Hayley Neimy, M. Pelaez, Jacqueline N. Carrow, Katerina D. Monlux, J. Tarbox
In the present paper we discuss early markers of infants and children at risk of developing autism spectrum disorder (ASD) and other developmental disorders, and review studies that use operant contingencies to shape critical social skills in both typically and atypically developing infants. We emphasize the use of operant learning models to facilitate the early acquisition of infant social skills including eye contact, joint attention, vocal responding, and social referencing. We discuss research that has shown how specific contingencies of reinforcement can be implemented by caregivers to promote the development of their infants’ social behaviors. The assumption is that by strengthening these early social repertoires, the severity of subsequent developmental problems can be lessened or mitigated in those infants who are identified as at risk.
{"title":"Infants at Risk of Autism and Developmental Disorders: Establishing Early Social Skills","authors":"Hayley Neimy, M. Pelaez, Jacqueline N. Carrow, Katerina D. Monlux, J. Tarbox","doi":"10.1037/bdb0000046","DOIUrl":"https://doi.org/10.1037/bdb0000046","url":null,"abstract":"In the present paper we discuss early markers of infants and children at risk of developing autism spectrum disorder (ASD) and other developmental disorders, and review studies that use operant contingencies to shape critical social skills in both typically and atypically developing infants. We emphasize the use of operant learning models to facilitate the early acquisition of infant social skills including eye contact, joint attention, vocal responding, and social referencing. We discuss research that has shown how specific contingencies of reinforcement can be implemented by caregivers to promote the development of their infants’ social behaviors. The assumption is that by strengthening these early social repertoires, the severity of subsequent developmental problems can be lessened or mitigated in those infants who are identified as at risk.","PeriodicalId":91847,"journal":{"name":"Behavioral development bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45016328","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}
Jeannine Schmelzkopf, R. D. Greer, Jessica Singer-Dudek, Lin Du
We conducted 2 experiments on the effects of establishing conditioned reinforcement for adult attention on the initiation and continuation of vocal verbal operants with adults by 3- and 4-year-olds. Designs for both experiments consisted of pre- and postintervention functional analyses of attention as a reinforcer for learning (multiple baseline) and maintenance (reversal), as well as the target participants’ initiations of verbal behavior. In the first experiment we tested whether intensive tact instruction established adult attention as a reinforcer for the tasks and whether it affected the initiation of verbal operants. Experiment 2 procedures were the same as Experiment 1 with 3 similar children, but the intervention was an observational procedure that established attention as a reinforcer. In both experiments, the children’s initiation and continuation of social verbal episodes increased following the interventions because each intervention established adult social attention as a reinforcer. The findings suggest that the establishment of adult social attention as a reinforcer under social learning conditions is key to increases in children’s interest (i.e., reinforcement value) in speaking to and listening to others.
{"title":"Experiences That Establish Preschoolers’ Interest in Speaking and Listening to Others","authors":"Jeannine Schmelzkopf, R. D. Greer, Jessica Singer-Dudek, Lin Du","doi":"10.1037/bdb0000026","DOIUrl":"https://doi.org/10.1037/bdb0000026","url":null,"abstract":"We conducted 2 experiments on the effects of establishing conditioned reinforcement for adult attention on the initiation and continuation of vocal verbal operants with adults by 3- and 4-year-olds. Designs for both experiments consisted of pre- and postintervention functional analyses of attention as a reinforcer for learning (multiple baseline) and maintenance (reversal), as well as the target participants’ initiations of verbal behavior. In the first experiment we tested whether intensive tact instruction established adult attention as a reinforcer for the tasks and whether it affected the initiation of verbal operants. Experiment 2 procedures were the same as Experiment 1 with 3 similar children, but the intervention was an observational procedure that established attention as a reinforcer. In both experiments, the children’s initiation and continuation of social verbal episodes increased following the interventions because each intervention established adult social attention as a reinforcer. The findings suggest that the establishment of adult social attention as a reinforcer under social learning conditions is key to increases in children’s interest (i.e., reinforcement value) in speaking to and listening to others.","PeriodicalId":91847,"journal":{"name":"Behavioral development bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43523441","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}
Harry M. Voulgarakis, D. Bendell-Estroff, T. Field
Childhood obesity is a growing public health concern and is increasingly prevalent in recent years. There are a variety of risk factors for obesity in children with autism spectrum disorder (ASD). To estimate the prevalence of obesity in children with ASD, a secondary data analysis was conducted on the nationally representative National Survey of Children’s Health (NSCH; 2011–2012) archival database. Variables specific to ASD as well as body mass index were analyzed using a cross-tabulation analysis to compare a sample of children with ASD with a random control sample. The prevalence of obesity in children with ASD was 12.6% compared with 7.2% of children without ASD. Additionally, 9.3% of children with ASD met criteria for being overweight compared to 7.5% of those without ASD. These findings suggest that children with ASD could benefit from applied behavioral interventions to reduce risk factors for obesity. Specific recommendations for behavior-analytic treatment are discussed as well as recommendations for future research to better understand these risk factors.
