Research Project - Teaching Children With Autism

8/11/2019 Research Project - Teaching Children With Autism

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Running Head: ASD TEACHING 1

Teaching Children with Autism

Andrew Smith

EDU 372

Instructor Lance

September 24, 2014


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Teaching Children with Autism 3

how to reach all of their students, and learning these methods and implementing them in the

teaching process can help them reach the students in new and more effective ways.

Annotated Bibliography

Allen, K. D., Wallace, D. P., Renes, D., Bowen, S. L., & Burke, R. V. (2010). Use of Video

Modeling to Teach Vocational Skills to Adolescents and Young Adults with Autism

Spectrum Disorders.Education & Treatment Of Children (West Virginia University

Press), 33(3), 339-349.

Many studies have been done with the use of video modeling to teach people with ASD,

for example, to develop general purchasing skills, daily living skills, and conversation skills. At

the time of this study, not much had been done with video modeling and developing vocational

skills. In this study, a University Center for Excellence in Developmental Disabilities and a local

private business collaborated to examine the effects of video modeling to teach vocational skills

to adolescents and young adults with ASD. The video model demonstrated how to wear the

costume, as well as how to entertain the customers in a retail setting, and observations were

recorded before and after the participants watched the model.

Through video modeling, all participants learned the target skills. Video modeling can be

used as an effective method of teaching new skills to a person with ASD so that they can become

more independent. This study has shown that video modeling can be an effective way of

teaching vocational skills to people with ASD, and could possibly be used to teach other types of

vocational skills. More research is being done to examine video modeling on more complex

vocational skills. The article examines its own shortcomings, as well. The researchers explain

that three of the four test subjects needed additional viewings of the model, and none did much

more than the minimum expectations.


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Behavior Analysis, 42(4), 807-12. Retrieved from

http://search.proquest.com/docview/225045504?accountid=32521

Two researchers, one from a Norwegian university, the other from the UK Young Autism

Project, collaborated on this project dealing with sound-object and name-object relations. Two

three-year-old preschoolers with Autism and severe language delays were selected for this study;

both were nonvocal but could accurately respond to simple instructions and match pictures and

objects. Because the children were able to match the sound of an instrument to the correct

instrument before being able to match the same instrument to its name, the researchers wanted to

determine if the sound-object relation could ease learning of the name-object relation. They

created a prompt-delay procedure to transfer the stimulus control to the name of the object.

The tests were carried out, and for one of the participants, the sound-object relations

greatly increased transfer of the name-object relation, so that it took a fraction of the trials to

master the correct response. For the other participant, it did not show much marked

improvement. More research will need to be conducted before this can be shown to be largely

effective. However, it does provide an alternative strategy for teachers of students with ASD if

other methods prove lacking for a particular student. Although this test has proved to be a bit

lacking, it does provide insight into name-object and sound-object relations, and how we could

use those to facilitate other learning.

Grow, L. L., Carr, J. E., Kodak, T. M., Jostad, C. M., & Kisamore, A. N. (2011). A comparison

of methods for teaching receptive labeling to children with autism spectrum disorders.

Journal of Applied Behavior Analysis, 44(3), 475-98. Retrieved from

http://search.proquest.com/docview/225045504?accountid=32521http://search.proquest.com/docview/225045504?accountid=32521


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This study was conducted with three children, diagnosed with ASD, a seven-year-old girl

with pervasive developmental disorder, a four-year-old boy with autistic disorder, and another

four-year-old boy with autistic disorder and disruptive behavior disorder. The goal was to

determine which is a more effective method in the teaching of receptive labeling, the simple-

conditional method or the conditional-only method. The simple-conditional method uses

stimulus discrimination taught in isolation, then with conditional discrimination training, which

are distracters, before the student is expected to respond conditionally. The conditional-only

method involves the use of conditional discrimination training from the beginning.

The data from the results showed that the conditional-only method was a more effective

means of instruction for teaching auditory-visual conditional discriminations. This study has

given new insight into early intervention therapies in regards to receptive labeling, and has

shown reliability in the conditional-only method, as well as error patterns that occur during

testing using the simple-conditional method. Training sets taught using the conditional-only

method required fewer sessions to meet the mastery criterion (on average, 62% fewer sessions),

(491-492). This information helps in the designing of educational programs for children with

ASD, with fewer trials to mastery, the students can learn more in a shorter time.

Ramdoss, S., Lang, R., Mulloy, A., Franco, J., O'Reilly, M., Didden, R., & Lancioni, G. (2011).

Use of Computer-Based Interventions to Teach Communication Skills to Children with

Autism Spectrum Disorders: A Systematic Review.Journal Of Behavioral Education,

20(1), 55-76.

A group of researchers conducted a review of studies and findings to examine computer-

based interventions (CBI) for the instruction of communication skills to children with ASD.

These researchers gathered numerous studies dealing with CBI for acquisition of communication


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skills, and compiled the results into a case study to examine the results. The subjects in these

studies were between three and fourteen years-old, most had mild to moderate Autism, and three

had severe Autism. All studies reported CBI was associated with participant improvement on

communication-related dependent variables, (P. 16, Par. 2). These findings are important, but

future research has been proposed to test CBI on more cases of children with severe Autism, as

well as testing the potential adverse effects of CBI.

