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Effects of a Least-to-Most Prompting Procedure on Multisymbol Message Production in Children With Autism Spectrum Disorder Who Use Augmentative and Alternative Communication

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TitleEffects of a Least-to-Most Prompting Procedure on Multisymbol Message Production in Children With Autism Spectrum Disorder Who Use Augmentative and Alternative Communication
Publication TypeJournal Article
AbstractPurpose In this study, we investigated the efficacy of a least-to-most (LTM) prompting procedure (Ault & Griffen, 2013; MacDuff, Krantz, & McClannahan, 2001; Neitzel & Wolery, 2009) for increasing use of multisymbol messages in school-age children with autism spectrum disorder (ASD) who use augmentative and alternative communication (AAC) during a storybook reading activity. Method In the study, we used a single-subject, multiple-probe research design across participants (Kazdin, 1982) with 6 children (ages 8–12) with ASD and who used AAC systems for communication. There were 4 phases in this investigation: (a) baseline, (b) intervention, (c) generalization, and (d) maintenance. Results All participants exhibited a positive increase in multisymbol message production almost immediately upon introduction of the LTM prompting procedure. Conclusions The results of the investigation contribute important information on the efficacy of the LTM prompting procedure for teaching use of multisymbol messages to school-age children with ASD who use AAC.
AuthorsFinke, E., Davis J. M., Benedict M., Goga L., Kelly J., Palumbo L., Peart T., and Waters S.
Year of Publication2017
PublicationAmerican Journal of Speech-Language Pathology
Volume26
Issue1
Pages81-98
ISSN1058-0360 (print) 1558-9110 (online)
Publisher DOIhttp://ajslp.pubs.asha.org/article.aspx?articleid=2597618
Keywords (MeSH)autism spectrum disorder, child, communication, communication aids for disabled, reading
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