{"title":"Prevalence of Obesity and Autism Spectrum Disorder","authors":"Harry M. Voulgarakis, D. Bendell-Estroff, T. Field","doi":"10.1037/bdb0000054","DOIUrl":"https://doi.org/10.1037/bdb0000054","url":null,"abstract":"Childhood obesity is a growing public health concern and is increasingly prevalent in recent years. There are a variety of risk factors for obesity in children with autism spectrum disorder (ASD). To estimate the prevalence of obesity in children with ASD, a secondary data analysis was conducted on the nationally representative National Survey of Children’s Health (NSCH; 2011–2012) archival database. Variables specific to ASD as well as body mass index were analyzed using a cross-tabulation analysis to compare a sample of children with ASD with a random control sample. The prevalence of obesity in children with ASD was 12.6% compared with 7.2% of children without ASD. Additionally, 9.3% of children with ASD met criteria for being overweight compared to 7.5% of those without ASD. These findings suggest that children with ASD could benefit from applied behavioral interventions to reduce risk factors for obesity. Specific recommendations for behavior-analytic treatment are discussed as well as recommendations for future research to better understand these risk factors.","PeriodicalId":91847,"journal":{"name":"Behavioral development bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43495134","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}
The Edmark Reading Program (ERP; Tague, Kidder, & Bijou, 1967; Pro-Ed, 2011) was the first reading program specifically designed for individuals with intellectual disabilities. The program effectively teaches sight-word reading using a programmed-instruction approach; however, the decoding skills taught in the program are limited. Because phonics and phonemic awareness instruction are missing from the ERP, students fail to learn a generalizable reading repertoire. Recently, there have been a few select programs developed that have successfully taught intellectually disabled people a generalizable reading repertoire. These programs are briefly reviewed.
{"title":"Beyond Sight Words: Reading Programs for People With Intellectual Disabilities","authors":"Teryn P. Bruni, Michael D. Hixson","doi":"10.1037/bdb0000062","DOIUrl":"https://doi.org/10.1037/bdb0000062","url":null,"abstract":"The Edmark Reading Program (ERP; Tague, Kidder, & Bijou, 1967; Pro-Ed, 2011) was the first reading program specifically designed for individuals with intellectual disabilities. The program effectively teaches sight-word reading using a programmed-instruction approach; however, the decoding skills taught in the program are limited. Because phonics and phonemic awareness instruction are missing from the ERP, students fail to learn a generalizable reading repertoire. Recently, there have been a few select programs developed that have successfully taught intellectually disabled people a generalizable reading repertoire. These programs are briefly reviewed.","PeriodicalId":91847,"journal":{"name":"Behavioral development bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44988557","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}
This article describes the development and results of behavioral training via telecommunication for three caregivers of children with autism. A single-subject, multiple baseline experimental design, replicated across caregivers, preschool children with autism, and tasks, was used to evaluate the effects of the training. Dependent measures were collected in vivo and via telecommunication and included parent, teacher, and child responses during naturalistic play. The intervention involved teaching caregivers methods to increase children’s sociocommunicative behavior. Both child and caregiver behaviors increased during intervention and follow-up observations. The results indicate that training via telecommunication is a promising alternative for families that do not have access to evidence-based intervention and expertise. The results are discussed in the context of technological benefits and difficulties during data based consulting. Further development is important to understand technological variables that enhance or hinder the progress of rural children and their caregivers.
