Insegnare a due ragazzi con Disturbo dello Spettro Autistico a richiedere la continuazione del gioco usando l'iPad come comunicatore
Teaching two boys with autism spectrum disorders to request the continuation of toy play using an iPad (R)-based speech-generating device
Sigafoos J, Lancioni GE, O'Reilly MF, Achmadi D, Stevens M, Roche L, Kagohara DM, van der Meer L, Sutherland D, Lang R, Marschik PB, McLay L, Hodis F, Green VA.
Research in Autism Spectrum Disorders, 7, 923-930. doi:10.1016/j.rasd.2013.04.002.
Abstract
We evaluated a set of instructional procedures for teaching two nonverbal boys with autism spectrum disorders (ASD) to request the continuation of toy play using an iPad®-based speech-generating device (SGD). The effects of the instructional procedures were evaluated in a multiple baseline across participants design. Instruction focused on teaching the boys to select a TOY PLAY symbol from the iPad® screen when their toy play was briefly interrupted. The instructional procedures included behavior chain interruption, time delay, graduated guidance, and differential reinforcement. Results showed that both boys learned to use the SGD to request and maintained this skill without prompting. SGD-based requesting also generalized to other objects/activities. Acquisition of SGD-based requesting was associated with decreases in reaching and aggressive behavior. Results suggest that systematic instruction with the iPad®-based SGD effectively replaced reaching and aggression with socially acceptable communication.
We evaluated a set of instructional procedures for teaching two nonverbal boys with autism spectrum disorders (ASD) to request the continuation of toy play using an iPad®-based speech-generating device (SGD). The effects of the instructional procedures were evaluated in a multiple baseline across participants design. Instruction focused on teaching the boys to select a TOY PLAY symbol from the iPad® screen when their toy play was briefly interrupted. The instructional procedures included behavior chain interruption, time delay, graduated guidance, and differential reinforcement. Results showed that both boys learned to use the SGD to request and maintained this skill without prompting. SGD-based requesting also generalized to other objects/activities. Acquisition of SGD-based requesting was associated with decreases in reaching and aggressive behavior. Results suggest that systematic instruction with the iPad®-based SGD effectively replaced reaching and aggression with socially acceptable communication.