Indexador

In this study, the researchers aimed to investigate the effectiveness of Discrete Trial Teaching utilizing visual arrow supports on reducing the use of echolalia in children with autism spectrum disorders. The study participants included three children with autism spectrum disorders who exhibited echolalic speech. The research design employed a multiple baseline across subjects design. The intervention consisted of two phases: in Phase 1, participants were taught to respond to cues with arrow visual supports for labeling, while in Phase 2, participants were taught to respond to cues using arrow motion cards as visual supports to understand and replace echolalic utterances with relevant responses. The results of the study indicated that the echolalia usage of all three children decreased during intervention and this reduction was maintained and generalized across sessions. These findings suggest that individual interventions utilizing visual arrow supports can be an effective method to reduce echolalia in children with autism spectrum disorders who are characterized as visual learners.

Resumo não informado pela fonte indexada.

This study was conducted to investigate the effects of behavioral skills training on conversational skills in adults with developmental disabilities. Two adults with developmental disabilities who had difficulties interacting with others due to a lack of appropriate conversational skills participated in the study along with one of their colleagues with appropriate conversational skills, who participated as a norm. Behavioral skills training was implemented to improve the conversation skills in the participants, and the effects of the intervention were evaluated using a multiple baseline across participants design. The experiment consisted of baseline, intervention, maintenance, and generalization during each experimental condition. The results indicated that the conversational skills of the participants were improved with the behavioral skills training, and the acquired conversational skills were maintained even after the intervention was removed. In addition, the generalization effect was observed when talking to other who did not participate in the intervention. The social validity evaluation by the participants, their parents, and their supervisor showed very positive results, and two participants indicated a similar or higher level of conversational skills than their colleague, which was the norm.

The purpose of this study was to investigate the effects of function-based intervention on active task engagement, task completion, and task accuracy. Two elementary school students with mild intellectual disabilities who exhibit off-task behavior in class participated in the study. Functional behavioral assessments were conducted, the function-based intervention was implemented to improve the participants’ behaviors, and the effects of the intervention were evaluated using a multiple baseline across settings design. The experiment was conducted as baseline, intervention, maintenance, and generalization during each experimental condition. The results indicated that the active task engagement, task completion, and task accuracy of both participants were increased after providing the intervention and maintained after removing the intervention. The parents of the participants and classroom teachers highly evaluated the social validity in terms of the intervention goals, the appropriateness, and the outcomes of the intervention.

Resumo não informado pela fonte indexada.

Resumo não informado pela fonte indexada.

Resumo não informado pela fonte indexada.

Resumo não informado pela fonte indexada.

Resumo não informado pela fonte indexada.

Resumo não informado pela fonte indexada.