{"title":"Evaluation of Caregiver Training via Telecommunication for Rural Icelandic Children With Autism","authors":"Kristín Guðmundsdóttir, Zuilma Gabriela Sigurðardóttir, Shahla Ala’i-Rosales","doi":"10.1037/bdb0000040","DOIUrl":"https://doi.org/10.1037/bdb0000040","url":null,"abstract":"This article describes the development and results of behavioral training via telecommunication for three caregivers of children with autism. A single-subject, multiple baseline experimental design, replicated across caregivers, preschool children with autism, and tasks, was used to evaluate the effects of the training. Dependent measures were collected in vivo and via telecommunication and included parent, teacher, and child responses during naturalistic play. The intervention involved teaching caregivers methods to increase children’s sociocommunicative behavior. Both child and caregiver behaviors increased during intervention and follow-up observations. The results indicate that training via telecommunication is a promising alternative for families that do not have access to evidence-based intervention and expertise. The results are discussed in the context of technological benefits and difficulties during data based consulting. Further development is important to understand technological variables that enhance or hinder the progress of rural children and their caregivers.","PeriodicalId":91847,"journal":{"name":"Behavioral development bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41270645","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}
We tested the effects of conditioning 3-dimensional objects as reinforcers on imitation and match to sample responses of young children with autism. Three children between the ages of 2 and 4.8 years who attended a center-based Early Intervention or preschool program participated in the study. The 3-dimensional object conditioning procedure involved the participants visually tracking preferred and nonpreferred items that were placed under transparent and opaque cups. The cups were then rotated a set number of times per phase. Results showed that for all 3 participants, the 3-dimensional conditioning procedure was functionally related to increases in generalized 3-dimensional matching and object use imitation. Decreases in instructional trials to criterion were noted for 2 of the 3 participants as well. The results are discussed in terms of observing and attending and the effects on reliable assessment and programmatic planning.
{"title":"The Effects of Conditioning Three-Dimensional Stimuli on Identity Matching and Imitative Responses in Young Children With Autism Spectrum Disorder","authors":"JeanneMarie Speckman, J. Longano, Noor Syed","doi":"10.1037/bdb0000025","DOIUrl":"https://doi.org/10.1037/bdb0000025","url":null,"abstract":"We tested the effects of conditioning 3-dimensional objects as reinforcers on imitation and match to sample responses of young children with autism. Three children between the ages of 2 and 4.8 years who attended a center-based Early Intervention or preschool program participated in the study. The 3-dimensional object conditioning procedure involved the participants visually tracking preferred and nonpreferred items that were placed under transparent and opaque cups. The cups were then rotated a set number of times per phase. Results showed that for all 3 participants, the 3-dimensional conditioning procedure was functionally related to increases in generalized 3-dimensional matching and object use imitation. Decreases in instructional trials to criterion were noted for 2 of the 3 participants as well. The results are discussed in terms of observing and attending and the effects on reliable assessment and programmatic planning.","PeriodicalId":91847,"journal":{"name":"Behavioral development bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48296250","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}
M. Commons, Dristi Adhikari, Sagun Giri, Michael Weinberg, Jeffery John Baran, Eman Malik
The purpose of the study was to generate a behavioral-developmental scale and see how well it predicted performance in the participants diagnosed with Autism Spectrum Disorder (ASD). Forty-two children diagnosed with ASD were given a behavioral-developmental instrument, Autism Developmental Task Sequence (ADTS). The instrument was found to be a very good predictor of how developmentally difficult the task items were. The correlation between Order of Hierarhical Complexity (OHC) of the items and Rasch score was extremely strong, r(43) = .892, p = .000. The instrument was also found to be a very good predictor of performance. The mean stage of performance was M = 4.26, SD = 2.36. The age range and mean stage of performance of the sample did not line up with the age and stage distribution of normal population (Commons & Rodriguez, 1993). With the instrument, we were able to show the development sequence cross sectionally. This information is useful for knowing where to intervene and to measure effectiveness of intervention over a reasonable period.
