Pub Date : 2022-07-03DOI: 10.1080/17489539.2023.2223577
Amarie Carnett, Sehar Moughal
Study duration: Before starting the baseline, a pre-assessment was conducted to determine unknown pictures to be used for the teaching sessions. An observational learning (OL) assessment was also conducted as a baseline probe. Each probe comprised 10 trials (5 reinforced and 5 non-reinforced trials). A total of four stimuli sets were probed, with one probe per picture stimuli set. Training consisted of two parts: i) teaching the rule-correspondence, and ii) teaching overt echoic, tacting the model’s response, and correct statements. Each session consisted of four to eight trials per trial type and condition. Across baseline, intervention, and generalization phases, a total of 51 sessions were conducted.
{"title":"The usefulness of applying Skinner’s taxonomy of verbal behavior to observational learning1","authors":"Amarie Carnett, Sehar Moughal","doi":"10.1080/17489539.2023.2223577","DOIUrl":"https://doi.org/10.1080/17489539.2023.2223577","url":null,"abstract":"Study duration: Before starting the baseline, a pre-assessment was conducted to determine unknown pictures to be used for the teaching sessions. An observational learning (OL) assessment was also conducted as a baseline probe. Each probe comprised 10 trials (5 reinforced and 5 non-reinforced trials). A total of four stimuli sets were probed, with one probe per picture stimuli set. Training consisted of two parts: i) teaching the rule-correspondence, and ii) teaching overt echoic, tacting the model’s response, and correct statements. Each session consisted of four to eight trials per trial type and condition. Across baseline, intervention, and generalization phases, a total of 51 sessions were conducted.","PeriodicalId":39977,"journal":{"name":"Evidence-Based Communication Assessment and Intervention","volume":"59 1","pages":"98 - 104"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80245530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/17489539.2023.2211624
J. Luiselli
Participants: The participant, Blake, was a 20-year-old girl who had been diagnosed with autism at 3-years of age, and 1Abstracted from: Vener, S. M. Gillis, A. M. & Poulson, C. L. (2021). Increasing verbal behavior in a young adolescent girl with catatonia and autism spectrum disorder. Journal of Autism and Developmental Disorders, 51, 3857–3867 For correspondence: James K. Luiselli, Melmark New England, Andover, MA, USA. E-mail: jluiselli@melmarkne.org Evidence-Based Communication Assessment and Intervention, 2022 Vol. 16, No. 3, 88–92, https://doi.org/10.1080/17489539.2023.2211624
参与者:Blake，一名20岁的女孩，在3岁时被诊断为自闭症。摘要:Vener, s.m. Gillis, a.m. & Poulson, c.l.(2021)。一个患有紧张症和自闭症谱系障碍的年轻少女的言语行为增加。自闭症与发育障碍杂志，51,3857-3867通讯:James K. Luiselli, Melmark New England, Andover, MA, USA。E-mail: jluiselli@melmarkne.org循证沟通评估与干预，2022年第16卷第3期，88-92,https://doi.org/10.1080/17489539.2023.2211624
{"title":"Applied behavior analysis instruction may be effective in teaching rudimentary verbal responses to persons with autism and comorbid catatonia1","authors":"J. Luiselli","doi":"10.1080/17489539.2023.2211624","DOIUrl":"https://doi.org/10.1080/17489539.2023.2211624","url":null,"abstract":"Participants: The participant, Blake, was a 20-year-old girl who had been diagnosed with autism at 3-years of age, and 1Abstracted from: Vener, S. M. Gillis, A. M. & Poulson, C. L. (2021). Increasing verbal behavior in a young adolescent girl with catatonia and autism spectrum disorder. Journal of Autism and Developmental Disorders, 51, 3857–3867 For correspondence: James K. Luiselli, Melmark New England, Andover, MA, USA. E-mail: jluiselli@melmarkne.org Evidence-Based Communication Assessment and Intervention, 2022 Vol. 16, No. 3, 88–92, https://doi.org/10.1080/17489539.2023.2211624","PeriodicalId":39977,"journal":{"name":"Evidence-Based Communication Assessment and Intervention","volume":"55 1","pages":"88 - 92"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86738524","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/17489539.2023.2214177
Reem Muharib, Aarti Thakore
Reem Muhariba & Aarti Thakoreb (Commentary authors) aDepartment of Curriculum and Instruction, Texas State University, San Marcos, TX, USA; bCentral Texas Autism Center, Austin, TX, USA ............................................................................................................................................................. Q What are the effects of referent-based instruction on the proportionate stimulus control over the verbal behavior of children with autism and other language disorders?
