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Direct linkMohammadzaheri, Fereshteh; Koegel, Lynn Kern; Bakhshi, Enayatollah; Khosrowabadi, Reza; Soleymani, Zahra – Journal of Autism and Developmental Disorders, 2022
This study examined the effect of Pivotal response treatment (PRT) to improve verbal initiations in children with Autism Spectrum Disorder, age 6-12 years old, using a Randomized Clinical Trial design. Intervention was conducted three times a week for 2 months, for a total of 24 one-hour sessions. The PRT intervention taught a variety of questions…
Descriptors: Interpersonal Communication, Communication Skills, Verbal Communication, Autism
Edmunds, Sarah R.; Frost, Kyle M.; Sheldrick, R. Chris; Bravo, Alice; Straiton, Diondra; Pickard, Katherine; Grim, Valerie; Drahota, Amy; Kuhn, Jocelyn; Azad, Gazi; Pomales Ramos, Anamiguel; Ingersoll, Brooke; Wainer, Allison; Ibanez, Lisa V.; Stone, Wendy L.; Carter, Alice; Broder-Fingert, Sarabeth – Autism: The International Journal of Research and Practice, 2022
Defining the central components of an intervention is critical for balancing fidelity with flexible implementation in both research settings and community practice. Implementation scientists distinguish an intervention's essential components (thought to cause clinical change) and adaptable periphery (recommended, but not necessary). While…
Descriptors: Intervention, Autism, Pervasive Developmental Disorders, Fidelity
Ali, Sara; Mehmood, Faisal; Ayaz, Yasar; Sajid, Muhammad; Sadia, Haleema; Nawaz, Raheel – Journal of Educational Computing Research, 2022
Several robot-mediated therapies have been implemented for diagnosis and improvement of communication skills in children with Autism Spectrum Disorder. The proposed research uses an existing model i.e., Multi-robot-mediated Intervention System (MRIS) in combination with Hidden Markov Model (HMM) to develop an infrastructure for categorizing the…
Descriptors: Robotics, Therapy, Communication Skills, Autism
Mullen, Tiyana N. – ProQuest LLC, 2022
A lack of functional communication negatively impacts a student's academic and social-emotional success. Schools are in the position to create systems and protocols that would allow students to be taught a method to communicate functionally. This dissertation project sought to answer the question: How can early childhood students with no verbal…
Descriptors: Autism, Pervasive Developmental Disorders, Verbal Communication, Communication Skills
Custer, Taylor N.; Stiehl, Christie M.; Lerman, Dorothea C. – Journal of Applied Behavior Analysis, 2021
Many individuals with autism spectrum disorder (ASD) have deficits in conversation skills that can interfere with the development of personal and professional relationships. Further research is needed on efficient interventions for targeting conversation skills in adults with ASD and for evaluating the social validity of the outcomes. In this…
Descriptors: Adults, Autism, Pervasive Developmental Disorders, Communication Skills
Munandar, Vidya D.; Bross, Leslie A.; Zimmerman, Kathleen N.; Morningstar, Mary E. – Career Development and Transition for Exceptional Individuals, 2021
Job seekers with autism will likely benefit from explicit instruction in job interviewing skills given their social communication support needs. The purpose of this study was to examine the effects of a video-based intervention (VBI) to increase storytelling ability in responding to Patterned Behavior Description Interview (PBDI) questions in mock…
Descriptors: Students with Disabilities, Autism, Pervasive Developmental Disorders, Video Technology
Thomas, Amanda; Bambara, Linda M. – Education and Training in Autism and Developmental Disabilities, 2020
Pragmatic language difficulties of adolescents with autism spectrum disorder (ASD) can significantly impact their ability to engage in socially appropriate conversations and form peer relationships. Using a multiple baseline design across participants, this study evaluated the effects of a novel peer-mediated intervention (PMI) on improving the…
Descriptors: Peer Mediation, Interpersonal Communication, Communication Skills, Autism
Olaff, Heidi Skorge; Holth, Per – Analysis of Verbal Behavior, 2020
