Effects of a Least-to-Most Prompting Procedure on Multisymbol Message Production in Children With Autism Spectrum Disorder Who Use Augmentative and Alternative Communication
In this study, we investigated the efficacy of a least-to-most (LTM) prompting procedure (Ault & Griffen, 2013; MacDuff, Krantz, & McClannahan, 2001; Neitzel & Wolery, 2009) for increasing use of multisymbol messages in school-age children with autism spectrum disorder (ASD) who use augm...
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| Published in | American journal of speech-language pathology Vol. 26; no. 1; pp. 81 - 98 |
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| Main Authors | , , , , , , , |
| Format | Journal Article |
| Language | English |
| Published |
United States
American Speech-Language-Hearing Association
01.02.2017
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| Subjects | |
| Online Access | Get full text |
| ISSN | 1058-0360 1558-9110 1558-9110 |
| DOI | 10.1044/2016_AJSLP-14-0187 |
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| Abstract | In this study, we investigated the efficacy of a least-to-most (LTM) prompting procedure (Ault & Griffen, 2013; MacDuff, Krantz, & McClannahan, 2001; Neitzel & Wolery, 2009) for increasing use of multisymbol messages in school-age children with autism spectrum disorder (ASD) who use augmentative and alternative communication (AAC) during a storybook reading activity.
In the study, we used a single-subject, multiple-probe research design across participants (Kazdin, 1982) with 6 children (ages 8-12) with ASD and who used AAC systems for communication. There were 4 phases in this investigation: (a) baseline, (b) intervention, (c) generalization, and (d) maintenance.
All participants exhibited a positive increase in multisymbol message production almost immediately upon introduction of the LTM prompting procedure.
The results of the investigation contribute important information on the efficacy of the LTM prompting procedure for teaching use of multisymbol messages to school-age children with ASD who use AAC. |
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| AbstractList | In this study, we investigated the efficacy of a least-to-most (LTM) prompting procedure (Ault & Griffen, 2013; MacDuff, Krantz, & McClannahan, 2001; Neitzel & Wolery, 2009) for increasing use of multisymbol messages in school-age children with autism spectrum disorder (ASD) who use augmentative and alternative communication (AAC) during a storybook reading activity.
In the study, we used a single-subject, multiple-probe research design across participants (Kazdin, 1982) with 6 children (ages 8-12) with ASD and who used AAC systems for communication. There were 4 phases in this investigation: (a) baseline, (b) intervention, (c) generalization, and (d) maintenance.
All participants exhibited a positive increase in multisymbol message production almost immediately upon introduction of the LTM prompting procedure.
The results of the investigation contribute important information on the efficacy of the LTM prompting procedure for teaching use of multisymbol messages to school-age children with ASD who use AAC. In this study, we investigated the efficacy of a least-to-most (LTM) prompting procedure (Ault & Griffen, 2013; MacDuff, Krantz, & McClannahan, 2001; Neitzel & Wolery, 2009) for increasing use of multisymbol messages in school-age children with autism spectrum disorder (ASD) who use augmentative and alternative communication (AAC) during a storybook reading activity.PURPOSEIn this study, we investigated the efficacy of a least-to-most (LTM) prompting procedure (Ault & Griffen, 2013; MacDuff, Krantz, & McClannahan, 2001; Neitzel & Wolery, 2009) for increasing use of multisymbol messages in school-age children with autism spectrum disorder (ASD) who use augmentative and alternative communication (AAC) during a storybook reading activity.In the study, we used a single-subject, multiple-probe research design across participants (Kazdin, 1982) with 6 children (ages 8-12) with ASD and who used AAC systems for communication. There were 4 phases in this investigation: (a) baseline, (b) intervention, (c) generalization, and (d) maintenance.METHODIn the study, we used a single-subject, multiple-probe research design across participants (Kazdin, 1982) with 6 children (ages 8-12) with ASD and who used AAC systems for communication. There were 4 phases in this investigation: (a) baseline, (b) intervention, (c) generalization, and (d) maintenance.All participants exhibited a positive increase in multisymbol message production almost immediately upon introduction of the LTM prompting procedure.RESULTSAll participants exhibited a positive increase in multisymbol message production almost immediately upon introduction of the LTM prompting procedure.The results of the investigation contribute important information on the efficacy of the LTM prompting procedure for teaching use of multisymbol messages to school-age children with ASD who use AAC.CONCLUSIONSThe results of the investigation contribute important information on the efficacy of the LTM prompting procedure for teaching use of multisymbol messages to school-age children with ASD who use AAC. In this study, we investigated the efficacy of a least-to-most (LTM) prompting procedure (Ault & Griffen, 2013; MacDuff, Krantz, & McClannahan, 2001; Neitzel & Wolery, 2009) for increasing use of multisymbol messages in school-age children with autism spectrum disorder (ASD) who use augmentative and alternative communication (AAC) during a storybook reading activity. In the study, we used a single-subject, multipleprobe research design across participants (Kazdin, 1982) with 6 children (ages 8-12) with ASD and who used AAC systems for communication. There were 4 phases in this investigation: (a) baseline, (b) intervention, (c) generalization, and (d) maintenance. All participants exhibited a positive increase in multisymbol message production almost immediately upon introduction of the LTM prompting procedure. The results of the investigation contribute important information on the efficacy of the LTM prompting procedure for teaching use of multisymbol messages to school-age children with ASD who use AAC. |
| Audience | Academic |
| Author | Finke, Erinn H. Goga, Lauren Peart, Tanika Davis, Jennifer M. Waters, Samantha Palumbo, Lauren Benedict, Morgan Kelly, Jennifer |
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| BackLink | https://www.ncbi.nlm.nih.gov/pubmed/28056153$$D View this record in MEDLINE/PubMed |
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| SubjectTerms | Augmentative and alternative communication Autism Autism Spectrum Disorder - therapy Autism Spectrum Disorders Behavior modification Behavior Patterns Child Children Communication Communication Aids for Disabled Female Humans Intervention Language Language Acquisition Language barriers Language Skills Learning Learning Processes Male Multisystemic therapy (Juvenile behavior) Pervasive developmental disorders Prompting Reading Reminder Systems Risk factors Skills Speech Production Measurement Symbolism Teaching Treatment Outcome |
| Title | Effects of a Least-to-Most Prompting Procedure on Multisymbol Message Production in Children With Autism Spectrum Disorder Who Use Augmentative and Alternative Communication |
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