{"title":"Referent-based instruction may improve verbal behavior outcomes of children with ASD and other language disorders1","authors":"Reem Muharib, Aarti Thakore","doi":"10.1080/17489539.2023.2214177","DOIUrl":"https://doi.org/10.1080/17489539.2023.2214177","url":null,"abstract":"Reem Muhariba & Aarti Thakoreb (Commentary authors) aDepartment of Curriculum and Instruction, Texas State University, San Marcos, TX, USA; bCentral Texas Autism Center, Austin, TX, USA ............................................................................................................................................................. Q What are the effects of referent-based instruction on the proportionate stimulus control over the verbal behavior of children with autism and other language disorders?","PeriodicalId":39977,"journal":{"name":"Evidence-Based Communication Assessment and Intervention","volume":"2 1","pages":"93 - 97"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78919708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/17489539.2023.2165400
L. Barnard‐Brak, D. Richman
Abstract When using baseline logic with single case experimental designs (SCEDs), one critical step involves collecting enough treatment data points, relative to the number of data points in the previous baseline phase, to set the occasion for relatively equivalent samples of the target behavior across phases. The fail safe k metric for SCED data provides a robust metric to complement visual inspection of graphed data to determine if enough sessions were conducted within a phase of the SCED to adequately predict the level, trend, and stability of the data path if more sessions were conducted in that phase. There was a strong relationship between fail safe k values and statistical power to detect differences in the dependent variable across phases relative to different criteria for estimating treatment effect sizes. Both quantifications suggested that decision rules for changing phases are associated with achieving an acceptable level of statistical power but with varying degrees of sensitivity and specificity for detecting treatment effects.
{"title":"Using baseline logic to determine when to change phases within single case experimental designs: Fail safe k values and statistical power","authors":"L. Barnard‐Brak, D. Richman","doi":"10.1080/17489539.2023.2165400","DOIUrl":"https://doi.org/10.1080/17489539.2023.2165400","url":null,"abstract":"Abstract When using baseline logic with single case experimental designs (SCEDs), one critical step involves collecting enough treatment data points, relative to the number of data points in the previous baseline phase, to set the occasion for relatively equivalent samples of the target behavior across phases. The fail safe k metric for SCED data provides a robust metric to complement visual inspection of graphed data to determine if enough sessions were conducted within a phase of the SCED to adequately predict the level, trend, and stability of the data path if more sessions were conducted in that phase. There was a strong relationship between fail safe k values and statistical power to detect differences in the dependent variable across phases relative to different criteria for estimating treatment effect sizes. Both quantifications suggested that decision rules for changing phases are associated with achieving an acceptable level of statistical power but with varying degrees of sensitivity and specificity for detecting treatment effects.","PeriodicalId":39977,"journal":{"name":"Evidence-Based Communication Assessment and Intervention","volume":"1983 1","pages":"77 - 87"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90301394","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-22DOI: 10.1080/17489539.2022.2089334
L. Jamshidi, M. Heyvaert, Lies Declercq, B. Fernández-Castilla, J. Ferron, Mariola Moeyaert, S. N. Beretvas, P. Onghena, W. Van den Noortgate
{"title":"A systematic review of single-case experimental design meta-analyses: characteristics of study designs, data, and analyses","authors":"L. Jamshidi, M. Heyvaert, Lies Declercq, B. Fernández-Castilla, J. Ferron, Mariola Moeyaert, S. N. Beretvas, P. Onghena, W. Van den Noortgate","doi":"10.1080/17489539.2022.2089334","DOIUrl":"https://doi.org/10.1080/17489539.2022.2089334","url":null,"abstract":"","PeriodicalId":39977,"journal":{"name":"Evidence-Based Communication Assessment and Intervention","volume":"51 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87592902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/17489539.2022.2080501
J. Newbury, Kerstin Schroeter, D. Sutherland, Jennifer M. Thomson
Jayne Newburya , Kerstin Schroetera , Dean Sutherlanda & Jenny Thomsonb (Commentary authors) aSchool of Psychology, Speech and Hearing, Te Whare Wānanga ō Waitaha | University of Canterbury, Christchurch, New Zealand; bHealth Sciences School, Division of Human Communication Sciences, University of Sheffield, Sheffield, UK .............................................................................................................................................................
