{"id":343,"date":"2020-01-14T20:21:21","date_gmt":"2020-01-15T01:21:21","guid":{"rendered":"http:\/\/brcasd.binghamton.edu\/?p=343"},"modified":"2020-01-14T20:21:23","modified_gmt":"2020-01-15T01:21:23","slug":"determining-best-methods-for-how-to-teach-individuals-with-asd-to-communicate","status":"publish","type":"post","link":"https:\/\/brcasd.binghamton.edu\/?p=343","title":{"rendered":"Determining Best Methods for How to Teach Individuals with ASD to Communicate"},"content":{"rendered":"\n

Valentino, A. L., LeBlanc, L.\nA., Veazey, S. E., Weaver, L. A., & Raetz, P. B. (2019). Using a\nprerequisite skills assessment to identify optimal modalities for mand\ntraining. Behavior Analysis in Practice, 12<\/em>, 22-32. <\/p>\n\n\n\n

Background<\/strong><\/p>\n\n\n\n

Many children with Autism Spectrum Disorder (ASD) have\ndifficulty communicating their wants and needs. When unable to communicate\neffectively, some children engage in less adaptive behavior, like tantrums. To\novercome communication challenges, providers and caregivers may decide to teach\nthe child to communicate in a different way. It is common for children with ASD\nto be taught to communicate using sign language or by exchanging pictures. Each\nmethod of communication has advantages and disadvantages that should be\nconsidered. For example, sign language is an established language and does not\nrequire any materials, but it may not be understood by all social partners.\nPicture exchange can be understood by most social partners, but it requires the\nchild to carry the pictures at all times and can limit the complexity of\nlanguage. <\/p>\n\n\n\n

Children with ASD differ in which communication method is\neasiest and quickest to learn. This study examined whether an assessment of\nprerequisite communication skills could predict which communication method\nwould be easiest to teach to children with developmental disabilities, which\nincluded several individuals with ASD.<\/p>\n\n\n\n

Who was involved?<\/strong><\/p>\n\n\n\n

Thirteen children aged 2-8 years old were included in the\nstudy. The sample included both primarily English-speaking and Spanish-speaking\nchildren who were diagnosed with either developmental disability or ASD. Five\nindividuals with ASD were part of this larger sample, with all children in this\nsubgroup listed as primarily English-speaking. Notably, all of the children\nwith developmental disability (non-ASD) in the sample were two-years-old. The\nindividuals with ASD ranged in age from 3-8 years old (average age = 5.3 years\nold). At the start of the study, children did not yet communicate their wants\nand needs by any means but were working on learning to request with a single\nword as a primary goal of their language program while receiving applied\nbehavior analysis (ABA) services in a center-based program or home program.<\/p>\n\n\n\n

What did they do?<\/strong><\/p>\n\n\n\n

First, preferred items were determined for each child. Next,\nthe child\u2019s prerequisite skills for each communication method was assessed. For\nsign language, the assessment examined whether the child imitated motor\nmovements. For picture exchange, the assessment examined whether the child was\nable to match pictures of items to other pictures and to the items themselves.\nFor speaking vocally, the assessment examined whether the child imitated one-\nand two-syllable sounds. Following this prerequisite skills assessment,\nchildren were taught to use sign language, picture exchange, and vocal speech\nto request three separate items, each assigned to one communication type. The\nmost effective communication method was then used to teach any item(s) that\nwere not learned with the other methods. <\/p>\n\n\n\n

What was the outcome?<\/strong><\/p>\n\n\n\n

All children learned to request the items using at least one\nof the three communication methods, and approximately half the children learned\nto request items using multiple methods. Twelve of the thirteen children\nlearned to request using picture exchange, eight learned to request using sign\nlanguage, and one child learned to request by speaking vocally. Picture\nexchange was also learned fastest. The results indicated that a prerequisite\nskill assessment may be helpful in ruling out which communication methods are\nunlikely to be appropriate at a given moment in an individual\u2019s development; it\nmay not directly predict which method will work best for someone.<\/p>\n\n\n\n

What are the strengths and limitations of the study?<\/strong><\/p>\n\n\n\n

Strengths: Several communication methods were assessed and\nmeasured in the same way across participants.<\/p>\n\n\n\n

Limitations: The assessment did not predict success with any\ngiven method, although it did suggest what methods were unlikely to be helpful\nat the time of the assessment. The study was also limited to requesting three\nobjects, each of which were initially taught with a different communication\nmethod. Finally, the researchers acknowledge that the training conditions to\nuse each method were not equal. For example, use of pictures or sign language\ncan be prompted while vocal speech could not. Also, approximations of words\nwere not reinforced during vocal teaching, which may have decreased the\nlikelihood that a child would persist in vocalizing toward the correct word.<\/p>\n\n\n\n

