Teaching mands for information using speech generating devices: A replication and extension

Shillingsburg, M. Alice; Marya, Videsha; Bartlett, Brittany; Thompson, Taylor

doi:10.1002/jaba.579

Cited by 15 publications

(28 citation statements)

References 26 publications

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“…The use of speech‐generating devices (SGD) in conjunction with applied behavior analytic teaching methodologies has been documented to produce acquisition of spoken language for some individuals with autism spectrum disorder (ASD; Barton‐Hulsey, Wegner, Brady, Bunce, & Sevcik, ; Shillingsburg, Marya, Barlett, & Thompson, ). For example, SGDs have been used with the Verbal Behavior method to help address the controlling variables associated with speech, such as motivation, function, and consequences (Esch, LaLonde, & Esch, ).…”

mentioning

confidence: 99%

Further investigation of increasing vocalizations of children with autism with a speech‐generating device

Bishop

Moore

Dart

et al. 2019

J of App Behav Analysis

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We replicated and extended the findings of Gervarter et al. (2016) by using prompting and reinforcement to produce increased vocal speech with 3 young children diagnosed with autism spectrum disorder (ASD) who used a speech generating device (SGD). We extended Gervarter et al. by adopting a more robust experimental design, conducting session-by-session preference assessments, and measuring the emergence of novel vocalizations. The frequency of vocalizations increased for all 3 participants after the introduction of an echoic prompt. These results suggest that SGD-based interventions may lead to increased vocal output for children with ASD.

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mentioning

confidence: 99%

Further investigation of increasing vocalizations of children with autism with a speech‐generating device

Bishop

Moore

Dart

et al. 2019

J of App Behav Analysis

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“…The current study joins a line of research demonstrating that translation of verbal behavior interventions with vocal response forms to SGDs can be achieved (e.g., Carnett & Ingvarsson, 2016;Carnett et al, 2018Carnett et al, , 2019Frampton et al, 2020;Shillingsburg et al, 2019aShillingsburg et al, , 2019bTullis et al, 2018) with children with ASD. We hope our findings will encourage further innovation and translation in this area, ensuring that learners with ASD who use SGDs can benefit from the highest quality intervention strategies available.…”

Section: Discussionmentioning

confidence: 59%

“…As SGDs have become increasingly prevalent, there has been an increased interest in teaching language skills in accordance with Skinner's (1957) analysis of verbal behavior to individuals with ASD who use such devices (for review see Tincani et al, 2020). For example, SGDs have been used to teach mands for items and activities (Lorah, 2018; McLay et al, 2017; Waddington et al, 2017), mands for information (Carnett & Ingvarsson, 2016; Shillingsburg et al, 2019a), tacts of pictures (Kagohara et al, 2012; Lorah & Parnell, 2017; van der Meer et al, 2014), tacts of objects (Lorah et al, 2014; Lorah, Parnell et al, 2015), and intraverbals (Lorah, Karnes, & Speight, 2015). To date most of the studies in the verbal behavior SGD literature have focused on the mand operant (Tincani et al, 2020) and emission of single‐step responses (Alzrayer et al, 2014).…”

Section: Figurementioning

confidence: 99%

Matrix training to teach tacts using speech generating devices: Replication and extension

Marya

Frampton

Shillingsburg

2021

J of App Behav Analysis

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Research has shown that training diagonal targets in a matrix may result in correct responses to the nondiagonal targets within the same matrix and novel targets from a separate matrix. This study replicated prior research using matrix training to teach tact noun-verb combinations to 3 male participants with autism who use a speech generating device to communicate. Two matrices were constructed (Matrix 1 and Generalization Matrix), using mastered nouns and verbs. Following baseline, diagonal targets within Matrix 1 were trained. Posttests were conducted for the Generalization Matrix and Matrix 1. Two participants showed recombinative generalization within Matrix 1 and correct responding to all targets within the novel generalization matrix. For the 3rd participant, recombinative generalization was observed within Matrix 1. However, correct responding with the generalization matrix targets was only observed after training with 3 additional matrices. These results replicate and extend previous findings.

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“…Professionals in behavior analysis employ numerous alternative communication methods for those individuals with verbal deficits (e.g. Byiers & Reichle, 2015;Chaabane et al, 2009;Rispoli et al, 2010;Shillingsburg et al, 2019). In an attempt to clear up these additional misconceptions of ABA, we offer the following specific points.…”

Section: Criticism 3: Aba Only Work For Children With Particular Characteristics Of Asd-our Responsementioning

confidence: 99%

Is long-term ABA therapy abusive: A response to Sandoval-Norton and Shkedy

2020

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Applied behavior analysis (ABA) is a common treatment for individuals with autism spectrum disorder (ASD). In a recent volume of this journal, Sanvodal-Norton and Shkedy (2019) published a criticism of behavior analysis including the professionals and entire field as a discipline-of demonstrating unethical behavior, creating prompt dependency in the learners, destroying internal motivation, and refusing to collaborate with new and other treatment philosophies. The current paper is a response to the these claims by providing several examples of peerreviewed studies that contradicts the authors' arguments, and summarizing the information of the included study's findings by and other objective. The primary purpose of this paper is to demonstrate that, contrary to the perspectives of Sanvodal-Norton and Shkedy (2019), ABA is scientific approach that identifies environmental variables that influence socially significant behaviors and develop strategies to cause behavior change that is practical and applicable, improve educational outcomes, and provide real-life support for parents and families who are seeking treatment for their loved one with ASD. In doing so, this paper will demonstrate that ABA is an efficacious approach that is supported by numerous scientific studies in the peer-reviewed literature

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Teaching mands for information using speech generating devices: A replication and extension

Cited by 15 publications

References 26 publications

Further investigation of increasing vocalizations of children with autism with a speech‐generating device

Further investigation of increasing vocalizations of children with autism with a speech‐generating device

Matrix training to teach tacts using speech generating devices: Replication and extension

Is long-term ABA therapy abusive: A response to Sandoval-Norton and Shkedy

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