{"title":"Measuring Developmental Outcomes in Autism Spectrum Disorder (ASD)","authors":"M. Commons, Dristi Adhikari, Sagun Giri, Michael Weinberg, Jeffery John Baran, Eman Malik","doi":"10.1037/bdb0000065","DOIUrl":"https://doi.org/10.1037/bdb0000065","url":null,"abstract":"The purpose of the study was to generate a behavioral-developmental scale and see how well it predicted performance in the participants diagnosed with Autism Spectrum Disorder (ASD). Forty-two children diagnosed with ASD were given a behavioral-developmental instrument, Autism Developmental Task Sequence (ADTS). The instrument was found to be a very good predictor of how developmentally difficult the task items were. The correlation between Order of Hierarhical Complexity (OHC) of the items and Rasch score was extremely strong, r(43) = .892, p = .000. The instrument was also found to be a very good predictor of performance. The mean stage of performance was M = 4.26, SD = 2.36. The age range and mean stage of performance of the sample did not line up with the age and stage distribution of normal population (Commons & Rodriguez, 1993). With the instrument, we were able to show the development sequence cross sectionally. This information is useful for knowing where to intervene and to measure effectiveness of intervention over a reasonable period.","PeriodicalId":91847,"journal":{"name":"Behavioral development bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41383790","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}
An interesting and growing body of literature supports the notion that symptoms in autism may be related to a general reduction in social motivation (Chevallier, Kohls, Troiani, Brodkin, & Schultz, 2012). A review of the literature suggests that social orienting and social motivation are low in individuals with autism, and that including social motivation as a target for therapeutic intervention should be pursued (Helt et al., 2008). Through our understanding of learning processes, researchers in behavior analysis and related fields have been able to use conditioning procedures to change the function of neutral social stimuli such as arbitrary facial expressions (Gewirtz & Pelaez-Nogueras, 1992) and nonreinforcing praise (Dozier, Iwata, Thomason-Sassi, Worsdell, & Wilson, 2012). The current study aimed to compare operant and respondent procedures in their effectiveness to condition previously neutral social stimuli to function as reinforcers. Using a multiple-baseline, multielement design, 1 social stimulus was conditioned under each procedure to compare the different response rates following conditioning. Six children diagnosed with autism between the ages of 18 months and 3 years participated. Results show that the respondent procedure (pairing) resulted in more robust and enduring effects than the operant procedure (discriminative stimulus procedure).
{"title":"A Comparison of Two Procedures to Condition Social Stimuli to Function as Reinforcers for Children With Autism","authors":"Paloma Rodriguez, Anibal Gutierrez","doi":"10.1037/bdb0000059","DOIUrl":"https://doi.org/10.1037/bdb0000059","url":null,"abstract":"An interesting and growing body of literature supports the notion that symptoms in autism may be related to a general reduction in social motivation (Chevallier, Kohls, Troiani, Brodkin, & Schultz, 2012). A review of the literature suggests that social orienting and social motivation are low in individuals with autism, and that including social motivation as a target for therapeutic intervention should be pursued (Helt et al., 2008). Through our understanding of learning processes, researchers in behavior analysis and related fields have been able to use conditioning procedures to change the function of neutral social stimuli such as arbitrary facial expressions (Gewirtz & Pelaez-Nogueras, 1992) and nonreinforcing praise (Dozier, Iwata, Thomason-Sassi, Worsdell, & Wilson, 2012). The current study aimed to compare operant and respondent procedures in their effectiveness to condition previously neutral social stimuli to function as reinforcers. Using a multiple-baseline, multielement design, 1 social stimulus was conditioned under each procedure to compare the different response rates following conditioning. Six children diagnosed with autism between the ages of 18 months and 3 years participated. Results show that the respondent procedure (pairing) resulted in more robust and enduring effects than the operant procedure (discriminative stimulus procedure).","PeriodicalId":91847,"journal":{"name":"Behavioral development bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49586436","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}
Traci M. Cihon, Rachael White, Valerie L. V. Zimmerman, J. Gesick, S. Stordahl, John W. Eshleman
The role of Precision Teaching (PT) in establishing intraverbal relations was explored in 2 ways. In the first study, the experimenters explored the role of PT in controlling for baseline levels of textual repertoires prior to transferring stimulus control from the text to the question. Experimenters assessed the impact of pretransfer fluency-based instruction on textual relations on the efficiency of transfer of stimulus control, maintenance, and generalization of intraverbal relations. Extending Emmick, Cihon, and Eshleman (2010), who also compared the effectiveness of 2 textual prompting procedures (with and without fluency-based instruction) on the acquisition of intraverbal relations, the current study incorporated time-delay (rather than stimulus fading) for transfer of stimulus control and used questions that shared similar stimulus features. Results indicate that textual prompts and transfer of stimulus control were effective in establishing intraverbal responses regardless of the inclusion of fluency-based instruction. In the second study, the experimenters explored component-composite relations between tacts and intraverbals. Specifically, the experimenters examined the effects of teaching thematically related tact responses to fluent levels on the emergence of thematically related intraverbal relations (e.g., what are some animals) using a multiple baseline across thematic clusters design. The results indicate that once a fluent level of responding for the target tact relations was achieved (evaluated through endurance and stability checks with later checks for retention), the participant was able to engage in the intraverbal relations without additional training. These data extend the research pertaining to developing intraverbal relations, fluency-based instruction and Precision Teaching, component-composite relations, and recombinative repertoires.
