A Delayed Intervention Start Randomized Controlled Trial of High- and Low-Tech Communication Training Approaches for School-Age Autistic Children with Co-Occurring Intellectual Disability

Autor/inn/en	Gilroy, Shawn P.; McCleery, Joseph P.; Leader, Geraldine
Titel	A Delayed Intervention Start Randomized Controlled Trial of High- and Low-Tech Communication Training Approaches for School-Age Autistic Children with Co-Occurring Intellectual Disability
Quelle	In: Journal of Applied Behavior Analysis, 56 (2023) 3, S.593-606 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gilroy, Shawn P.) ORCID (Leader, Geraldine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8855
DOI	10.1002/jaba.989
Schlagwörter	Intervention; Students with Disabilities; Communication Skills; Augmentative and Alternative Communication; Applied Behavior Analysis; Tablet Computers; Pictorial Stimuli; Autism Spectrum Disorders; Intellectual Disability; Program Effectiveness; Children + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Kommunikationsstil; Tablet computer; Tablet PC; Computer; Digitalrechner; Fantasieanregung; Autism; Autismus; Intellect; Verstand; Child; Kind; Kinder
Abstract	The researchers designed a delayed intervention start randomized controlled trial to compare improvements in functional communication following augmentative and alternative communication (AAC) interventions. The study compared outcomes from function-based applied behavior analytic (ABA) and eclectic non-ABA forms of classroom-based communication strategies (waitlist control) as well as from high- and low-tech forms of AAC. High-tech AAC consisted of tablet-based communication, and low-tech AAC used an exchange of picture cards. The community-based sample consisted of 29 autistic children with a co-occurring intellectual disability. Participants were randomized to groups (AAC, waitlist control), and each group received approximately 3 months of communication intervention. Multilevel modeling of learner outcomes indicated that the function-based approach produced greater improvements than the eclectic alternative, but significant differences were not observed between outcomes of high- and low-tech forms of function-based AAC. These results are consistent with earlier investigations and provide supporting evidence that both high- and low-tech forms of function-based intervention are effective for use with autistic children with accompanying intellectual disability. Additional discussion is provided regarding further research into how technology is applied and incorporated into behavior analytic programming. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01