{"title":"Evidence for use of the Quick Interactive Language Screener (QUILS™) to measure the relationship between socioeconomic status and language development1","authors":"J. Newbury, Kerstin Schroeter, D. Sutherland, Jennifer M. Thomson","doi":"10.1080/17489539.2022.2080501","DOIUrl":"https://doi.org/10.1080/17489539.2022.2080501","url":null,"abstract":"Jayne Newburya , Kerstin Schroetera , Dean Sutherlanda & Jenny Thomsonb (Commentary authors) aSchool of Psychology, Speech and Hearing, Te Whare Wānanga ō Waitaha | University of Canterbury, Christchurch, New Zealand; bHealth Sciences School, Division of Human Communication Sciences, University of Sheffield, Sheffield, UK .............................................................................................................................................................","PeriodicalId":39977,"journal":{"name":"Evidence-Based Communication Assessment and Intervention","volume":"1 1","pages":"45 - 51"},"PeriodicalIF":0.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82971356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/17489539.2022.2089042
M. Schmitt, Sherine R. Tambyraja, Carrie Hutchins
(1) To extent do students in a multi-tiered system of language supports (MTSLS) show improvements compared to control students on measures of narrative retell, expository retell, personal story generation, and narrative writing? (2) To what extent do the gains made by students in MTSLS classrooms who received Tier 2 narrative intervention compare to the oral and written language skills of a matched sample of at-risk students? (3) To what extent do the gains made by students in MTSLS classrooms who received Tier 2 narrative intervention compare to the oral and written language skills of a matched sample of average-performing and high-achieving students?
{"title":"Story Champs: changing the narrative on oral language intervention1","authors":"M. Schmitt, Sherine R. Tambyraja, Carrie Hutchins","doi":"10.1080/17489539.2022.2089042","DOIUrl":"https://doi.org/10.1080/17489539.2022.2089042","url":null,"abstract":"(1) To extent do students in a multi-tiered system of language supports (MTSLS) show improvements compared to control students on measures of narrative retell, expository retell, personal story generation, and narrative writing? (2) To what extent do the gains made by students in MTSLS classrooms who received Tier 2 narrative intervention compare to the oral and written language skills of a matched sample of at-risk students? (3) To what extent do the gains made by students in MTSLS classrooms who received Tier 2 narrative intervention compare to the oral and written language skills of a matched sample of average-performing and high-achieving students?","PeriodicalId":39977,"journal":{"name":"Evidence-Based Communication Assessment and Intervention","volume":"47 1","pages":"52 - 58"},"PeriodicalIF":0.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79308059","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/17489539.2022.2097872
K. Beals
Abstract In their recent article in Frontiers in Psychology, “Presuming autistic communication competence and reframing facilitated communication,” Melanie Heyworth, Tim Chan, and Wenn Lawson argue for a positive reappraisal of facilitated communication (FC). The authors base their argument on several dozen problematic claims. Some of these claims rely on inaccurate assumptions about augmentative and alternative communication (AAC), Applied Behavior Analysis (ABA), conversational pragmatics, message passing tests, cognitive testing, cueing, recent discoveries about autism, and/or the empirical research on FC. Other claims involve circular reasoning or are not supported by the studies cited as support. Still others involve biased characterizations of FC critics or biased takes on key concepts pertaining to FC and the rights of people with disabilities. This article will examine each of these claims, explaining what is wrong with its underlying assumptions, its underlying reasoning, or its characterization of FC critics and of disability rights. As we will see, there are no grounds for a positive reappraisal of FC.
