Exploring vocal videomodeling to teach echoic behavior to children diagnosed with Autism Spectrum Disorder (ASD)
DOI:
https://doi.org/10.33448/rsd-v12i5.41804Keywords:
Verbal behavior; Speech, language and hearing sciences; Autism; Speech sound disorders.Abstract
Individuals diagnosed with Autistic Spectrum Disorder (ASD) may have a delay in the development of verbal repertoire, such as echoic responses. It is common in speech therapist practice to use multisensory cues to establish and refine echoic repertoire. Due to the context of COVID-19 Pandemic in 2021, the Federal Council of Speech Therapy (CFFa) determined the use of surgical mask or N95 while delivering patient care, and the use of transparent masks was discouraged. In this context, in order to show the patient a visual vocal model that he or she needs to reproduce, the CFFa advised speech therapists to use illustrative video recordings of vocal models. Since there is a deficit of empirical knowledge related to this recommendation, the current study sought to verify whether visual multisensory cues presented through videos would be effective in speech accuracy of echoic responses in individuals with ASD. Three children diagnosed with ASD and Childhood Apraxia of Speech participated. After obtaining control data with each participant (in a single subject, multiple probe experimental design), the treatment was implemented with the introduction of the vocal video modelling. The data reported show thar only one participant was able to reach the programmed performance accuracy. This study did not confirm the effectiveness of the procedure and point out the need for additional empirical research to improve the use of video modelling techniques to teach echoic behavior with this population. A starting point for studies of procedural variables in teaching echoic repertoire via videomodelling is provided here.
References
Abadir, C. M., DeBar, R. M., Vladescu, J. C., Reeve, S.A. & Kupferman, D. M. (2021). Effects of video modeling on abduction-prevention skills by individuals with autism spectrum disorder. Journal of Applied Behavior Analysis, 54(3), 1139-1156. https://doi.org/10.1002/jaba.822
Abreu, P. R., & Hübner, M. M. C. (2012). O comportamento verbal para B. F. Skinner e para S. C. Hayes: Uma síntese com base na mediação social arbitrária do reforçamento. Acta Comportamentalia, 20(3), 367-381. http://pepsic.bvsalud.org/pdf/actac/v20n3/a08.pdf
American Speech-Language-Hearing Association. (2007). Childhood apraxia of speech [Technical Report]. www.asha.org/policy
Aravamudhan, S., & Awasthi, S. (2020). Behavioral interventions to treat speech sound disorders in children with autism. Behavior Analysis in Practice, 13(1), 174–185. https://doi.org/10.1007/s40617-019-00362-5
Barros, R. S. (2003). Uma introdução ao comportamento verbal. Revista Brasileira de Terapia Comportamental e Cognitiva, 5(1), 73-82. https://doi.org/10.31505/rbtcc.v5i1.92
Banda, D. R., Copple, K. S., Koul, R. K., Sancibrian, S. L., & Bogschutz, R. J. (2010). Video modelling interventions to teach spontaneous requesting using AAC devices to individuals with autism: A preliminary investigation. Disability and Rehabilitation, 32(16), 1364–1372. https://doi.org/10.3109/09638280903551525
Braz, C. H., Gonçalves, L. F., Oliveira, A. M. de, & Haas, P. (2020a). Sinais de risco para apraxia de fala infantil: revisão sistemática / Risk signs for children’s speech apraxis: systematic review. Brazilian Journal of Development, 6(9), 71593–71608. https://doi.org/10.34117/bjdv6n9-561
Carroll, R. A., & Klatt, K. P. (2008). Using stimulus-stimulus pairing and direct reinforcement to teach vocal verbal behavior to young children with autism. The Analysis of Verbal Behavior. 24(1):135-126. https://dx.doi.org/10.1007%2FBF03393062
Cividini-Motta, C., Scharrer, N., & Ahearn, W. H. (2016). An assessment of three procedures to teach echoic responding. The Analysis of Verbal Behavior, 33(1), 41–63. https://doi.org/10.1007/s40616-016-0069-z
Conselho Federal de Fonoaudiologia [@conselhofederalfonoaudiologia]. (2021, Março 04). Proteção contra coronavírus: CFFa não recomenda o uso de máscaras transparentes de vinil. Instagram. https://www.instagram.com/p/CMA0ivDljcE/
Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Improving and assessing the quality of behavioral measurement. In Cooper, J. O., Heron, T. E. & Heward, W. L (Eds.), Applied Behavior Analysis (2ª ed. Pp. 113-116). New Jersey: Pearson Merrill Prentice Hal.
