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Emily N. White; Sara K. Snyder; Rachel R. Cagliani; Kevin M. Ayres – Journal of Developmental and Physical Disabilities, 2025
The American Speech-Language-Hearing Association (n.d.) suggests that acquisition and use of augmentative and alternative communication (AAC) is dynamic and that learning multiple modalities may be beneficial particularly for those individuals with severe disabilities. Evaluation of response variability after training multiple modalities has yet…
Descriptors: Augmentative and Alternative Communication, Assistive Technology, Communication Disorders, Learning Modalities
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Tyler C. Ré; Chrystal Jansz Rieken; Julie Ackerlund Brandt; Gena O. Pacitto; Jair Yepez – Journal of Behavioral Education, 2024
An ABAB reversal design was employed to evaluate the effect of differential reinforcement of low (DRL) frequency behavior as an interdependent group contingency on the frequency of vocal disruptions of five males, 6-14-years old, diagnosed with an autism spectrum disorder. The results showed lower frequencies of vocal disruptions during…
Descriptors: Program Effectiveness, Reinforcement, Contingency Management, Behavior Problems
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Ashley K. Holt; Erik Drasgow; Katie Wolfe – Research and Practice for Persons with Severe Disabilities, 2024
Teachers of young children with moderate to significant support needs may have insufficient training to implement naturalistic instructional practices such as contingent responding. Naturalistic instructional practices are well researched, but limited studies exist on training teachers to use contingent responses to support children increasing…
Descriptors: Students with Disabilities, Child Behavior, Teaching Methods, Special Education Teachers