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
Create successful ePaper yourself
Turn your PDF publications into a flip-book with our unique Google optimized e-Paper software.
Figure 3. Ryan’s Progress in Play Skills <strong>and</strong> MLU. Ryan’s baseline was 10 sessi<strong>on</strong>s (5 weeks), instructi<strong>on</strong> was<br />
10 sessi<strong>on</strong>s (5 weeks), generalizati<strong>on</strong> was nine sessi<strong>on</strong>s (absent <strong>on</strong>e), <strong>and</strong> maintenance was two<br />
sessi<strong>on</strong>s (1 week) with a total of 31 sessi<strong>on</strong>s (11 weeks). In training sessi<strong>on</strong> #1, Ryan mastered play<br />
level 6. In training sessi<strong>on</strong> #8, Ryan mastered play level 8. At training sessi<strong>on</strong> #10, Ryan was at level<br />
10 (not mastered/left at this level). The highest level of play observed in any sessi<strong>on</strong> was level 14.<br />
to 50 m<strong>on</strong>ths receptively <strong>and</strong> 37 m<strong>on</strong>ths expressively.<br />
Figure 4 shows that J<strong>on</strong>ah had the most<br />
advanced play skills of the participants prior<br />
to interventi<strong>on</strong>. His baseline play skills were<br />
mastered at level 8 <strong>and</strong> his average level of<br />
play was 6.7. Thus, we started instructi<strong>on</strong> at<br />
level 10. Again, note that although instructi<strong>on</strong><br />
targeted level 10, J<strong>on</strong>ah’s average level of play<br />
in any sessi<strong>on</strong> may have been lower. Over the<br />
course of the interventi<strong>on</strong>, J<strong>on</strong>ah made gains<br />
in his average level of play, <strong>and</strong> he carried<br />
those gains over into his maintenance phase<br />
<strong>and</strong> generalized sessi<strong>on</strong>s. During the interventi<strong>on</strong>,<br />
J<strong>on</strong>ah progressed from level 8 through<br />
mastery of level 13 <strong>on</strong> his last sessi<strong>on</strong> <strong>and</strong> thus,<br />
emergence at level 14. At the highest point<br />
(during maintenance phase), he exhibited<br />
play at level 15/16. His average level of play <strong>on</strong><br />
the last maintenance observati<strong>on</strong> was 13.5.<br />
J<strong>on</strong>ah’s MLU prior to interventi<strong>on</strong> was 1.0; he<br />
made rapid gains during the interventi<strong>on</strong><br />
phase (MLU 2.5, with sessi<strong>on</strong> range of 1.5–<br />
2.9), maintained MLU usage in the generalized<br />
sessi<strong>on</strong>s, <strong>and</strong> maintained gains in the<br />
maintenance phase (MLU 2.2). Both his<br />
receptive <strong>and</strong> expressive PLS-4 scores improved<br />
to 44 m<strong>on</strong>ths.<br />
Social Validity<br />
The purpose of a social validity assessment is<br />
to determine if the interventi<strong>on</strong> was socially<br />
relevant. Social relevance includes whether an<br />
outcome is significant, appropriate, <strong>and</strong> important<br />
(Wolf, 1973). We did not formally<br />
assess the social significance of the goals, as<br />
play <strong>and</strong> language skills are unequivocally fundamental<br />
to the development of children. We<br />
also did not formally assess the social appropriateness<br />
of the procedures used in this investigati<strong>on</strong><br />
as all of the participant’s families<br />
Video Modeling for Appropriate Play <strong>and</strong> C<strong>on</strong>nected Speech / 313