CBI has a lot benefits for ASD instruction, but it also has its negative effects. Some

benefits of CBI include software programs that can be programmed that establish clear routines

and expectations, reduce distractions, and provide additional controls for the influence of autism-

specific characteristics such as stimulus overselectivity, (P. 2, Par. 5), as well as minimize the

effects of a high student-to-teacher ratio. However, there are concerns about CBI for instruction

with ASD because computer use can result in increased social isolation and less opportunities to

practice social interactions. Overall, CBI does seem a promising practice that warrants future

research, (P. 1, Par. 1).

Strain, P. S., Wilson, K., & Dunlap, G. (2011). Prevent-teach-reinforce: Addressing problem

behaviors of students with autism in general education classrooms.Behavioral Disorders,

36(3), 160-171. Retrieved from


Three elementary school students, two boys, ages 5 and 8, and a girl, age 9, diagnosed

with ASD and serious problem behaviors were subjects in this study to test the effectiveness of

the Prevent-Teach-Reinforce (PTR) method of behavior support in a general education setting.

PTR looks at the individual student, what their problem behaviors are, and creates a program to

target those behaviors so they become either less frequent or extinct. Throughout the program,


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there is ongoing evaluation to examine whether the goals are being met, or if different

procedures to deal with problem behaviors should be used. Results indicated that problem

behaviors were reduced and engagement was increased for all of the participants, (P. 1, Par. 1).

This study has given teachers and paraprofessionals a proven method of combating

problem behaviors, and getting students with ASD to actively engage in classroom activities, that

can be used in a general education setting in an inclusion classroom. Many students with Autism

have a difficult time in this type of setting because of problem behaviors, so this method could

help more students with ASD transition better into an inclusion classroom. This study has shown

where future research should be done regarding PTR, for example: examining the variables that

contribute to fidelity of the overall process and, especially, the variables that affect sustained

implementation over extended periods of time, (P.11, Par. 2). A larger, and more varied,

participant group should also be used next time in the next study.

Conclusion

These studies have furthered the research into effective methods for teaching to children

with ASD, both in a segregated special education class, as well as an inclusion class. From the

information gathered, teachers and paraprofessionals, as well as others involved in the teaching

and care of these students can design teaching and behavior plans that can be used to increase

engaging behaviors and reduce disruptive ones. Findings have shown positive results for video

modeling in many areas of instruction, such as the development of vocational skills, and in

promoting appropriate verbal comments, intonation, gestures, and facial expressions during

social interactions. Research also examined different types of instruction, such as the simple-

conditional method or the conditional-only method for receptive labeling, the reliability of the

PTR method of behavior support, and a method of teaching name-object relations.


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References

Allen, K. D., Wallace, D. P., Renes, D., Bowen, S. L., & Burke, R. V. (2010). Use of Video

Modeling to Teach Vocational Skills to Adolescents and Young Adults with Autism

Spectrum Disorders.Education & Treatment Of Children (West Virginia University

Press), 33(3), 339-349.

Charlop, M. H., Dennis, B., Carpenter, M. H., & Greenberg, A. L. (2010). Teaching socially

expressive behaviors to children with autism through video modeling.Education &

Treatment of Children, 33(3), 371-393. Retrieved from


Eikeseth, S., & Hayward, D. W. (2009). The discrimination of object names and object sounds in

children with autism: A procedure for teaching verbal comprehension.Journal of Applied

Behavior Analysis, 42(4), 807-12. Retrieved from


Grow, L. L., Carr, J. E., Kodak, T. M., Jostad, C. M., & Kisamore, A. N. (2011). A comparison

of methods for teaching receptive labeling to children with autism spectrum disorders.

Journal of Applied Behavior Analysis, 44(3), 475-98. Retrieved from


Harris, S. L. (1984). The family and theautistic child:A behavioral perspective.

Family Relations, 33(1), 127-134.

Mazurik-Charles, R., & Stefanou, C. (2010). Using paraprofessionals to teach social skills to

children with autism spectrum disorders in the general education classroom.

Journal of Instructional Psychology, 37(2), 161-169. Retrieved from

http://search.proquest.com/docview/225045504?accountid=32521http://www.noodletools.com/noodlebib/citeone_s.php?id=1515282http://www.noodletools.com/noodlebib/citeone_s.php?id=1515282http://search.proquest.com/docview/225045504?accountid=32521


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National Institute of Neurological Disorders and Stroke. (2012, October 17). Autism fact sheet.

Retrieved from http://www.ninds.nih.gov/disorders/autism/detail_autism.htm#198193082

Ramdoss, S., Lang, R., Mulloy, A., Franco, J., O'Reilly, M., Didden, R., & Lancioni, G. (2011).

Use of Computer-Based Interventions to Teach Communication Skills to Children with

Autism Spectrum Disorders: A Systematic Review.Journal Of Behavioral Education,

20(1), 55-76.

Strain, P. S., Wilson, K., & Dunlap, G. (2011). Prevent-teach-reinforce: Addressing problem

behaviors of students with autism in general education classrooms.Behavioral Disorders,

36(3), 160-171. Retrieved from


Research Project - Teaching Children With Autism

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