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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| Veröffentlicht in: | American journal of speech-language pathology 2017-02, Vol.26 (1), p.81-98 |
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| container_title | American journal of speech-language pathology |
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| creator | Finke, Erinn H Davis, Jennifer M Benedict, Morgan Goga, Lauren Kelly, Jennifer Palumbo, Lauren Peart, Tanika Waters, Samantha |
| description | 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. |
| doi_str_mv | 10.1044/2016_AJSLP-14-0187 |
| format | Article |
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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.</description><identifier>ISSN: 1058-0360</identifier><identifier>EISSN: 1558-9110</identifier><identifier>DOI: 10.1044/2016_AJSLP-14-0187</identifier><identifier>PMID: 28056153</identifier><language>eng</language><publisher>United States: American Speech-Language-Hearing Association</publisher><subject>Augmentative and Alternative Communication ; Autism ; Autism Spectrum Disorder - therapy ; Behavior modification ; Behavior Patterns ; Child ; Communication ; Communication Aids for Disabled ; Female ; Humans ; Intervention ; Language ; Language Acquisition ; Language Skills ; Learning ; Learning Processes ; Male ; Prompting ; Reading ; Reminder Systems ; Skills ; Speech Production Measurement ; Symbolism ; Teaching ; Treatment Outcome</subject><ispartof>American journal of speech-language pathology, 2017-02, Vol.26 (1), p.81-98</ispartof><rights>COPYRIGHT 2017 American Speech-Language-Hearing Association</rights><rights>Copyright American Speech-Language-Hearing Association Feb 2017</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c429t-3fde49877a76141a5729bd7358688297d95b6ac8df55c0ab32be0165623532a73</citedby><cites>FETCH-LOGICAL-c429t-3fde49877a76141a5729bd7358688297d95b6ac8df55c0ab32be0165623532a73</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27924,27925</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/28056153$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Finke, Erinn H</creatorcontrib><creatorcontrib>Davis, Jennifer M</creatorcontrib><creatorcontrib>Benedict, Morgan</creatorcontrib><creatorcontrib>Goga, Lauren</creatorcontrib><creatorcontrib>Kelly, Jennifer</creatorcontrib><creatorcontrib>Palumbo, Lauren</creatorcontrib><creatorcontrib>Peart, Tanika</creatorcontrib><creatorcontrib>Waters, Samantha</creatorcontrib><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</title><title>American journal of speech-language pathology</title><addtitle>Am J Speech Lang Pathol</addtitle><description>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.</description><subject>Augmentative and Alternative Communication</subject><subject>Autism</subject><subject>Autism Spectrum Disorder - therapy</subject><subject>Behavior modification</subject><subject>Behavior Patterns</subject><subject>Child</subject><subject>Communication</subject><subject>Communication Aids for Disabled</subject><subject>Female</subject><subject>Humans</subject><subject>Intervention</subject><subject>Language</subject><subject>Language Acquisition</subject><subject>Language Skills</subject><subject>Learning</subject><subject>Learning Processes</subject><subject>Male</subject><subject>Prompting</subject><subject>Reading</subject><subject>Reminder Systems</subject><subject>Skills</subject><subject>Speech Production Measurement</subject><subject>Symbolism</subject><subject>Teaching</subject><subject>Treatment Outcome</subject><issn>1058-0360</issn><issn>1558-9110</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2017</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><recordid>eNptkltrFDEUxwdRbK1-AR8kIIgvU3OZzOVxWeuNLRZq6WPIJGd2U3JZk4zQD-V3NMNWa0XykJPk9z85OflX1UuCTwlumncUk1asvlxuLmrS1Jj03aPqmHDe1wMh-HGJcYkxa_FR9SylG4wxIZQ-rY5oj3lLODuufp5NE6icUJiQRBuQKdc51OchZXQRg9tn47dLpEDPEVDw6Hy22aRbNwaLziEluYUF0LPKphwbj9Y7Y3UEj65N3qHVXHCHLvflnjg79N6kEDVEdL0L6CpBAbYOfJbZ_AAkvUYrmyH6w3odnJu9UXJJ_rx6Mkmb4MXdfFJdfTj7tv5Ub75-_LxebWrV0CHXbNLQDH3Xya4lDZG8o8OoO8b7tu_p0OmBj61UvZ44V1iOjI5QeslbyjijsmMn1dtD3n0M32dIWTiTFFgrPYQ5CdLzlg9ti2lBX_-D3oS5FG8XqmfNwMpX3VNbaUEYP4UcpVqSilUzYNrxUlmhTv9DlaHBGRU8TKbsPxC8-UuwA2nzLgU7L71KD0F6AFUMKUWYxD4aJ-OtIFgsZhL3ZhKkEYuZiujV3dPm0YH-I_ntHvYLQOXEtQ</recordid><startdate>20170201</startdate><enddate>20170201</enddate><creator>Finke, Erinn H</creator><creator>Davis, Jennifer M</creator><creator>Benedict, Morgan</creator><creator>Goga, Lauren</creator><creator>Kelly, Jennifer</creator><creator>Palumbo, Lauren</creator><creator>Peart, Tanika</creator><creator>Waters, Samantha</creator><general>American Speech-Language-Hearing Association</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7RV</scope><scope>7T9</scope><scope>7X7</scope><scope>7XB</scope><scope>88B</scope><scope>88E</scope><scope>88G</scope><scope>88I</scope><scope>8A4</scope><scope>8AF</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>CPGLG</scope><scope>CRLPW</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>HCIFZ</scope><scope>K9.