Corbett, B. A., & Abdullah, M. (2005). Video modeling: Why does it work for children with autism? Journal of Early and Intensive Behavior Intervention, 2(1), 2–8. https://doi.org/10.1037/h0100294
Dale, P. S., & Hayden, D. A. (2013). Treating speech subsystems in childhood apraxia of speech with tactual input: The PROMPT Approach. American Journal of Speech-Language Pathology, 22(4), 644–661. https://doi.org/10.1044/1058-0360(2013/12-0055
Dass, T. K., Kisamore, A. N., Vladescu, J. C., Reeve, K. F., Reeve, S. A., & Taylor Santa, C. (2018). Teaching children with autism spectrum disorder to tact olfactory stimuli. Journal of Applied Behavior Analysis 51(3), 538–552. http://doi.wiley.com/10.1002/jaba.470
Dawson, E. (2010). Current assessment and treatment practices for children with autism and suspected childhood apraxia of speech: A survey of speech-language pathologists. [Thesis, Portland State University]. https://doi.org/10.15760/etd.29
Drash, Philip W., High, R. L., & Tudor, R. M. (1999). Using mand training to establish an echoic repertoire in young children with autism. The Analysis of Verbal Behavior, 16(1),29–44. https://dx.doi.org/10.1007%2FBF03392945
Esteves, R. C., Lucchesi, F. D. M., & Almeida-Verdu, A. C. M. (2014). Ensino de ecoico, tato e mando: Uma revisão bibliográfica dos artigos do Journal of Applied Behavior Analysis (JABA). Revista Brasileira de Terapia Comportamental e Cognitiva, 16(2). https://doi.org/10.31505/rbtcc.v16i2.694
Esch, B. E., Carr, J. E., & Michael, J. (2005). Evaluating stimulus-stimulus pairing and direct reinforcement in the establishment of an echoic repertoire of children diagnosed with autism. The Analysis of Verbal Behavior 21(1), 43–58. https://dx.doi.org/10.1007%2FBF03393009
Fish, M. (2019) Como tratar apraxia de fala na infância. (E. Giusti, Trad.;). Pró-Fono. (Original work published 2016).
Fisher, W. W., Piazza, C. C., Bowman, L. G., & Amari, A. (1996). Reinforcer assessment for individuals with severe disability. https://www.dshs.wa.gov/sites/default/files/DDA/dda/documents/F.%20Module%205%20Handout%202.pdf
Guerra, B. T., Espírito Santo, L. A. A., Barros, R. S., & Almeida-Verdu, A. C. M. (2019). Ensino de ecoico em pessoas com transtorno do espectro autista: revisão sistemática de literatura. Revista Brasileira de Educação Especial, 25(4),691–708. https://doi.org/10.1590/s1413-65382519000400010
Guerra, B.T. (2020). Ensino de ecoico em crianças com transtorno do espectro autista. [Tese de Doutorado, Universidade Estadual Paulista Júlio de Mesquita Filho]. https://repositorio.unesp.br/handle/11449/193248
Kisamore, A.N., Karsten, A. M., & Mann, C. C. (2016). Teaching multiply controlled intraverbals to children and adolescents with autism spectrum disorders: multiply controlled intraverbals. Journal of Applied Behavior Analysis, 49(4), 826–47. https://doi.org/10.1002/jaba.344
Lee, G. T., Hu, X., Liu, Y., Zou, C., Cheng, X., Zhao, Q., & Huang, J. (2020). Increasing response diversity to intraverbals in children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 50(1), 292–307. https://doi.org/10.1007/s10803-019-04250-3
Lobato, A.F.F., Nogueira, C.B., Santos, E.A.L. (2018). Modelação e videomodelação. In.: C.P. Duarte, L. Coltri e Silva, R.L. Velloso (Orgs.), Estratégias da análise do comportamento aplicada para pessoas com transtornos do espectro do autismo (p. 164). Memnon.
Martone, M. C. C. (2017). Tradução e adaptação do Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP) para a língua portuguesa e a efetividade do treino de habilidades comportamentais para qualificar profissionais [Tese de Doutorado, Universidade Federal de São Carlos]. https://repositorio.ufscar.br/handle/ufscar/9315
Namasivayam, A. K., Pukonen, M., Goshulak, D., Hard, J., Rudzicz, F., Rietveld, T., Maassen, B., Kroll, R., & van Lieshout, P. (2015). Treatment intensity and childhood apraxia of speech: Treatment intensity and childhood apraxia of speech. International Journal of Language & Communication Disorders, 50(4), 529–546. https://doi.org/10.1111/1460-6984.12154
Perissinoto, J. (2003). Linguagem da criança com Autismo. In Perissonoto, J., Marchesan, I.Q. & Zorzi, J. L. (Eds.), Conhecimentos essenciais para atender bem as crianças com autismo (pp. 39-44). São José dos Campos: Pulso.
Peterson, N. (1998). An introduction to Verbal Behavior. Otawa: Behavior Associates, Inc.
Pierce, C. D & Cheney, C. D. (2013). Verbal Behavior. In Pierce, C. D & Cheney, C.D (Eds.), Behavior analysis and learning (5th ed. 357-358) Psychology Press.
