strong>and</strong> c<strong>on</strong>firmed<br />
any discrepancies with the undergraduate.<br />
Results<br />
Interventi<strong>on</strong> Outcomes<br />
Average play skills are presented graphically<br />
within video modeling interventi<strong>on</strong> (instructi<strong>on</strong>,<br />
baseline, <strong>and</strong> maintenance) <strong>and</strong> during<br />
generalizati<strong>on</strong> (no baseline or maintenance).<br />
Average MLU is presented graphically within<br />
video modeling interventi<strong>on</strong> (instructi<strong>on</strong>,<br />
baseline, <strong>and</strong> maintenance) <strong>and</strong> during generalizati<strong>on</strong><br />
(no baseline or maintenance). Figure<br />
1 shows Ian’s progress (play observed in<br />
instructi<strong>on</strong>, play in generalized observati<strong>on</strong>,<br />
MLU observed in instructi<strong>on</strong>, MLU in generalized<br />
observati<strong>on</strong>), Figures 2, 3, <strong>and</strong> 4 show<br />
Jeremy’s, Ryan’s, <strong>and</strong> J<strong>on</strong>ah’s progress respectively.<br />
During the interventi<strong>on</strong>, all four children<br />
were able to progress through multiple<br />
levels of play (Table 2) <strong>and</strong> all generally maintained<br />
those gains in the limited maintenance<br />
phase of the investigati<strong>on</strong>. Please keep in<br />
mind that the figures present ‘average’ level of<br />
play <strong>and</strong> thus, a child might have an average<br />
level lower than their mastered level (e.g., a<br />
child has the 3 higher level acts with 3 novel<br />
toys but other play acts are at other levels <strong>and</strong><br />
thus, an average is obtained; see Jeremy’s initial<br />
instructi<strong>on</strong>al point). Recall that n<strong>on</strong>e of<br />
the four children received level 7 instructi<strong>on</strong><br />
(as it was included with the video model for<br />
level 9).<br />
Figure 1 displays Ian’s steady progressi<strong>on</strong> in<br />
both the instructi<strong>on</strong>al <strong>and</strong> generalized situati<strong>on</strong>s<br />
based <strong>on</strong> average level of play achieved.<br />
Prior to the interventi<strong>on</strong>, his average level of<br />
play was 1.8 (range of 1–2). Ian was initially<br />
instructed at level 3/4 <strong>and</strong> progressed<br />
through each level until emergence at level 8<br />
where the interventi<strong>on</strong> ended. In the maintenance<br />
phase, the average level of play Ian<br />
displayed was 6.8 (the range of play acts<br />
through maintenance observati<strong>on</strong> went as low<br />
as level 5 <strong>and</strong> as high as level 10). Further, as<br />
noted, the highest level of play observed during<br />
any play sessi<strong>on</strong> (trial, generalizati<strong>on</strong>, <strong>and</strong><br />
maintenance) was level 10. Ian had a slight<br />
drop in his average play level during the first<br />
310 / Educati<strong>on</strong> <strong>and</strong> Training in <strong>Autism</strong> <strong>and</strong> <strong>Developmental</strong> <strong>Disabilities</strong>-September 2012