The Acquisition of Peer Manding Using a Speech-Generating Device in Naturalistic Classroom Routines
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The Acquisition of Peer Manding Using a Speech-Generating Device in Naturalistic Classroom Routines Elizabeth R. Lorah 1 & Jessica Miller 1 & Brenna Griffen 1 # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract The purpose of this study was to evaluate the use of an interrupted chain procedure and a time delay with full physical prompts, in the establishment of peer manding, within a naturally occurring classroom routine. The participants included three preschool aged children with autism spectrum disorder (ASD), who used a tablet-based speech-generating device to communicate. Using a multiple baseline across subjects design, the participants were instructed to complete an arts and crafts activity, with an item needed to complete the activity in possession of the peer listener. Training included a threesecond time delay with full physical prompts, which was used to evoke correct responding. Participants were exposed to this paradigm until responding reached a mastery criterion of 80% independent peer manding across three consecutive sessions. All three participants acquired the ability to mand from the peer using the training procedures, two of the three participants demonstrated maintenance of the acquired skill. Limitations and considerations for future investigations are also discussed. Keywords ASD . Speech-generatingdevice . Peer manding . Time delay . Interrupted chain
Individuals with autism spectrum disorder (ASD) experience deficits in social communication (American Psychiatric Association [APA] 2013). As many as 30% of individuals with ASD may not acquire vocal communication abilities (Wodka et al. 2013). Individuals with limited or no functional speech may benefit from AAC interventions that have the potential to promote social communication. AAC systems are communication systems that provide an alternative to the use of vocal speech. Common AAC systems include picture exchange (PE), the Picture Exchange Communication System (PECS; Bondy and Frost 1994), speech-generating devices (SGD), and manual sign language (Mirenda 2008). * Elizabeth R. Lorah [email protected]
1
The University of Arkansas, Fayetteville, AR, USA
Journal of Developmental and Physical Disabilities
Previous research has demonstrated that individuals with ASD can acquire a manding (requesting) repertoire using AAC. For example, King et al. (2014) evaluated the use of an adapted PECS (Bondy and Frost 1994) protocol for teaching manding using the Proloquo2Go™ application on the iPad, which functioned as a SGD. All three participants acquired the ability to mand for preferred items. In addition, vocalizations increased for all three participants during the course of the study (King et al. 2014). Genc-Tosun and Kurt (2017) evaluated a treatment package that included discrete trial intervention (DTI), time delay, graduated guidance, and reinforcement to teach multi-step requesting to three participants, using an iPad-based SGD. Participants all acquired the ability to mand and showed high retention levels and gen
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