Intentional Communication of Young Children with Autism Spectrum Disorder: Judgments of Different Communication Partners

Meadan, Hedda; Halle, James W.; Kelly, Stacy M.

doi:10.1007/s10882-012-9281-5

Cited by 15 publications

(27 citation statements)

References 23 publications

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“…One example in which a nonvocal behavior may not be immediately reinforced and, therefore, result in escape or avoidance of a nonpreferred or aversive stimulus is related to those situations when social partners are unfamiliar with the child and with his or her behavioral repertoire. Thus, they are unable to identify the function of the nonvocal behavior emitted by the child and do not respond to his or her communicative attempts (Matthews-Somerville & Cress, 2005; Meadan, Halle, & Kelly, 2012). When a social partner does not respond immediately to a child’s communicative attempt, the child may persist with the same nonvocal behavior (i.e., extinction burst; Lerman, Iwata, & Wallace, 1999), may engage in inappropriate behavior that was reinforced by social partners in the past (i.e., resurgence; Lieving, Hagopian, Long, & O’Connor, 2004), or may eventually refrain from further interaction because of a history of past communication failures, thereby continuing to be exposed to the aversive situation (i.e., learned helplessness or extinction; Guess, Benson, & Siegel-Causey, 1985; Seligman, 1975).…”

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confidence: 99%

Negatively-Reinforced Mands

et al. 2016

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In this study, we extended the literature on negatively-reinforced mands by teaching multiple novel, socially appropriate alternative mands to two young children with autism spectrum disorder (ASD). First, we replaced existing mands (e.g., pushing away) with two novel, socially appropriate, negatively-reinforced mands. Next, we examined responding under immediate- and delayed-reinforcement conditions to assess resurgence to existing mands and to determine whether the function of the communicative behavior influences the consistency with which different mands are emitted. Finally, we examined generalization to different social partners. Our data suggest that both children acquired the new mands and used them to avoid nonpreferred items. Resurgence to existing mands during delayed-reinforcement conditions was documented for one child, and the sequence in which mands were emitted within a response class was not influenced by the function of the communicative behavior. Generalization data indicate that both children emitted the new mands and one of the two children alternated between the two mands with a social partner who was not involved in the training. We discuss the importance of teaching multiple negatively-reinforced alternative mands to children with autism in applied settings.

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confidence: 99%

Negatively-Reinforced Mands

et al. 2016

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“…First, informants can overestimate or underestimate communicative abilities (Meadan et al 2012). This is particularly evident when using stakeholders who are either highly involved with or have little knowledge of learners being tested.…”

Section: Nonstandardized Assessment and Individuals With Severe Disabmentioning

confidence: 99%

“…Conversely, partners with less knowledge of learners or the potential communicative value of unconventional communication signals may fail to recognize clear attempts to communicate. For example, Meadan et al (2012) found that adults who were familiar with children with autism evaluated the presence and purpose of communicative intent more accurately than adults who were unfamiliar with the children.…”

Section: Nonstandardized Assessment and Individuals With Severe Disabmentioning

confidence: 99%

Nonstandardized Evaluation of Emergent Communication in Individuals with Severe Intellectual Disabilities: Exploring Existing Options and Proposing Innovations

Ogletree

Price

2017

Adv Neurodev Disord

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Procedures to evaluate the communication of individuals with severe intellectual disabilities have grown to include myriad nonstandardized tests and procedures. This article examines the utility of existing nonstandardized assessment methods for generating representative and reliable findings for individuals with severe disabilities limited to nonsymbolic or emergent symbolic communicative abilities. Specifically, the use of informants, observations, and structured sampling are explored as to their strengths and limitations as assessment tools. Strategies for improving these methods are provided including preassessment planning, efforts to minimize observer subjectivity, and informant/observer training. Potential new directions for nonstandardized communication evaluation with this special population including applications of eye gaze and digital recording technology are also proposed.

