teaching a child with asd to request information · 2018-04-18 · probes in this case have not...
TRANSCRIPT
• 4year-old-boywithadiagnosisofAutismSpectrumDisorder
• StartedtreatmentinOctober2016• AttendsTPASprogramfor24hoursweekly• Attendsatypicalseniorkindergartenclassroom
for6hoursweeklywithateacherandaneducationalassistant
• Relativestrengths:visualperformance,receptivelanguageandimitation
• Relativeweaknesses:intraverbal,requestingandsocialandplay
• Ithasbeenobservedthattheclientdoesnotaskwh-questionsatthecenterorinthehomeenvironment
• BycontrivingEOandusingtextualpromptsandpromptfading,theclienthassuccessfullylearnedtoindependentlyemitrequestsusing“where?”acrossall4scenariosand“who?”across2scenariosthusfar(seeFig.3)
• Inadditiontolearningtorequest“whohasit?”,theclientalsoemittedanadditionalmandforthedesireditemafterapproachingtheidentifiedindividualwithoutdirectteaching
• Afunctionalrelationshipbetweentreatmentandincreasesinrespondingisdemonstratedbytheuntaughtwh-questionsandscenariosremaininbaselineat0%.
• AlthoughinthestudybyShillingsburg etal.(2011)generalizationoccurredacrossscenariosformostofthegeneralresponsetopographiestaught,probesinthiscasehavenotdemonstratedthatgeneralizationhasoccurred.
• Staffhaveanecdotallyreportedtheclientusingtaughtwh-questionsinnovelsituations;however,thedatadoesnotreflectthisobservation
TARGETRESPONSES:• Correctresponse:clientwillemittheappropriatewh-question
within3secondsoftheantecedentverbalandnonverbalstimuli• Incorrectresponse:clientrespondswithanyothervocalverbalorno
responseafter3secondsoftheantecedentverbalandnonverbalstimuli
BASELINE:• Duringbaseline,eachscenario(4total)perwh- question(3total)
waspresentedoncedailyacrossthreedaysforatotalof3probeseachperscenario.
• Ascenarioisdefinedasthepre-determinedantecedentmanipulationscreatedtocontriveEOandevokethetargetmand(seeFig.2)basedontheteachingstrategiesusedinShillingsburg etal.,2011.
• Afterthepresentationofverbaland/ornon-verbalstimuli,theclientwasgiven5storespond:
• Iftherewasnoresponseoranincorrectresponse,noreinforcementorattentionwasgivenandhisroutinecontinuedasusual.
• Ifacorrectresponsewasemitted,noreinforcementwouldhavebeenprovidedbuthisquestionswouldhavebeenacknowledgedbystaff(i.e.“Idon’tknow”,“I’mnotsure”,etc.).
• Duringbaseline,theclientdidnotemitthetargetresponse.Someresponsesincluded:noresponse,echoingtheverbalsdgivenbystaff,and/ortacting(e.g.“it’sempty”).
TEACHING:• EOmanipulationsandtextualpromptswereusedtoteachrequests
forinformation(Shillingsburg etal.,2011;2016).• Dependingonthetargetscenario,thenonverbaland/orverbal
stimuliwerepresentedtotheclient(seeFig.2)• Textualpromptswerefadedusingaconstanttimedelay
(Shillingsburgetal.,2016).After3promptedcorrectresponses,thetextualpromptwasfadedbya2sdelaytoallowforindependentresponses.
• Ifacorrectresponseoccurred,theclientwasgiventheinformationneededtoaccessthedesireditem.
• Ifanincorrectresponseoccurred,staffwouldrepresenttheverbalsdforthescenariowithadecreasedtimedelay.
• Frequentabsencesofclientlimitsteachingopportunities
• Contrivednatureofteachingscenariosmayleadtodifficultywhengeneralizingtonovelsituations
• ItisuncleariftherequestsforinformationareentirelycontrolledbyEOversustheverbalandnon-verbaldiscriminativestimuli
Thepurposeofthisskillacquisitionprogramisto:• Teachtheclienttorequestforinformationwith
wh-questions(where,who,when)
BACKGROUND
PURPOSE
METHODS RESULTS
LIMITATIONS
REFERENCES
Teaching a child with ASD to request informationFrances Noto, M.PEd (candidate)
SURREY PLACE CENTRE, TPAS
Wh-QuestionTarget:WHOHASIT?WHOISIT?A.Attemptingtoplaywithapreferredtoy/activitywithamissingpiece(e.g.tellinghimtocolorbutthemarkerismissing)andstating“someonetookyour________(marker)”
B.Statingthatsomeonehasasurpriseforhiminthepresenceof2otherstaffmembers
C.Presentingthreecontainers/boxeseachwithapictureofaclassmateinsideandstating“oneofyourfriendswantstoplaywithyou”D.Attemptingtogethislunchbagforsnack/lunch(butitismissing)andstating,“someonehasyourlunchbag”
Wh-QuestionTarget:WHEREISIT?WHEREIS_________?A.Presentinghimwithaboxtwotimesinarowwithatoyintheboxandthenonthethirdtime,presentingtheboxwithoutatoyB.Instructinghimtositinhischair,butthechairismissingC.Followingamandforanitem,tellhimtogetitbutit’snotinitstypicallocationD.Instructinghimtogethispencilfromhispencilcase,butthepencilcaseismissing
Wh-QuestionTarget:WHENAREWEGOING?WHENCANWEPLAY?A.Tellinghim“wearegoingtogovisitwest1butnotrightnow”B.Stating“let’splaywiththe________(preferredtoy,e.g.watertable),butnotrightnow”
C.Stating“wearegoingtoplayinthegymbutnotrightnow”D.Stating“soonitwillbetimefor________(e.g.snack,lunch,home,circle,etc.),butnotrightnow”
Fig.1.Theclient’sABLLS-Rassessmentresults
Fig.2.Predeterminedscenariostoevokemandsforinformationduringteaching(Shillingsburgetal.,2011)
ACKNOWLEDGEMENTS
TheentireWest2teamforalltheirdiligentworkaswellasJenniferLuckhartandKarinEarlefortheirclinicalguidanceandsupervision.
Shillingsburg,M.A.,Gayman,C.M.,&Walton,W.(2016).Usingtextualpromptstoteachmandsfor
informationusing“Who?”.TheAnalysisofVerbalBehavior,32(1),1-14.doi:10.1007/s40616-016-0053-7
Shillingsburg,M.A.,Valentino,A.L.,Bowen,C.N.,Bradley,D.,&Zavatkay,D.(2011)..Teachingchildrenwithautismtorequestinformation.ResearchinAutismSpectrumDisorders,5(1),670-679.doi:10.1016/j.rasd.2010.08.004
Fig.3.Client’smandsforinformationusing“where”,“who”,and“when”aredepicted.