Discussion 2: Resource List

  

Communication is a critical aspect in learning. The acquisition of communication skills assists students in accessing and applying information and the ability to comprehend and acquire knowledge, as well as effectively interacting with their peers. Language acquisition and development can be a difficult task for students with communication delays, resulting in difficulties with expressive and receptive language, norms and expectations of communication interactions, and simple rules of conversation. As a result, it is necessary for special education teachers to provide students with meaningful opportunities to acquire and practice communication skills using a variety of response activities. Having a repertoire of effective research-based interventions is essential for special education teachers when working with students with communication delays.

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For this Discussion you will post a draft of the resource list you are creating for your Assignment. You will add to your current toolkit of resources by selecting strategies to assist students with communication delays, including interventions useful for working with both the core curriculum as well as a functional communication skills curriculum.

A draft of the resource list of at least 10 evidence-based intervention strategies to support students with language and communication delays that you are creating for your Assignment.

                                                      Learning Resources

Note: To access this week‘s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

                                                        Required Readings

Hartley, C. & Allen, M. (2015). Symbolic understanding of pictures in low-functioning children with autism: The effects of iconicity and naming. Journal of Autism and Development Disorders, 45(1), 15-30.

Law, J., Roulstone, S., & Lindsay, G. (2015). Integrating external evidence of intervention effectiveness with both practice and the parent perspective: development of ‘What Works’ for speech, language, and communication needs. Developmental Medicine & Child Neurology, 57(3), 223-228 (3), 223-228.

Lerna, A., Esposito, D., Conson, M., & Massagli, A. (2014). Long-term effects of PECS on social-communicative skills of children with autism spectrum disorders: A follow-up study. International Journal of Language and Communication Disorders, 49(4), 478-485.

Lubas, M., Mitchell, J., & DeLeo, G. (2015). Evidence-based practice for teachers of children with autism: A dynamic approach. Intervention in School and Clinic, 51(3), 188-193.

Schneider, N. & Goldstein, H. (2009). Social stories improve the on-task behavior of children with language impairment. Journal of Early Intervention, 31(3), 250-264.

Document: Jane Communication Goals (PDF)

Required Media

Laureate Education (Producer). (2012a). Communication and language [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 9 minutes.

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript 

Laureate  Education (Producer). (2016a). Case Study  Video: Evidence-based practices—Differing perceptions between special education  and general education teachers [Video file]. Baltimore, MD: Author.

Note:  The approximate length of this media piece is 2 minutes.

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript 

Grand City Community

  • Laureate Education (Producer). (2016a). Evidence based      practices [Video file]. Baltimore, MD: Author.

Go to the Grand City Community and click into West Ridge Middle School. Review the following scenario: Evidence Based Practices.

https://cdnfiles.laureate.net/2dett4d/managed/WAL/EDDD/8073/02/WAL_EDDD8073_02_A_EN
https://cdnfiles.laureate.net/2dett4d/managed/WAL/EDDD/8073/02/WAL_EDDD8073_02_B_EN

https://mym.cdn.laureate-media.com/2dett4d/Walden/EDDD/2015/CH/mm/grand_city/index.html

Evidence- Based Practices

Evidence

Functional Communication Training (FCT)

Luo, L., Gage, N. A., & Prykanowski, D. A. (2019). Systematic Review of Functional Communication Training in Early Care and Education Settings.

 

Education and Training in Autism and Developmental Disabilities, 54(4), 358-376.

Walker, V. L., Lyon, K. J., Loman, S. L., & Sennott, S. (2018). A systematic review of Functional Communication Training (FCT) interventions involving augmentative and alternative communication in school settings. Augmentative and Alternative Communication, 34(2), 118-129.

Imitation and Modeling

Zaghlawan, H. Y., & Ostrosky, M. M. (2016). A parent-implemented intervention to improve imitation skills by children with autism: A pilot study. Early Childhood Education Journal, 44(6), 671-680.

Social Narratives

  

Coogle, C. G., Ahmed, S., Aljaffal, M. A., Alsheef, M. Y., & Hamdi, H. A. (2018). Social narrative strategies to support children with autism spectrum disorder. Early Childhood Education Journal, 46(4), 445-450.

 

Leaf, J. B., Ferguson, J. L., Cihon, J. H., Milne, C. M., Leaf, R., & McEachin, J. (2019). A Critical Review of Social Narratives. Journal of Developmental and Physical Disabilities, 1-16.

 

Thomas, J., & Nix, S. (2017). Use of Social Narratives as an Evidence-Based Practice to Support Employment of Young Adults with Autism Spectrum Disorders: A Practitioner’s Guide. Journal of the American Academy of Special Education Professionals, 163, 169.

