The Effectiveness of Communication in Young Children with Asd

The Effectiveness of Communication in Young Children

with Autism Spectrum Disorder

Kimberly K. Carter

PSY7703 Applied Behavior Analysis Research Application

Capella University

June 21, 2015

Abstract

Social skills are life’s basic foundation that are necessary to get along with others.  When a lack of social skills exist in an individual, there can be a gamut of problems from an immediate standpoint, as well as from a future standpoint.  Some problems that are associated with a lack of social skills are the development of behavioral issues, emotional difficulties, peer rejection, academic failure, poor self-esteem, and difficulty in making friends.  Children with Autism Spectrum Disorder (ASD) often suffer from profound impairments with social functioning.  Therefore, children with ASD require additional training and direct instruction in order to aid with develop of appropriate social skills.  Behavior assessments are conducted to gather data on a subject in an effort to reveal the needed information and reinforcers that can be used for intervention purposes.  There are many variables to consider when determining which single subject research design should be used.  Each design has advantages and disadvantages depending on the subject, mental capacity, maladaptive behaviors to target, the most effective approach, and will the data gathered produce the needed reinforcements?  Variables will require manipulation in order to plan the correct intervention strategy for ASD children in an effort for their behavior to be understood functionally from the data gathered within the single subject design research study.  The writings to follow will depict the outcome of a single subject research design and how effective communication is in children with ASD.  Current research on Social Stories™ and how effective this strategy is with ASD children will be examined.

The Effectiveness of Communication in Young Children

with Autism Spectrum Disorder

Introduction

Many decisions regarding behavior modification and interventions depend on the information produced from a single subject research design study.  The data will also determine if a functional relationship exists between the behavior and the treatment or intervention implemented.   Social skill deficits are one of the most challenging areas to pinpoint and address when it pertains to the education and treatment of children with ASD.  The Individuals with Disabilities Education Act (IDEA) defines autism “as a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three that adversely affects a child’s educational performance” (U.S. Department of Education, n.d., para. 6).  ASD communication treatment can consist of social stories, cognitive behavior training, peer training, group social skills training, activity based training, or pivotal response training.  Once the experimenter has sufficient data gathered during the baseline phase, the treatment can be applied and data gathered for functional analysis.    

Purpose of Study / Target Behaviors

        The complex nature of this disorder, coupled with the lack of biologic markers for diagnosis and changes in clinical definitions over time, create challenges in monitoring the prevalence of ASDs, but has led to the development of different interventions (Centers for Disease Control and Prevention, 2012).  The purpose of the study was to focus on building and increasing social behaviors and to also promote appropriate social interactions for ASD children with the use of Social Stories™.  Target behaviors included inappropriate play, toy grabbing, aggression, and tantrums.  Barry and Burlew (2004) paired social stories with teacher’s verbal prompts to assess the effects of their strategy on each ASD student’s ability to independently make choices and play appropriately with materials chosen, and with peers during free-play time in the classroom.  Swaggert et al. (1995) study involved combining social stories with a response cost system using an A-B single subject research design.  Reinforcers were incorporated into the social skills training strategy to encourage the desired responses.  Social stories (that were child specific) included photographs and drawings that were created for the ASD subject.  

Methods and Selection Procedure

        The intervention plan will identify replacement behavior, design instruction, arrange environment to facilitate success, plan for reinforcement, plan for negative consequences, and define criterion for success and monitor results.  “To develop the most appropriate treatment, you should understand the environmental events (antecedents and consequences) that control the behavior" (Miltenberger, 2012).  For children with ASD, the gestures and expressions that are integral parts of human communication are confusing and have little relevant meaning (Gray, 1995).  They are impaired in their ability to understand and interpret social cues accurately (Gray, 1995).