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Full-Text Articles in Speech and Hearing Science
Dynamic Assessment Of Aac Verb Symbols For Children With Autism Spectrum Disorder, Valerie Prieto, Cindy Gevarter, Cathy Binger, Mary Hartley
Dynamic Assessment Of Aac Verb Symbols For Children With Autism Spectrum Disorder, Valerie Prieto, Cindy Gevarter, Cathy Binger, Mary Hartley
Speech and Hearing Sciences ETDs
This study used dynamic assessment (DA) with graduated prompting to evaluate whether preschool-aged children with autism spectrum disorder (ASD) demonstrated learning potential with verb-based augmentative alternative communication (AAC) symbols. Four participants completed DA sessions across three instructional conditions: (a) requesting actions embedded in play, (b) labeling actions embedded in play, and (c) labeling actions presented via video. Performance across these conditions along with a control condition was compared using an adapted multielement single-case design. Three participants demonstrated learning in at least two instructional conditions, and only one showed progress in the control condition. Overall, participants initially required less cueing to …
Coaching Student Clinicians And Parents To Use Naturalistic Communication Techniques For Children With Signs Of Autism, Erin M. Gallegos
Coaching Student Clinicians And Parents To Use Naturalistic Communication Techniques For Children With Signs Of Autism, Erin M. Gallegos
Speech and Hearing Sciences ETDs
In this study, researchers implemented a short-term cascading coaching program focusing on naturalistic developmental behavioral interventions (NDBIs) with three participant triads consisting of a graduate student clinician, a minimally verbal child with autism spectrum disorder (ASD) or signs of ASD, and the child’s parent. The efficacy of several short-term instruction sessions, in-session coaching, and student clinician parent coaching was evaluated using a multiple baseline across interventionists design. The primary dependent variables were clinician and parent use of elicitation techniques, including creating communication temptations and prompting, and response techniques, including reinforcing child communication and using vocal models. Following targeting coaching, all …