{"title":"The Effects of Precision Teaching With Textual or Tact Relations on Intraverbal Relations","authors":"Traci M. Cihon, Rachael White, Valerie L. V. Zimmerman, J. Gesick, S. Stordahl, John W. Eshleman","doi":"10.1037/bdb0000056","DOIUrl":"https://doi.org/10.1037/bdb0000056","url":null,"abstract":"The role of Precision Teaching (PT) in establishing intraverbal relations was explored in 2 ways. In the first study, the experimenters explored the role of PT in controlling for baseline levels of textual repertoires prior to transferring stimulus control from the text to the question. Experimenters assessed the impact of pretransfer fluency-based instruction on textual relations on the efficiency of transfer of stimulus control, maintenance, and generalization of intraverbal relations. Extending Emmick, Cihon, and Eshleman (2010), who also compared the effectiveness of 2 textual prompting procedures (with and without fluency-based instruction) on the acquisition of intraverbal relations, the current study incorporated time-delay (rather than stimulus fading) for transfer of stimulus control and used questions that shared similar stimulus features. Results indicate that textual prompts and transfer of stimulus control were effective in establishing intraverbal responses regardless of the inclusion of fluency-based instruction. In the second study, the experimenters explored component-composite relations between tacts and intraverbals. Specifically, the experimenters examined the effects of teaching thematically related tact responses to fluent levels on the emergence of thematically related intraverbal relations (e.g., what are some animals) using a multiple baseline across thematic clusters design. The results indicate that once a fluent level of responding for the target tact relations was achieved (evaluated through endurance and stability checks with later checks for retention), the participant was able to engage in the intraverbal relations without additional training. These data extend the research pertaining to developing intraverbal relations, fluency-based instruction and Precision Teaching, component-composite relations, and recombinative repertoires.","PeriodicalId":91847,"journal":{"name":"Behavioral development bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42449728","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}
Kyle D. Bennett, Christina Crocco, T. O. Loughrey, Logan S. McDowell
Video-based instruction (VBI) has been successfully used to teach skills to individuals with autism spectrum disorder and other developmental disabilities. Recent research efforts have focused on analyzing the components of the VBI intervention package, one of which is voice-over narration. The comparative studies on VBI with and without voice-over narration have produced conflicting results with some participants performing equally in both conditions. A potential reason for these results is a product of the adapted alternating treatments design used in those studies, specifically alternation effects. In the current study, we used a multiple probe design across participants to examine the effects of video prompting without voice-over narration in isolation. Results suggest that the intervention was not effective for 2 of the 3 participants. However, participants’ performance increased once voice-over narration was added in a separate phase. These results are discussed along with implications for practice and future research.
{"title":"Effects of Video Prompting Without Voice-Over Narration Among Students With Autism Spectrum Disorder","authors":"Kyle D. Bennett, Christina Crocco, T. O. Loughrey, Logan S. McDowell","doi":"10.1037/bdb0000058","DOIUrl":"https://doi.org/10.1037/bdb0000058","url":null,"abstract":"Video-based instruction (VBI) has been successfully used to teach skills to individuals with autism spectrum disorder and other developmental disabilities. Recent research efforts have focused on analyzing the components of the VBI intervention package, one of which is voice-over narration. The comparative studies on VBI with and without voice-over narration have produced conflicting results with some participants performing equally in both conditions. A potential reason for these results is a product of the adapted alternating treatments design used in those studies, specifically alternation effects. In the current study, we used a multiple probe design across participants to examine the effects of video prompting without voice-over narration in isolation. Results suggest that the intervention was not effective for 2 of the 3 participants. However, participants’ performance increased once voice-over narration was added in a separate phase. These results are discussed along with implications for practice and future research.","PeriodicalId":91847,"journal":{"name":"Behavioral development bulletin","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47977392","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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