Teaching Young Children with Social-Communication Delays to Label Actions Using Videos and Language Expansion Models: A Pilot Study

Autor/inn/en	Shepley, Collin; Lane, Justin D.; Shepley, Sally B.
Titel	Teaching Young Children with Social-Communication Delays to Label Actions Using Videos and Language Expansion Models: A Pilot Study
Quelle	In: Focus on Autism and Other Developmental Disabilities, 31 (2016) 4, S.243-253 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-3576
DOI	10.1177/1088357614552189
Schlagwörter	Communication Problems; Delayed Speech; Pervasive Developmental Disorders; Autism; Teaching Methods; Preschool Children; Positive Behavior Supports; Interpersonal Communication; Generalization; Speech Language Pathology; Modeling (Psychology); Video Technology + Suchen Sie Ihr Suchwort? Kommunikationsbarriere; Sprachverzögerung; Autismus; Teaching method; Lehrmethode; Unterrichtsmethode; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Interpersonale Kommunikation; Modeling; Modelling; Modellierung
Abstract	Young children with autism spectrum disorder (ASD) and related social-communication delays may display difficulties commenting on actions that occur in their natural environment. One method for increasing early conversation skills is direct instruction. Using video examples of actions may increase the salient features of instructional targets and, as such, may be an effective stimulus for presenting actions during instruction. The present study used a multiple-probe design across participants replicated across behaviors to evaluate the effectiveness of a 0- to 4-s progressive time-delay (PTD) procedure using video presentation of actions to teach three preschool-aged children with ASD and related social-communication delays to label actions. In addition, the teacher provided language expansion on all instructional targets, as well as assessed generalization to novel stimuli (videos and pictures or photographs). Results indicate that all participants acquired action labels. Two of the three participants generalized responses to novel videos and pictures while expanding their responses without direct instruction. Implications for teachers targeting action labels in early childhood settings are provided. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01