Plavnick, J. B., & Vitale, F. A. (2016). A comparison of vocal mand training strategies for children with autism spectrum disorders. Journal of Positive Behavior Interventions, 18(1), 52–62. https://doi.org/10.1177/1098300714548800
Roane, H. S., Vollmer, T. R., Ringdahl, J. E. & Marcus, B. A. (1998). Evaluation of a brief stimulus preference assessment. Journal of Applied Behavior Analysis, 31(4):605–20. https://doi.org/10.1901/jaba.1998.31-605
Rodrigues, V., & Almeida, M. A. (2017). Modelagem em vídeo para o ensino de habilidades de comunicação a indivíduos com autismo: Revisão de estudos. Revista Brasileira de Educação Especial, 23(4), 595–606. https://doi.org/10.1590/s1413-65382317000400009
Rodrigues, G.S., Maciel, R. C. S., Correia, D.V., Rêgo, F.L.C., Coutinho, H.M.T.A., Delgado, I.C., Soares, J.F.R., & Vogeley, A.C.E. (2019). Apraxia de fala da infância e marcadores históricos, desenvolvimentais e comportamentais. Revista Brasileira de Ciências da Saúde, 23(2), 53-64. https://periodicos.ufpb.br/ojs2/index.php/rbcs/article/view/48418
Rogers, S. J., Hayden, D., Hepburn, S., Charlifue-Smith, R., Hall, T., & Hayes, A. (2006). Teaching young nonverbal children with autism useful speech: A pilot study of the Denver Model and Prompt interventions. Journal of Autism and Developmental Disorders, 36(8), 1007–1024. https://doi.org/10.1007/s10803-006-0142-x
Silva, T.C. (1998). Fonética e fonologia do português. Contexto.
Silva, M. K., Ferrante, C., Borsel, J. V. & Pereira, M. M. B. (2012). Aquisição fonológica do português brasileiro em crianças do Rio de Janeiro. Jornal da Sociedade Brasileira de Fonoaudiologia, 24(3), 248–54. https://doi.org/10.1590/S2179-64912012000300010
Shane, J. (2016). Increasing vocal behavior and establishing echoic stimulus control in children with autism. [Dissertation, Western Michigan University]. https://scholarworks.wmich.edu/dissertations/1400/
Shillingsburg, M. A., Frampton, S. E., Wymer, S. C., & Bartlett, B. (2018). A preliminary procedure for teaching children with autism to mand for social information. Behavior Analysis in Practice 11(1), 34–38. https://doi.org/10.1007/s40617-016-0163-7
Shriberg, L. D., Paul, R., Black, L. M., & van Santen, J. P. (2011). The hypothesis of apraxia of speech in children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 41(4), 405–426. https://doi.org/10.1007/s10803-010-1117-5
Skinner, B. F. (1957) Verbal Behavior. New York: Appleton-Century-Crofts.
Smith, J., Hand, L., & Dowrick, P. W. (2014). Video feedforward for rapid learning of a picture-based communication system. Journal of Autism and Developmental Disorders, 44(4), 926–936. https://doi.org/10.1007/s10803-013-1946-0
Square, P. A., Namasivayam, A. K., Bose, A., Goshulak, D., & Hayden, D. (2014). Multi-sensory treatment for children with developmental motor speech disorders: Multi-sensory treatment for motor speech disorders. International Journal of Language & Communication Disorders, 49(5), 527–542. https://doi.org/10.1111/1460-6984.12083
Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, Ş., & Savage, M. N. ([s.d.]). Children, Youth, and Young Adults with Autism. https://ncaep.fpg.unc.edu/sites/ncaep.fpg.unc.edu/files/imce/documents/EBP%20Report%202020.pdf
Swerdan, M. G., & Rosales, R. (2015). Comparison of prompting techniques to teach children with autism to ask questions in the context of a conversation. Focus on Autism and Other Developmental Disabilities, 32(2), 93–101. https://doi.org/10.1177/1088357615610111
Tarbox, J., Madrid, W., Aguilar, B., Jacobo, W. & Schiff, A. (2009). Use of chaining to increase complexity of echoics in children with autism. Journal of Applied Behavior Analysis, 42(4), 901–906. https://doi.org/10.1901/jaba.2009.42-901
Tierney, C., Mayes, S., Lohs, S. R., Black, A., Gisin, E., & Veglia, M. (2015). How valid is the checklist for autism spectrum disorder when a child has apraxia of speech? Journal of Developmental & Behavioral Pediatrics, 36(8), 569–574. https://doi.org/10.1097/DBP.0000000000000189
Wang, L., Shuting, L. & Chongying, W. (2023). Using pivotal response treatment to improve language functions of autistic children in special schools: A randomized controlled trial. Journal of Autism and Developmental Disorders, 1-13. https://doi.org/10.1007/s10803-023-05988-7
Wertalik, J. L., & Kubina, R. M. (2023). Comparison of two video prompting interventions to teach daily living skills to adolescents with autism. Behavioral Interventions, 38(1), 39–61. https://doi.org/10.1002/bin.1914
Wolf, M. (1978). Social validity: The case for subjective measurement or How apllied behavior analysis is finding its heart. Journal of Applied Behavior Analysis, 11(2), 203 – 214. https://doi.org/10.1901%2Fjaba.1978.11-203
Zanon, R. B., Backes, B. & Bosa, C. A. (2014). Identificação dos primeiros sintomas do autismo pelos pais. Psicologia: Teoria e Pesquisa 30(1), 25–33. https://doi.org/10.1590/S0102-37722014000100004
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Lady Anny Araújo do Espírito Santo; Romariz da Silva Barros
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