What are the implications?<\/strong><\/p>\n\n\n\n

Alternative methods of communication (e.g., picture\nexchange, sign language) can be useful for some children as they work toward\ndeveloping verbal speech. In order to ensure that treatments are most\neffective, a prerequisite assessment might be helpful in determining what\nmethods of communication are not appropriate for a child. On the other hand,\nproviders could focus on teaching sign language or picture exchange and\nmonitoring progress with data to determine which method might be most efficient\nfor that individual. Also, for children who don\u2019t show a particular effectiveness\/efficiency\npattern, selecting a communication method can be based on other important\nfactors (e.g., relative advantages and ease of use, caregiver\/child\npreference). <\/p>\n

<\/div>

<\/path><\/svg><\/i> <\/p>

<\/div>","protected":false},"excerpt":{"rendered":"

Valentino, A. L., LeBlanc, L. A., Veazey, S. E., Weaver, L. A., & Raetz, P. B. (2019). Using a prerequisite skills assessment to identify optimal modalities for mand training. Behavior Analysis in Practice, 12, 22-32. Background Many children with Autism […]<\/p>\n

<\/div>\n

<\/path><\/svg><\/i> <\/p>\n

<\/div>\n","protected":false},"author":391,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"jetpack_publicize_message":"","jetpack_is_tweetstorm":false,"jetpack_publicize_feature_enabled":true},"categories":[1],"tags":[],"yoast_head":"\nDetermining Best Methods for How to Teach Individuals with ASD to Communicate -<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/brcasd.binghamton.edu\/?p=343\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Determining Best Methods for How to Teach Individuals with ASD to Communicate -\" \/>\n<meta property=\"og:description\" content=\"Valentino, A. L., LeBlanc, L. A., Veazey, S. E., Weaver, L. A., & Raetz, P. B. (2019). Using a prerequisite skills assessment to identify optimal modalities for mand training. Behavior Analysis in Practice, 12, 22-32. Background Many children with Autism […]\" \/>\n<meta property=\"og:url\" content=\"https:\/\/brcasd.binghamton.edu\/?p=343\" \/>\n<meta property=\"article:published_time\" content=\"2020-01-15T01:21:21+00:00\" \/>\n<meta property=\"article:modified_time\" content=\"2020-01-15T01:21:23+00:00\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:label1\" content=\"Written by\" \/>\n\t<meta name=\"twitter:data1\" content=\"\" \/>\n\t<meta name=\"twitter:label2\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data2\" content=\"4 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"WebSite\",\"@id\":\"https:\/\/brcasd.binghamton.edu\/#website\",\"url\":\"https:\/\/brcasd.binghamton.edu\/\",\"name\":\"\",\"description\":\"\",\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https:\/\/brcasd.binghamton.edu\/?s={search_term_string}\"},\"query-input\":\"required name=search_term_string\"}],\"inLanguage\":\"en-US\"},{\"@type\":\"WebPage\",\"@id\":\"https:\/\/brcasd.binghamton.edu\/?p=343#webpage\",\"url\":\"https:\/\/brcasd.binghamton.edu\/?p=343\",\"name\":\"Determining Best Methods for How to Teach Individuals with ASD to Communicate -\",\"isPartOf\":{\"@id\":\"https:\/\/brcasd.binghamton.edu\/#website\"},\"datePublished\":\"2020-01-15T01:21:21+00:00\",\"dateModified\":\"2020-01-15T01:21:23+00:00\",\"author\":{\"@id\":\"https:\/\/brcasd.binghamton.edu\/#\/schema\/person\/c404e4264fc5ee4e6fbbfb505d4f1f7a\"},\"breadcrumb\":{\"@id\":\"https:\/\/brcasd.binghamton.edu\/?p=343#breadcrumb\"},\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https:\/\/brcasd.binghamton.edu\/?p=343\"]}]},{\"@type\":\"BreadcrumbList\",\"@id\":\"https:\/\/brcasd.binghamton.edu\/?p=343#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Home\",\"item\":\"https:\/\/brcasd.binghamton.edu\/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"Determining Best Methods for How to Teach Individuals with ASD to Communicate\"}]},{\"@type\":\"Person\",\"@id\":\"https:\/\/brcasd.binghamton.edu\/#\/schema\/person\/c404e4264fc5ee4e6fbbfb505d4f1f7a\",\"name\":\"\",\"image\":{\"@type\":\"ImageObject\",\"inLanguage\":\"en-US\",\"@id\":\"https:\/\/brcasd.binghamton.edu\/#\/schema\/person\/image\/\",\"url\":\"https:\/\/secure.gravatar.com\/avatar\/367b4b1ca7bd140363bee490dff15497?s=96&d=mm&r=g\",\"contentUrl\":\"https:\/\/secure.gravatar.com\/avatar\/367b4b1ca7bd140363bee490dff15497?s=96&d=mm&r=g\"},\"url\":\"https:\/\/brcasd.binghamton.edu\/?author=391\"}]}<\/script>\n<!