Effects of Peer-Mediated Instruction to Teach Use of Speech-Generating Devices to Students with Autism in Social Game Routines

References

• American Speech-Language-Hearing Association (2009, January). Supply and demand resource list for school-based speech-language pathologists Retrieved 3 June 2010 from: http://www.asha.org/research/WorkforceReports.htm
   Google Scholar
• Baer, D. M., Wolf, M. M., & Risley, T. R. (1968). Some current dimensions of applied behavior analysis. Journal of Applied Behavioral Analysis, 1, 91–97.
   PubMed Web of Science ®Google Scholar
• Bondy, A. S., & Frost, L. (1994). The Picture Exchange Communication System. Focus on Autistic Behavior, 9, 1–19.
   Google Scholar
• Drager, K. D. R., Postal, V. J., Carrolus, L., Castellano, M., Gagliano, C., & Glynn, J. (2006). The effect of aided language modeling on symbol comprehension and production in two preschoolers with autism. American Journal of Speech-Language Pathology, 15, 112–125.
   PubMed Web of Science ®Google Scholar
• Dunn, L.M., & Dunn, L.M. (1997). Examiner's manual for the PPVT-III: Peabody Picture Vocabulary Test – Third edition, Form IIIACircle Pines, MN: American Guidance Service.
   Google Scholar
• Fawcett, S. (1991). Social validity: A note on methodology. Journal of Applied Behavior Analysis, 24, 235–239.
   PubMed Web of Science ®Google Scholar
• Harper, C. B., Symon, J. B. G., & Frea, W. D. (2008). Recess is time-in: Using peers to improve social skills in children with autism. Journal of Autism and Developmental Disorders, 38, 815–826.
   PubMed Web of Science ®Google Scholar
• Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165–179.
   Web of Science ®Google Scholar
• Liber, D. B., Frea, W. D., & Symon, J. B. (2008). Using time-delay to improve social play skills with peers for children with autism. Journal of Autism and Developmental Disorders, 38, 312–323.
   PubMedGoogle Scholar
• Light, J., Parsons, A., & Drager, K. (2002). “There's more to life than cookies”: Developing interactions for social closeness with beginning communicators who use AAC. Exemplary practices for beginning communicators: Implications for AACIn J. Reichle, D. R. Beukelman, & J. Light (Eds.), (pp. 187–218). Baltimore: Paul H. Brookes.
   Google Scholar
• Mayer-Johnson Co. (1994). The Picture Communication Symbols combination bookSolana Beach, CA: Author.
   Google Scholar
• Mayer-Johnson Co. (2001). Boardmaker [Computer software]. Solana Beach, CA: Author.
   Google Scholar
• McMillan, J. (2008). “Teachers make it happen”: From professional development to integration of augmentative and alternative communication technologies in the classroom. Australasian Journal of Special Education, 32, 199–211.
   Google Scholar
• Moncher, F., & Prinz, R. (1991). Treatment fidelity in outcome studies. Clinical Psychology Review, 11, 247–266.
   Web of Science ®Google Scholar
• Nigam, R., & Wendt, O. (2010). Peer-mediated naturalistic teaching, both with and without a speech-generating device, has transient effect on communicative behaviors in preschool children with autism spectrum disorders. Evidence-based Communication Assessment and Intervention, 4, 27–31.
   Google Scholar
• Odom, S. L., Chandler, L. K, Ostrosky, M., McConnell, S. R., & Reaney, S. (1992). Fading teaching prompts from peer-initiation interventions for young children with disabilities. Journal of Applied Behavior Analysis, 25, 307–317.
   PubMed Web of Science ®Google Scholar
• Odom, S. L., & Strain, P. S. (1986). A comparison of peer-initiation and teacher antecedent interventions for promoting reciprocal social interactions of autistic preschoolers. Journal of Applied Behavior Analysis, 19, 59–71.
   PubMed Web of Science ®Google Scholar
• Romski, M. A., & Sevcik, R. A. (1996). Breaking the speech barrier: Language development through augmented meanBaltimore: Paul H. Brookes.