 

Zimmerman, K. N., & Ledford, J. R. (2017). Beyond ASD: Evidence for the effectiveness of social narratives. Journal of Early Intervention, 39(3), 199-217.

 

Peer Mediated Instruction and Intervention (PMII)

Cook, L. H., Simpson-Steele, J., & Cook, B. G. (2017). Using evidence-based practice in teaching students with and at risk for developing disabilities. In Handbook of arts education and special education (pp. 84-102). Routledge.

 

Mahoney, M. W. (2019). Peer-mediated instruction and activity schedules: Tools for providing academic support for students with ASD. TEACHING Exceptional Children, 51(5), 350-360.

 

Sam, A. (2016). Peer-Mediated Instruction and Intervention (PMII). EBP Brief Packet. National Professional Development Center on Autism Spectrum Disorders.

 

Picture Exchange Communication System (PECS)

Cagliani, R., Ayres, R., Whiteside, K., & Ringdahl, M. (2017). Picture exchange communication system and delay to reinforcement. Journal of Developmental and Physical Disabilities, 29, 925–939.

 

Pierson, L. M., & Ganz, J. B. (2019). Does use of the Picture Exchange Communication System (PECS) and Focused Playtime Intervention (FPI) improve the communication of children with autism spectrum disorder who are minimally verbal?. Evidence-Based Communication Assessment and Intervention, 13(4), 200-203.

 

Video Modeling (VM)

Cardon, T., Wangsgard, N., & Dobson, N. (2019). Video Modeling Using Classroom Peers as Models to Increase Social Communication Skills in Children with ASD in an Integrated Preschool. Education and Treatment of Children, 42(4), 515-536.

 

Wynkoop, K. S., Cardon, T. A., Kruis, N. E., & Hawkins, P. M. (2019). Teacher and Video Modeling: A Survey of Use and Perspectives. Journal of Special Education Technology, 0162643419878149.

 

Wright, J. C., Knight, V. F., & Barton, E. E. (2020). A review of video modeling to teach STEM to students with autism and intellectual disability. Research in Autism Spectrum Disorders, 70, 101476.

 

Voice Output Communication Aids (VOCA)

Furukawa, M., Itakura, M., & Fujisawa, Y. (2019, May). Prototype of Simplified VOCA Device for Special Support Education. In Proceedings of the 7th ACIS International Conference on Applied Computing and Information Technology (p. 11). ACM.

 

Schaefer-Whitby, P., Lorah, E., Love, J., & Lawless, H. (2017). Enhancing communication and language development. Autism spectrum disorders: Identification, education and treatment, 1.

 

Naturalistic Language Strategies

Akemoglu, Y., Meadan, H., & Towson, J. (2020). Embedding Naturalistic Communication Teaching Strategies During Shared Interactive Book Reading for Preschoolers with Developmental Delays: A Guide for Caregivers. Early Childhood Education Journal, 1-8.

 

Discrete Trial Teaching (DTT)

Cariveau, T., Montilla, A. L. C., Ball, S., & Gonzalez, E. (2019). A Preliminary Analysis of Equivalence-Based Instruction to Train Instructors to Implement Discrete Trial Teaching. Journal of Behavioral Education, 1-19.

 

Lerman, D. C., Valentino, A. L., & LeBlanc, L. A. (2016). Discrete trial training. In Early intervention for young children with autism spectrum disorder (pp. 47-83). Springer, Cham.

Mason, R. A., Schnitz, A. G., Wills, H. P., Rosenbloom, R., Kamps, D. M., & Bast, D. (2017). Impact of a teacher-as-coach model: Improving paraprofessionals fidelity of implementation of discrete trial training for students with moderate-to-severe developmental disabilities. Journal of autism and developmental disorders, 47(6), 1696-1707.

 
 

Pivotal Response Training (PRT)

Brock, M. E., Dueker, S. A., & Barczak, M. A. (2018). Brief report: Improving social outcomes for students with autism at recess through peer-mediated pivotal response training. Journal of autism and developmental disorders, 48(6), 2224-2230.

 

Ona, H. N., Larsen, K., Nordheim, L. V., & Brurberg, K. G. (2019). Effects of Pivotal Response Treatment (PRT) for Children with Autism Spectrum Disorders (ASD): a Systematic Review. Review Journal of Autism and Developmental Disorders, 1-13.

 

Stahmer, A. C., Suhrheinrich, J., & Rieth, S. (2016). A Pilot Examination of the Adapted Protocol for Classroom Pivotal Response Teaching. Journal of the American Academy of Special Education Professionals, 119, 139.

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