</scope><scope>KB0</scope><scope>M0P</scope><scope>M0S</scope><scope>M1P</scope><scope>M2M</scope><scope>M2P</scope><scope>NAPCQ</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PSYQQ</scope><scope>Q9U</scope><scope>S0X</scope><scope>7X8</scope></search><sort><creationdate>20170201</creationdate><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</title><author>Finke, Erinn H ; Davis, Jennifer M ; Benedict, Morgan ; Goga, Lauren ; Kelly, Jennifer ; Palumbo, Lauren ; Peart, Tanika ; Waters, Samantha</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c429t-3fde49877a76141a5729bd7358688297d95b6ac8df55c0ab32be0165623532a73</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2017</creationdate><topic>Augmentative and Alternative Communication</topic><topic>Autism</topic><topic>Autism Spectrum Disorder - therapy</topic><topic>Behavior modification</topic><topic>Behavior Patterns</topic><topic>Child</topic><topic>Communication</topic><topic>Communication Aids for Disabled</topic><topic>Female</topic><topic>Humans</topic><topic>Intervention</topic><topic>Language</topic><topic>Language Acquisition</topic><topic>Language Skills</topic><topic>Learning</topic><topic>Learning Processes</topic><topic>Male</topic><topic>Prompting</topic><topic>Reading</topic><topic>Reminder Systems</topic><topic>Skills</topic><topic>Speech Production Measurement</topic><topic>Symbolism</topic><topic>Teaching</topic><topic>Treatment Outcome</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Finke, Erinn H</creatorcontrib><creatorcontrib>Davis, Jennifer M</creatorcontrib><creatorcontrib>Benedict, Morgan</creatorcontrib><creatorcontrib>Goga, Lauren</creatorcontrib><creatorcontrib>Kelly, Jennifer</creatorcontrib><creatorcontrib>Palumbo, Lauren</creatorcontrib><creatorcontrib>Peart, Tanika</creatorcontrib><creatorcontrib>Waters, Samantha</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>Nursing & Allied Health Database</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><collection>Health & Medical Collection</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Medical Database (Alumni Edition)</collection><collection>Psychology Database (Alumni)</collection><collection>Science Database (Alumni Edition)</collection><collection>Education Periodicals</collection><collection>STEM Database</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>Linguistics Collection</collection><collection>Linguistics Database</collection><collection>ProQuest Central Korea</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>SciTech Premium Collection</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Nursing & Allied Health Database (Alumni Edition)</collection><collection>Education Database</collection><collection>Health & Medical Collection (Alumni Edition)</collection><collection>Medical Database</collection><collection>Psychology Database</collection><collection>Science Database</collection><collection>Nursing & Allied Health Premium</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest One Psychology</collection><collection>ProQuest Central Basic</collection><collection>SIRS Editorial</collection><collection>MEDLINE - Academic</collection><jtitle>American journal of speech-language pathology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Finke, Erinn H</au><au>Davis, Jennifer M</au><au>Benedict, Morgan</au><au>Goga, Lauren</au><au>Kelly, Jennifer</au><au>Palumbo, Lauren</au><au>Peart, Tanika</au><au>Waters, Samantha</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Effects of a Least-to-Most Prompting Procedure on Multisymbol Message Production in Children With Autism Spectrum Disorder Who Use Augmentative and Alternative Communication</atitle><jtitle>American journal of speech-language pathology</jtitle><addtitle>Am J Speech Lang Pathol</addtitle><date>2017-02-01</date><risdate>2017</risdate><volume>26</volume><issue>1</issue><spage>81</spage><epage>98</epage><pages>81-98</pages><issn>1058-0360</issn><eissn>1558-9110</eissn><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.</abstract><cop>United States</cop><pub>American Speech-Language-Hearing Association</pub><pmid>28056153</pmid><doi>10.1044/2016_AJSLP-14-0187</doi><tpages>18</tpages></addata></record> |
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| ispartof | American journal of speech-language pathology, 2017-02, Vol.26 (1), p.81-98 |
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| source | MEDLINE; EBSCOhost Education Source; Alma/SFX Local Collection |
| subjects | Augmentative and Alternative Communication Autism Autism Spectrum Disorder - therapy Behavior modification Behavior Patterns Child Communication Communication Aids for Disabled Female Humans Intervention Language Language Acquisition Language Skills Learning Learning Processes Male Prompting Reading Reminder Systems 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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