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Evidence-Based Strategies to Address Deficient Repertoires in Young Children with Autism
Coyne & AssociatesEducational Corporation
ABAI Phoenix 2009
Facilitation of an Echoic Repertoire
Christine Dausch Essex, SLPSally D. Moore, MA BCBA
Len Levin, PhDNicola Bogie, MA
Celia Newkirk, MA
Introduction
A primary goal for children with Autism receiving EIBI is to establish a system of communication
EIBI curricula emphasize development of listener and speaker repertoires (i.e. following instructions, identification, manding, tacting, etc.)
Included in EIBI curricula is a “standard” method for establishing an echoic repertoireReinforce spontaneous vocalizationsGain stimulus control over vocalizations via Vocal
Imitation or mand trainingShape approximations
Introduction Continued
Some alternative methods have been utilized to try and establish an echoic repertoire when “standard” methods are unsuccessful
What happens when attempts to establish an echoic repertoire are unsuccessfulProgram focus is shifted to non-vocal modalities of
communication (eg. PECS)Referrals are made to other providers (Speech-
Language Pathologists)
Introduction Continued
Due to the nature of vocal targets, it is often impossible to directly evoke the correct response following the delivery of the SD
Traditional prompting and prompt fading techniques are not applicable to most vocal responses
There is little empirical literature addressing how to proceed with children who display severely deficient to no vocal repertoire
Collaboration
Behavior Analysts are trained HOW to teach by utilizing the 3 term contingency: S->R->S
Speech-Language Pathologists are trained WHAT to teach (i.e. developmental sequence of phonemes, speech/oral motor development).
Collaboration Continued
This collaborative model relies equally on the principles of Behavior Analysis and behavior change and the science of speech/oral motor development
In our opinion, the protocols and procedures cultivated from this model could not have been developed by behavior analysts or speech-language pathologists working individually
Characteristics of Participants
Limited babbling/spontaneous vocalizations
No obvious difficulty with non-vocal imitation
Lack of progress with vocal imitation targets
Utilizing PECS as primary mode of communication
Diagnosis of autism
Ages 2-3
Method-Participant 1
Oral Motor Imitation with Objects
Introduced targets that would act as a bridge to production of specific phonemesExample: Wipe mouth with washcloth-bridge to /m/
Target List 1Blow train whistleWipe mouth with washclothChantBlow harmonicaLick lollipopRaspberry Lips
Oral Motor Imitation with Objects
Target List 2Blow train whistle /h/Wipe mouth with washcloth /m/Chant /a/Blow harmonica /h/Lick lollipop tongue controlRaspberry Lips /p/ and /b/
Teaching stepsTargets were introduced in groups of 2-3Each target was presented in block trials of 5Mastery Criterion-90% over 2 days, 80% over 3 days
Vocal Imitation
Sounds targeted through Oral Motor Imitation with objects were introduced in vocal imitation in block trials of 5
Anecdotally, the OMI program increased visual regard for the Interventionist’s mouth when modeling vocal Imitation targets
Additional targets were introduced that were not specifically targeted through the OMI program
Echoic to Mand
Mastered vocal Imitation targets were introduced as manding targets
3 targets were introduced simultaneously
Format as in Greer & Ross 2008
Method-Participant 2
Non Vocal ImitationPreviously taught targets were re-taught requiring a
response that more accurately mimics the SD
A variety of new gross motor & action with objects targets were introduced incorporating finer discrimination
Teaching Steps Imitation targets were introduced 1 or 2 at a timeErrorless -> Error CorrectionMastery Criterion-90% over 2 days, 80% over 3 days
Increasing accuracy with less complex behavior chains (i.e. non-vocal imitation) would lead to the acquisition of imitation with complex behavior chains (i.e. vocal imitation)
Vocal Imitation
Vocal imitation targets were reintroduced after several targets were mastered in the revised NVI
Targets were selected based on a developmental sequence of phoneme acquisition
Teaching StepsTarget sounds were presented in block trials of 5Each target sound was presented between 25- 50 trials
per sessionMastery Criterion-90% over 2 days or 80% over 3 daysMastered targets were presented in random rotation
Echoic to Mands & Tacts
After mastery was achieved with various vowel and consonant vowel combinations in vocal imitation, targets were shifted to functional language programming
Mand and Tact targets were introduced in the Echoic to Mand/Echoic to Tact format as described by Greer & Ross
Mastered Targets to Date
Mands Read DVD Book Bubble Flip
Tacts Dog Horse Sheep Hat Shoe Bed Waffle Apple Papa Tito Abu Tita Aba
Discussion
We made the Discriminative Stimulus more salient via the use of objects and minor discriminations with motor imitationParticipant 1-through pairing actions with objects with
vocal targetsParticipant 2-through fine discrimination with non-vocal
imitation targets
Ongoing collaboration led to better and better refinements of the proceduresWithin the procedures continual problem solving was
utilizedWhen acquisition was not present sometimes it was a
teaching issue and sometimes it was a speech issue
Discussion Continued
Future DirectionsCollect experimental data to support our hypothesisEstablish a “profile” to determine which procedure
will be most effective with which children