-- \/ Yoast SEO plugin. -->","yoast_head_json":{"title":"Determining Best Methods for How to Teach Individuals with ASD to Communicate -","robots":{"index":"index","follow":"follow","max-snippet":"max-snippet:-1","max-image-preview":"max-image-preview:large","max-video-preview":"max-video-preview:-1"},"canonical":"https:\/\/brcasd.binghamton.edu\/?p=343","og_locale":"en_US","og_type":"article","og_title":"Determining Best Methods for How to Teach Individuals with ASD to Communicate -","og_description":"Valentino, A. L., LeBlanc, L. A., Veazey, S. E., Weaver, L. A., & Raetz, P. B. (2019). Using a prerequisite skills assessment to identify optimal modalities for mand training. Behavior Analysis in Practice, 12, 22-32. Background Many children with Autism […]","og_url":"https:\/\/brcasd.binghamton.edu\/?p=343","article_published_time":"2020-01-15T01:21:21+00:00","article_modified_time":"2020-01-15T01:21:23+00:00","twitter_card":"summary_large_image","twitter_misc":{"Written by":"","Est. reading time":"4 minutes"},"schema":{"@context":"https:\/\/schema.org","@graph":[{"@type":"WebSite","@id":"https:\/\/brcasd.binghamton.edu\/#website","url":"https:\/\/brcasd.binghamton.edu\/","name":"","description":"","potentialAction":[{"@type":"SearchAction","target":{"@type":"EntryPoint","urlTemplate":"https:\/\/brcasd.binghamton.edu\/?s={search_term_string}"},"query-input":"required name=search_term_string"}],"inLanguage":"en-US"},{"@type":"WebPage","@id":"https:\/\/brcasd.binghamton.edu\/?p=343#webpage","url":"https:\/\/brcasd.binghamton.edu\/?p=343","name":"Determining Best Methods for How to Teach Individuals with ASD to Communicate -","isPartOf":{"@id":"https:\/\/brcasd.binghamton.edu\/#website"},"datePublished":"2020-01-15T01:21:21+00:00","dateModified":"2020-01-15T01:21:23+00:00","author":{"@id":"https:\/\/brcasd.binghamton.edu\/#\/schema\/person\/c404e4264fc5ee4e6fbbfb505d4f1f7a"},"breadcrumb":{"@id":"https:\/\/brcasd.binghamton.edu\/?p=343#breadcrumb"},"inLanguage":"en-US","potentialAction":[{"@type":"ReadAction","target":["https:\/\/brcasd.binghamton.edu\/?p=343"]}]},{"@type":"BreadcrumbList","@id":"https:\/\/brcasd.binghamton.edu\/?p=343#breadcrumb","itemListElement":[{"@type":"ListItem","position":1,"name":"Home","item":"https:\/\/brcasd.binghamton.edu\/"},{"@type":"ListItem","position":2,"name":"Determining Best Methods for How to Teach Individuals with ASD to Communicate"}]},{"@type":"Person","@id":"https:\/\/brcasd.binghamton.edu\/#\/schema\/person\/c404e4264fc5ee4e6fbbfb505d4f1f7a","name":"","image":{"@type":"ImageObject","inLanguage":"en-US","@id":"https:\/\/brcasd.binghamton.edu\/#\/schema\/person\/image\/","url":"https:\/\/secure.gravatar.com\/avatar\/367b4b1ca7bd140363bee490dff15497?s=96&d=mm&r=g","contentUrl":"https:\/\/secure.gravatar.com\/avatar\/367b4b1ca7bd140363bee490dff15497?s=96&d=mm&r=g"},"url":"https:\/\/brcasd.binghamton.edu\/?author=391"}]}},"jetpack_featured_media_url":"","post_mailing_queue_ids":[],"_links":{"self":[{"href":"https:\/\/brcasd.binghamton.edu\/index.php?rest_route=\/wp\/v2\/posts\/343"}],"collection":[{"href":"https:\/\/brcasd.binghamton.edu\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/brcasd.binghamton.edu\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/brcasd.binghamton.edu\/index.php?rest_route=\/wp\/v2\/users\/391"}],"replies":[{"embeddable":true,"href":"https:\/\/brcasd.binghamton.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=343"}],"version-history":[{"count":1,"href":"https:\/\/brcasd.binghamton.edu\/index.php?rest_route=\/wp\/v2\/posts\/343\/revisions"}],"predecessor-version":[{"id":344,"href":"https:\/\/brcasd.binghamton.edu\/index.php?rest_route=\/wp\/v2\/posts\/343\/revisions\/344"}],"wp:attachment":[{"href":"https:\/\/brcasd.binghamton.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=343"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/brcasd.binghamton.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=343"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/brcasd.binghamton.edu\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=343"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}