Bidirectional naming (BiN) is the integration of speaker and listener responses, reinforced by social consequences. Unfortunately, these consequences often do not function as reinforcers for behavior in children with autism. Accordingly, the repertoire of BiN is also often limited in these children. Previous research has suggested that so-called…
Descriptors: Naming, Verbal Communication, Interpersonal Communication, Operant Conditioning
Bruinsma, Yvonne E. M., Ed.; Minjarez, Mendy B., Ed.; Schreibman, Laura, Ed.; Stahmer, Aubyn C., Ed. – Brookes Publishing Company, 2020
Rooted in both ABA and developmental theory, Naturalistic Developmental Behavioral Interventions (NDBI) are some of today's most effective, evidence-based, and widely used interventions for autism spectrum disorder. Prepare tomorrow's autism professionals for success in the field with this graduate-level textbook, the first comprehensive…
Descriptors: Autism, Pervasive Developmental Disorders, Behavior Modification, Intervention
Reichle, Joe; Ganz, J. B.; Pierson, Lauren; Rodriguez, Daira – Research and Practice for Persons with Severe Disabilities, 2021
Treatment intensity is an aspect of communication intervention that has received limited empirical attention. In this article, we discuss key parameters of treatment intensity related to individuals with complex communication needs who use augmentative and alternative communication. We advocate for an examination of treatment intensity along with…
Descriptors: Autism, Pervasive Developmental Disorders, Communication Skills, Incidence
Download full textMostajo, Susan T.; Legaspi, Olivia M.; Camarse, Manuel G.; Salva, Royce A. – IAFOR Journal of Education, 2021
Technological advances have facilitated robots to perform a variety of human-like functions which have steered the interest of educators, researchers, and practitioners to discover the potential advantage of using robots as an intervention for individuals with autism spectrum disorder. Through meta-analysis, this study provides research-based…
Descriptors: Autism, Pervasive Developmental Disorders, Robotics, Skill Development
Glaser, Noah J.; Schmidt, Matthew – Technology, Knowledge and Learning, 2020
This emerging technology report explores three-dimensional collaborative virtual learning environments (3D CVLEs) as an intervention modality with potential to foster development of knowledge and skills for people with autism spectrum disorder (ASD). Affordances and unique characteristics of 3D CVLEs are detailed and considered from the…
Descriptors: Cooperative Learning, Virtual Classrooms, Skill Development, Transfer of Training
Yoder, Paul J.; Stone, Wendy L.; Edmunds, Sarah R. – Autism: The International Journal of Research and Practice, 2021
Younger siblings of children with autism spectrum disorders (HR-Sibs) are at elevated risk for social communication deficits and language delays. One way to mitigate this risk early, before these deficits and delays become clear or impairing, may be to equip parents to use the strategies taught through the "Improving Parents as Communication…
Descriptors: Intervention, Siblings, Autism, Pervasive Developmental Disorders
Ackerman, Kera B.; Spriggs, Amy D.; Rhodes, Alice L. – Communication Disorders Quarterly, 2021
Social communication is a key component in building and maintaining friendships. However, students with autism spectrum disorder and intellectual disability often exhibit deficits in communication behaviors. Peer-mediated interventions are an evidence-based practice in increasing social communication skills for elementary and middle school…
Descriptors: Peer Mediation, Prompting, Interpersonal Communication, Communication Skills
Turner-Brown, Lauren; Hume, Kara; Boyd, Brian A.; Kainz, Kirsten – Journal of Autism and Developmental Disorders, 2019
This study examined the effects of an intervention to support parents and promote skill development in newly diagnosed toddlers with ASD. Participants included 50 children with ASD under 3 and their parents who were randomly assigned to participate in a 6-month intervention, Family Implemented TEACCH for Toddlers (FITT) or 6 months of community…
Descriptors: Intervention, Autism, Pervasive Developmental Disorders, Toddlers
