The effects of prompting, fading, and differential reinforcement on vocal mands in non‐verbal preschool children with autism spectrum disorders

Thomas, Benjamin R.; Lafasakis, Michael; Sturmey, Peter

doi:10.1002/bin.300

Cited by 18 publications

(11 citation statements)

References 6 publications

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“…Vocal language interventions for individuals with ASD who have limited imitative speech have involved a variety of behaviorally based strategies (Ross & Greer, 2003). One strategy is to reinforce vocalizations differentially (Drash, High, & Tudor, 1999;Esch, Carr, & Grow, 2009;Esch, Carr, & Michael, 2005;Thomas, Lafasakis, & Sturmey, 2010), and another is prompt delay (Charlop, Schreibman, & Thibodeau, 1985;Charlop & Trasowech, 1991;Matson, Sevin, Fridley, & Love 1990). These strategies have been found to meet the standards of evidence-based practice for individuals with ASD (Wong et al, 2015).…”

Section: )mentioning

confidence: 99%

Increasing the vocalizations of individuals with autism during intervention with a speech‐generating device

Gevarter

O’Reilly

Kuhn

et al. 2015

J of App Behav Analysis

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This study aimed to teach individuals with autism spectrum disorder (ASD) and limited vocal speech to emit target vocalizations while using a speech-generating device (SGD). Of the 4 participants, 3 began emitting vocal word approximations with SGD responses after vocal instructional methods (delays, differential reinforcement, prompting) were introduced. Two participants met mastery criterion with a reinforcer delay and differential reinforcement, and 1 met criterion after fading an echoic model and prompt delay. For these participants, vocalizations initiated before speech outputs were shown to increase, and vocalizations generalized to a context in which the SGD was absent. The 4th participant showed high vocalization rates only when prompted. The results suggest that adding vocal instruction to an SGD-based intervention can increase vocalizations emitted along with SGD responses for some individuals with ASD.

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Section: )mentioning

confidence: 99%

Increasing the vocalizations of individuals with autism during intervention with a speech‐generating device

Gevarter

O’Reilly

Kuhn

et al. 2015

J of App Behav Analysis

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show abstract

“…Another common feature in these studies was the use of prompting, fading procedures, and differential reinforcement as a treatment package. In another study by Thomas et al [7], this treatment package resulted in a significant increase in mand repertoires for three participants with autism and generalization of mands across settings and items for two of the three.…”

Section: Introductionmentioning

confidence: 92%

Teaching Social Initiation Skills to Young Children with Autism Using Video Self-Modeling with Video Feedback

Kabashi¹,

Kaczmarek²

2017

Autism Open Access

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The purpose of this study was to examine the efficacy of video self-modeling with video feedback using iPads for establishing mands and greeting to peers in three young children with autism using a multiple probe single subject design across participants. Findings demonstrated that the intervention was effective for improving the target behaviors of two of the three participants. Independent mands generalized and were maintained, both short and long term, for two participants. Greetings generalized and were maintained in the short-term for one participant. Social validity results indicated that the raters viewed the intervention as beneficial for improving mands and greetings to peers.

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“…Thomas, Lafasakis, and Sturmey (2010) Prompting or cueing, fading, and differential reinforcement. N = 3; 3-year-old children with autism attending a full time.…”

Section: Intervention Strategiesmentioning

confidence: 99%

Early Intervention Practices for Children With Hearing Loss

Martin-Prudent

Lartz

Borders

et al. 2016

Communication Disorders Quarterly

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Early identification and appropriate intervention services for children who are deaf or hard of hearing significantly increase the likelihood of better language, speech, and social-emotional development. However, current research suggests that there is a critical shortage of professionals trained to provide early intervention services to deaf and hard of hearing infants and toddlers. In an effort to address the shortage, Illinois State University designed an interdisciplinary program aimed at providing the coursework and training needed by professionals to effectively serve infants and toddlers with hearing loss. The current study sought to evaluate the competencies of graduate students employing evidence-based strategies in listening and spoken language development following the completion of the program. It was hypothesized that the training program would lead to an increase in the use of evidence-based early intervention strategies specific to infants and toddlers with hearing loss and an increase in the frequency of their use. The results of the current study did not suggest that there was a significant difference in the use of evidence-based strategies following the completion of coursework; however, they did indicate that the interventionists involved were utilizing the strategies in both the home and the clinic-based setting.

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The effects of prompting, fading, and differential reinforcement on vocal mands in non‐verbal preschool children with autism spectrum disorders

Cited by 18 publications

References 6 publications

Increasing the vocalizations of individuals with autism during intervention with a speech‐generating device

Increasing the vocalizations of individuals with autism during intervention with a speech‐generating device

Teaching Social Initiation Skills to Young Children with Autism Using Video Self-Modeling with Video Feedback

Early Intervention Practices for Children With Hearing Loss

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