Melanie Heyworth、Tim Chan和Wenn Lawson最近在《心理学前沿》(Frontiers In Psychology)上发表了一篇文章，题为《假设自闭症的沟通能力和重构促进沟通》，他们主张对促进沟通(FC)进行积极的重新评价。作者的论点基于几十个有问题的说法。其中一些主张依赖于关于补充和替代沟通(AAC)、应用行为分析(ABA)、会话语用学、信息传递测试、认知测试、线索、关于自闭症的最新发现和/或FC的实证研究的不准确假设。其他说法涉及循环推理，或者没有被引用作为支持的研究支持。还有一些涉及对FC批评者有偏见的描述，或者对FC和残疾人权利的关键概念有偏见。本文将研究每一种说法，解释其基本假设、基本推理或对FC批评者和残疾人权利的描述的错误之处。正如我们将看到的，没有理由对FC进行积极的重新评价。
{"title":"Why we should not presume competence and reframe facilitated communication: a critique of Heyworth, Chan & Lawson","authors":"K. Beals","doi":"10.1080/17489539.2022.2097872","DOIUrl":"https://doi.org/10.1080/17489539.2022.2097872","url":null,"abstract":"Abstract In their recent article in Frontiers in Psychology, “Presuming autistic communication competence and reframing facilitated communication,” Melanie Heyworth, Tim Chan, and Wenn Lawson argue for a positive reappraisal of facilitated communication (FC). The authors base their argument on several dozen problematic claims. Some of these claims rely on inaccurate assumptions about augmentative and alternative communication (AAC), Applied Behavior Analysis (ABA), conversational pragmatics, message passing tests, cognitive testing, cueing, recent discoveries about autism, and/or the empirical research on FC. Other claims involve circular reasoning or are not supported by the studies cited as support. Still others involve biased characterizations of FC critics or biased takes on key concepts pertaining to FC and the rights of people with disabilities. This article will examine each of these claims, explaining what is wrong with its underlying assumptions, its underlying reasoning, or its characterization of FC critics and of disability rights. As we will see, there are no grounds for a positive reappraisal of FC.","PeriodicalId":39977,"journal":{"name":"Evidence-Based Communication Assessment and Intervention","volume":"71 1","pages":"66 - 76"},"PeriodicalIF":0.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86944595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/17489539.2022.2116982
Amarie Carnett
assessment, timed observation, prerequisite skill assessment), which lasted from 1 to 10 10 min per session, and treatment/ best treatment sessions which consisted approximately 12 to 45 total sessions (five trials per session). For each participant, sessions were conducted on 2 to 5 days per week with 1 to 3 five trial sessions delivered per day based on the participant’s motivation for the items used during the treatment sessions.
{"title":"Assessing prerequisite skills to select the best communication modality1","authors":"Amarie Carnett","doi":"10.1080/17489539.2022.2116982","DOIUrl":"https://doi.org/10.1080/17489539.2022.2116982","url":null,"abstract":"assessment, timed observation, prerequisite skill assessment), which lasted from 1 to 10 10 min per session, and treatment/ best treatment sessions which consisted approximately 12 to 45 total sessions (five trials per session). For each participant, sessions were conducted on 2 to 5 days per week with 1 to 3 five trial sessions delivered per day based on the participant’s motivation for the items used during the treatment sessions.","PeriodicalId":39977,"journal":{"name":"Evidence-Based Communication Assessment and Intervention","volume":"2 1","pages":"59 - 65"},"PeriodicalIF":0.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88548134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-18DOI: 10.1080/17489539.2022.2040164
R. Manolov, P. Onghena, W. Van den Noortgate
{"title":"Meta-analysis of single-case experimental designs: How can alternating treatments and changing criterion designs be included?","authors":"R. Manolov, P. Onghena, W. Van den Noortgate","doi":"10.1080/17489539.2022.2040164","DOIUrl":"https://doi.org/10.1080/17489539.2022.2040164","url":null,"abstract":"","PeriodicalId":39977,"journal":{"name":"Evidence-Based Communication Assessment and Intervention","volume":"44 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72943366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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