Using Precision Teaching to Evaluate the Effects of Tact Training on Intraverbals Relations.

Interventions involving precision teaching (PT) and fluency-based instruction may promote the acquisition of intraverbal repertoires. We examined the effects of tact fluency training on the emergence of untrained intraverbal component-composite relations for three participants with autism and mild to moderate intellectual disability. We used a multiple-probes across participants design across the three participants, with additional replication across thematic clusters for one participant. The results suggest a relation between tact fluency training and the emergence of untrained intraverbal responses may exist. All participants learned to name items in a category without a nonverbal discriminative stimulus.

Effects of textual prompting and constant time delay on social communication skills of young adults with Prader Willi syndrome during online socialisation activities.

BACKGROUND: Social communication skills are critical for full participation in social activities in primary life contexts for adolescents and young adults with neurodevelopmental disorders. METHOD: Two young adults with Prader Willi syndrome participated in an online socialisation programme with elderly and adolescent conversational partners. We used a multiple baseline across conversational partners design for each participant to investigate the effects of textual prompts and constant time delay on the number of initiations and follow-up questions. We evaluated the social validity. RESULTS: Both participants improved their social communication skills during online socialisation with partners. Participants with Prader Willi syndrome enjoyed participating in this study. Elderly conversational partners reported a slight decrease in loneliness following online socialisation. CONCLUSION: The use of textual prompts and constant time delay may be helpful to promote opportunities for interaction among segments of the population potentially at risk of social isolation during online socialisation.

Video Self-Modeling for a Student with Dravet Syndrome: An Intervention Involving Parents during COVID-19 Pandemic in Italy.

Video self-modeling instruction offers advantages compared to in-vivo instruction but has not been used with individuals with Dravet syndrome. Therefore, the purpose of this study was to investigate the effects of video self-modeling (VSM) on three different behaviors of a 12-year-old boy with Dravet syndrome. We taught the participant's mother to use video-modeling instruction via role-playing and feedback and evaluated effects of VSM using a multiple-baseline design across behaviors: ordering numbers in descending sequence, positioning features on a face, and reading words. The VSM increased performance accuracy for all three skills, suggesting that VSM interventions via telehealth may provide an effective and sustainable option for skill development. Supplementary Information: The online version contains supplementary material available at 10.1007/s43494-021-00063-1.

The Effects of the Big 6 + 6 Skills Training on Daily Living Skills for an Adolescent With Intellectual Disability.

The current study evaluated the effects of training Big 6 + 6 motor skills on untrained daily living skills. Precision teaching suggests that improved speed of component behaviors can lead to better performance of composite skills. Researchers used a pre-post probe single-subject design to evaluate the effects of frequency building on the motor tasks of push and grasp, as well as the associated effects on the composite skills prior to and following intervention on the component skills. Results suggest that the participant increased his frequencies on all of the component skills. The speed and accuracy of composite skills were higher following the intervention. Researchers also assessed for generalization to other significant contexts.