A language programme to increase the verbal production of a child dually diagnosed with Down syndrome and autism

Kroeger, Karen; Nelson, W. M.

doi:10.1111/j.1365-2788.2005.00734.x

Cited by 24 publications

(10 citation statements)

References 23 publications

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“…Ebenshade and Rosales-Ruiz, 2001;Koegel et al, 1998;Taylor and Harris, 1995;Twardosz and Baer, 1973) The effects of stimulus-stimulus pairing procedures and visual cues on the volume of vocal responding in an adolescent (e.g. Caio et al, 2002;Kroeger and Nelson, 2006;Longano and Greer, 2006) A functional analysis of disruptive behaviour and the effects of task sequence choice on classroom compliance and engagement (e.g. Carr, 1977;Kern et al, 1994; The effects of staff training on independent selfhelp performance (e.g.…”

Section: Mock Exammentioning

confidence: 99%

Using blended and guided technologies in a university course for scientist-practitioners

Roll-Pettersson

Ala’i-Rosales

2009

J Intellect Disabil

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Although the incidence of autism spectrum disorders is increasing worldwide, there is a shortage of professionals trained to provide effective interventions.The article describes an advanced university course in Applied Behaviour Analysis (ABA) and autism tailored to meet the needs of Swedish professionals from multiple disciplines.The course implemented both blended-learning technologies (web, telecommunication, and in vivo) and guideddesign (problem-solving) exercises to promote the scientistpractitioner model. Overall, students advanced their skills related to identifying extant scientific literature, choosing appropriate singlesubject design evaluation methods, and critically analysing the effects of attempted interventions. Students rated the course as having high social validity and predicted the course content would positively affect their professional practice.The relevance of the course and future directions are discussed in the context of meeting the global need for effective autism intervention professionals.

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Section: Mock Exammentioning

confidence: 99%

Using blended and guided technologies in a university course for scientist-practitioners

Roll-Pettersson

Ala’i-Rosales

2009

J Intellect Disabil

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“…Difficulties in spontaneous communication are a core feature of autism (Fujiki and Brinton, ; Jordan, ; Potter and Whittaker, ), and a number of studies have described the frequency with which individuals with autism initiate communication, the reasons they communicate and the methods they use (Agius, ; Chiang et al., ; Chiang and Lin, ; Stone et al., ). Of equal importance but more scarce is research highlighting the difficulties staff face when teaching children with autism how to initiate communication (Kroeger and Nelson, ). Many of the interventions used to date may not be as successful as they could because they focus on changing the children rather than adjusting the adults' behaviour (Bradshaw, ).…”

Section: Introductionmentioning

confidence: 99%

Training teaching staff to facilitate spontaneous communication in children with autism: Adult Interactive Style Intervention (AISI)

Kossyvaki

Jones

Guldberg

2014

Research in Spec Educ Needs

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Previous research has demonstrated that the way adults interact with children with autism can have a great impact on their spontaneous communication. However, to date, few studies have focused on modifying adults' behaviour and even fewer have been conducted in school settings which actively involve teaching staff in designing the intervention. The aims of this study were twofold: (1) to explore the extent to which staff were able to build on their good practice and alter their interactive style and (2) to then assess the effects of this change on children's communication. The study used an action research methodology and involved three members of staff and six children with autism. The staff and the researcher developed an Adult Interactive Style Intervention (AISI) in partnership. This was based on two theoretical models of child development and disability. Data were collected pre-and postintervention and at follow-up (12 months after the end of the main study) to measure change. The results showed that staff considerably increased the number of times they used AISI principles postintervention and that this change had a significant impact on the children's spontaneous communication. All three staff took an active participatory role in the study which was considered a very positive and empowering experience.

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“…West, 1990;Farmer-Dougan, 1994;Charlop-Christy ve Carpenter, 2000;Kroegel ve Nelson, 2006;Cowan ve Allen, 2007;Mc Gee ve Daly, 2007). Araştırmanın bu sonucundan yola çıkılarak fırsat öğretimi uygulamaları bilimsel dayanaklı ve etkili bir uygulama olduğu için özel eğitim alanında çalışan öğretmen ve uzmanlar tarafından eğitim ortamlarında kullanılabilir.…”

Section: Sonuç Tartışma Ve öNerilerunclassified

The Effects of Incidental Teaching on Teaching Children with Autism Spectrum Disorders to Demand Their Lost Objects Verbally

Horasan¹,

Birkan²

2015

International Journal of Early Childhood Special Education

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A language programme to increase the verbal production of a child dually diagnosed with Down syndrome and autism

Cited by 24 publications

References 23 publications

Using blended and guided technologies in a university course for scientist-practitioners

Using blended and guided technologies in a university course for scientist-practitioners

Training teaching staff to facilitate spontaneous communication in children with autism: Adult Interactive Style Intervention (AISI)

The Effects of Incidental Teaching on Teaching Children with Autism Spectrum Disorders to Demand Their Lost Objects Verbally

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