   Google Scholar
• Romski, M. A., Sevcik, R. A., & Adamson, L. B. (1999). Communication patterns of youth with mental retardation with and without their speech-output communication devices. American Journal on Mental Retardation, 104, 249–259.
   PubMedGoogle Scholar
• Schepis, M. M., Reid, D. H., Behrmann, M. M., & Sutton, K. A. (1998). Increasing communicative interactions of young children with autism using a voice output communication aid and naturalistic teaching. Journal of Applied Behavior Analysis, 31, 561–579.
   PubMed Web of Science ®Google Scholar
• Schlosser, R. W., & Blischak, D. M. (2001). Is there a role for speech output in interventions for persons with autism? A review. Focus on Autism and Other Developmental Disabilities, 16, 170–178.
   Google Scholar
• Schlosser, R. W., Belfiore, P. J., Nigam, R., Blischak, D., & Hetzroni, O. (1995). The effects of of speech output technology in the learning of graphic symbols. Journal of Applied Behavior Analysis, 28, 537–549.
   PubMed Web of Science ®Google Scholar
• Schlosser, R. W., Sigafoos, J., & Koul, R. (2009). Speech output and speech-generating devices in autism spectrum disorders. Autism spectrum disorders and AACIn P. Mirenda & T. Iacono (Eds.), (pp. 141–170). Baltimore: Paul H. Brookes.
   Google Scholar
• Schwartz, H., & Drager, K. (2008). Training and knowledge in autism among speech-language pathologists: A survey. Language, Speech, and Hearing Services in Schools, 39, 66–77.
   PubMed Web of Science ®Google Scholar
• Scruggs, T. E., Mastropieri, M. A., & Castro, G. (1987). The quantitative synthesis of single subject research: Methodology and validation. Remedial and Special Education, 8, 24–33.
   Web of Science ®Google Scholar
• Scruggs, T. E., Mastropieri, M. A., Cook, S., & Escobar, C. (1986). Early intervention for children with conduct disorders: A quantitative synthesis of single-subject research. Behavioral Disorders, 11, 260–271.
   Google Scholar
• Simpson, K., Beukelman, D., & Bird, A. (1998). Survey of school speech and language service provision to students with severe communication impairments in Nebraska. Augmentative and Alternative Communication, 14, 212–221.
   Google Scholar
• Strain, P. S., Kerr, M. M., & Ragland, E. U. (1979). Effects of peer-mediated social initiations and prompting/reinforcement procedures on the social behavior autistic children. Journal of Autism & Developmental Disorders, 9, 41–54.
   PubMed Web of Science ®Google Scholar
• Strain, P. S., Shores, R. E., & Timm, M. A. (1977). Effects of peer social initiations on the behavior of withdrawn preschool children. Journal of Applied Behavior Analysis, 10, 289–298.
   PubMed Web of Science ®Google Scholar
• Trembath, D., Balandin, S., Togher, L., & Stancliffe, R. J. (2009). Peer-mediated teaching and augmentative and alternative communication for preschool-aged children with autism. Journal of Intellectual & Developmental Disability, 34, 173–186.
   PubMed Web of Science ®Google Scholar
• Thiemann, K. S., & Goldstein, H. (2004). Effects of peer training and written text cueing on social communication of school-age children with pervasive developmental disorder. Journal of Speech, Language, and Hearing Research, 47, 126–144.
   PubMed Web of Science ®Google Scholar
• van der Meer, L., & Rispoli, M. (2010). Communication interventions involving speech-generating devices for children with autism: A review of the literature. Developmental Neurorehabilitation, 13, 294–306.
   PubMed Web of Science ®Google Scholar
• Wendt, O. (2009). Research on the use of manual signs and graphic symbols in autism spectrum disorders: A systematic review. Autism spectrum disorders and AACIn P. Mirenda & T. Iacono (Eds.), (pp. 83–117). Baltimore, MD: Paul H. Brookes.
   Google Scholar