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Aljohani, Wafa A.; Javed, Asim; Ferguson, Julia L.; Cihon, Joseph H.; Milne, Christine M.; Leaf, Justin B. – Focus on Autism and Other Developmental Disabilities, 2022
This study compared simultaneous prompting with an error correction procedure for teaching three children diagnosed with autism spectrum disorder expressive labels. Using a parallel treatment design nested within a multiple probe design, the researchers taught each participant how to expressively label pictures of sports teams or cartoon…
Descriptors: Prompting, Error Correction, Students with Disabilities, Autism
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Sng, Cheong Ying; Carter, Mark; Stephenson, Jennifer – International Journal of Disability, Development and Education, 2022
Difficulties with social conversation can be a direct result of the social skills deficit in individuals with autism spectrum disorders (ASD). The popularity of hand-held devices and the development of commercial apps has expanded the scope of teaching social skills via this modality. This study extends an earlier pilot study in which a…
Descriptors: Autism, Pervasive Developmental Disorders, Interpersonal Competence, Skill Development
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Radley, Keith C.; Helbig, Kate A.; Schrieber, Stefanie R.; Ware, Mary E.; Dart, Evan H. – Focus on Autism and Other Developmental Disabilities, 2021
A substantial number of multicomponent interventions have been developed to address social functioning in individuals with autism spectrum disorder (ASD). For multicomponent interventions, identifying critical elements of the intervention related to behavior change is critical and may potentially improve the social validity of interventions. Such…
Descriptors: Interpersonal Competence, Video Technology, Teaching Methods, Autism
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MacFarland, Mari C.; Fisher, Marisa H. – Exceptionality, 2021
Many researchers and practitioners cite concerns with maintenance and generalization as a serious issue for individuals with autism spectrum disorders (ASD), although few studies explicitly target performance of behaviors outside training environments. After an initial intervention failed to produce robust generalization outcomes, the present…
Descriptors: Autism, Pervasive Developmental Disorders, Peer Teaching, Generalization
Boyle, Susannah; McNaughton, David; Light, Janice; Babb, Salena; Chapin, Shelley E. – Language, Speech, and Hearing Services in Schools, 2021
Purpose: This study investigated the use of a new software feature, namely, dynamic text with speech output, on the acquisition of single-word reading skills by six children with developmental disabilities during shared e-book reading experiences with six typically developing peers. Method: A single-subject, multiple-probe design across…
Descriptors: Teaching Methods, Electronic Publishing, Young Children, Developmental Disabilities
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Comblain, Annick; Schmetz, Coraline – Journal of Cognitive Education and Psychology, 2020
Effective communication requires an understanding of the interlocutor's perspective. Being able to infer someone else's knowledge about a situation is a critical skill in any communication and social interaction. These abilities are part of Theory of Mind (ToM) skills and are known to be impaired in Down syndrome (DS). It therefore makes sense to…
Descriptors: Theory of Mind, Down Syndrome, Skill Development, Pretests Posttests
Kong, Na Young; Carta, Judith J.; Greenwood, Charles R. – Topics in Early Childhood Special Education, 2021
A tenet of the Multi-Tiered System of Supports (MTSS) is that even evidence-based interventions will not be effective with all children. We examined preschool children's response to a supplemental literacy intervention ("Story Friends") in two classrooms. Children with weak vocabulary skills were identified and received the intervention.…
Descriptors: Problem Solving, Response to Intervention, Evidence Based Practice, Student Needs
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Gilpin, Ansley T.; Brown, Melissa M.; Pierucci, Jillian M. – Early Education and Development, 2015
Research Findings: Emotion regulation is a strong predictor of both short- and long-term peer relationships and social competence and is often targeted in preschool curricula and interventions. Pretense is a natural activity of childhood that is thought to facilitate the development of socialization, perspective taking, language, and possibly…
Descriptors: Preschool Children, Emotional Response, Fantasy, Self Control
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Whyte, Elisabeth M.; Nelson, Keith E.; Khan, Kiren S. – Autism: The International Journal of Research and Practice, 2013
In typical development, children learn an extensive range of idioms and other figurative (non-literal) language expressions during childhood and adolescence. However, many children with autism fall far behind in their idiom comprehension and production and never fully reach adult levels. The current study measured the effectiveness of a group…
Descriptors: Language Usage, Autism, Group Therapy, Intervention
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Colmar, Susan Hilary – Child Language Teaching and Therapy, 2014
Children with delayed language skills, who were from a socio-economic area defined as disadvantaged, made significant improvements in language skills after their parents were trained in easily learned strategies, enabling them to make simple changes in the way they interacted with their children. The 36 children, mean age five years, were…
Descriptors: Parent Child Relationship, Disadvantaged, Intervention, Experimental Groups
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Son, Esther; Peterson, N. Andrew; Pottick, Kathleen J.; Zippay, Allison; Parish, Susan L.; Lohrmann, Sharon – Exceptional Children, 2014
The purpose of this study was to examine the risk and protective factors of peer victimization among young children with disabilities. This study analyzed data from the Pre-Elementary Education Longitudinal Study (n =1,130) to test a path model that included child, family, and school characteristics at Year 1 and peer-relation difficulties and…
Descriptors: Risk, At Risk Students, Victims, Path Analysis
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Gerritsen, Jan – International Journal of Listening, 2010
This article presents a reanalysis of a previously reported study on the impact of the Tomatis Method of auditory stimulation on subjects with autism. When analyzed as individual case studies, the data showed that six of the 11 subjects with autism demonstrated significant improvement from 90 hours of Tomatis Therapy. Five subjects did not benefit…
Descriptors: Stimulation, Autism, Hyperactivity, Case Studies
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Myers, ChloĆ« – Forum on Public Policy Online, 2007
The study investigates strategies and contexts for supporting the literacy development of young, augmented speakers, whose difficulties in literacy learning are not explained by their levels of cognition alone. Indeed, quantitative and qualitative differences exist in their literacy experiences at home and school. In this study, four primary…
Descriptors: Literacy Education, Elementary School Students, Speech Impairments, Language Impairments