Feasibility and Preliminary Efficacy of Direct Instruction for Individuals With Autism Utilizing Speech-Generating Devic
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RESEARCH ARTICLE
Feasibility and Preliminary Efficacy of Direct Instruction for Individuals With Autism Utilizing Speech-Generating Devices Sarah E. Frampton 1 & M. Alice Shillingsburg 1 & Paul J. Simeone 1
# Association for Behavior Analysis International 2020
Abstract Direct instruction (DI) is an evidence-based approach to education that has been shown to be effective across a wide variety of student populations. Growing evidence suggests that DI may be an efficacious strategy for individuals with autism spectrum disorder (ASD). The current study aimed to evaluate the feasibility of using DI with students with ASD who utilize speech-generating devices (SGDs); 3 students with ASD whose primary mode of communication was an SGD were exposed to the Language for Learning Curriculum, Lessons 1–10. Student performance on pre- and posttests was measured, as well as student performance on exercises within each lesson. The average time to complete an exercise, number of repetitions, number of terminated sessions, and student affect were also evaluated. Results indicated that all 3 students could participate and complete exercises with some modifications to support SGD use. The students demonstrated improved performance, positive affect, and overall timely completion of exercises. Taken together, these findings suggest that DI may be feasible for some students with ASD who utilize SGDs. Keywords Augmentative and alternative communication . Autism . Direct instruction . Speech-generating devices
Direct instruction (DI) is a comprehensive approach to education focused on promoting student mastery through active responding and interactions with the teacher (Bereiter & Engelmann, 1966; Engelmann, 1980). DI incorporates both a curriculum (i.e., what to teach) and procedures (i.e., how to teach). The curriculum is designed to be implemented by a trained teacher or paraprofessional in a classroom setting with groups of students. DI curricula include scripts for the instructor to follow when presenting exercises and a fully developed scope and sequence of skills, reducing teacher preparation time. DI also incorporates a general case model of instruction such that appropriate discriminations are developed (O’Neill, 1990). For example, multiple exemplars of visual stimuli (e.g., a red hat in one exercise and a blue hat in another), as well as a systematic arrangement of irrelevant features, are included. DI curricula have been developed across a variety of topic areas (e.g., reading, math, writing). Instructional procedures within DI typically include (a) orientation, (b) presentation, (c) practice, (d) feedback, and (e)
* Sarah E. Frampton [email protected] 1
May Institute, Inc., Pacella Park Drive, Randolph, MA 02368, USA
independent practice (Engelmann, 1980). The orientation component consists of the teacher describing the content of the upcoming exercise to the learners. The content will be linked to previously mastered skills or concepts. The presentation component consists of the teacher describing or modeling
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