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“…For example, an individual might display subtle behaviours when presented with non-preferred objects or activities (e.g., dropping the object, looking away, and closing his or her eyes). If the teacher or carer does not recognise these signs, then they are perhaps likely to persist in presenting non-preferred objects and activities to the person, which could lead to frustration and increasing unresponsiveness (Atkin & Lorch, 2014;Meadan, Halle, & Kelly, 2012;Greathead et al, 2016). It would therefore seem crucial to design and implement effective methods of increasing our understanding of the forms and functions of behaviours that a person with PMD might have that indicate engagement and interest as well as behaviours that might indicate disinterest (Atkin & Lorch, 2014;Downing & Siegel-Causey, 1988;Green, Reid, Canipe, & Gardner, 1991;Green & Reid, 1996;Keen, Sigafoos & Woodyatt, 2001;Lancioni et al, 2013;Greathead et al, 2016;Porter, Ouvry, Morgan & Downs, 2001;.…”

Section: Profound and Multiple Disabilitymentioning

confidence: 99%

“…For persons with PMD, PLBs might consist of a range of idiosyncratic body movements and gestures, facial expressions, and the tensing or relaxing of muscles (Atkin & Lorch, 2014;Greathead et al, 2016;Keen et al, 2001;Porter et al, 2001). Issues arise when a learner relies upon these behaviours as their primary communication tool as it can be difficult for a listener to recognise the behaviour as a communication attempt, decipher if the change in physical state is meaningful, and whether the behaviour was intentional or simply a reflex (Arthur, 2003;Crais & Ogletree, 2016;Greathead et al, 2016;Keen et al, 2001;Meadan, Halle & Kelly, 2012;Porter et al, 2001;Sigafoos et al, 2006). There is evidence to support the existence of an inverse relationship between the degree of ID [intellectual disability] and the frequency and clarity of PLBs (Yoder, 1987;Yoder & Feagans, 1988).…”

Section: Pre-linguistic Behavioursmentioning

confidence: 99%

Evaluating and Enhancing Communication Skills in Four Adolescents with Profound and Multiple Disabilities

Roche¹

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<p>Individuals with profound and multiple disability (PMD) experience more than one type of disability, typically severe to profound intellectual disability and significant motoric impairment. These complex impairments negatively affect many aspects of the person’s functioning, such as daily living, academic, and social skills. Persons with PMD will often experience fluctuating levels of awareness, and often have such severe communication deficits that they rely on the use prelinguistic behaviours (PLBs) to communicate. It is often difficult for those working with these individuals to identify preferences and behavioural states indicative of engagement and motivation. As a result, these individuals often experience social isolation and a lower quality of life. The purpose of this research project was to evaluate the overall level of functioning and communicative abilities of four adolescents with PMD and identify instructional procedures that might enhance their natural method of communication, such that they are more readily understood. This was achieved through assessment and intervention based methods. First, the repertoire of forms and functions of specific PLBs in four participants with PMD were identified. Then, circumstances under which behaviours indicative of alertness and engagement were assessed. Next, the author validated the function of specific PLBs used to request the continuation or access to preferred stimuli. Subsequently, three intervention case studies were implemented to strengthen and/or enhance the PLB requesting behaviours of three participants using microswitch technology and individualised instructional strategies. Results suggested that individuals with PMD can and do demonstrate consistent PLBs used to request access to preferred stimuli. Specific PLBs of three participants were strengthened and/or enhanced, with two of these participants able to use a microswitch to activate a speech generating device to produce a communicative request. Implications of these results are discussed in terms of the overall outcomes for each participant and the challenges of implementing a whole communication assessment and intervention approach for this population of learners.</p>

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Intentional Communication of Young Children with Autism Spectrum Disorder: Judgments of Different Communication Partners

Cited by 15 publications

References 23 publications

Negatively-Reinforced Mands

Negatively-Reinforced Mands

Nonstandardized Evaluation of Emergent Communication in Individuals with Severe Intellectual Disabilities: Exploring Existing Options and Proposing Innovations

Evaluating and Enhancing Communication Skills in Four Adolescents with Profound and Multiple Disabilities

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