link

Reference

Cihak, D. F. (2011). Comparing

Pictorial and Video Modeling
Activity Schedules during
Transitions for Students with
Autism Spectrum
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441.

Conroy, M. A., Asmus, J. M.,

Sellers, J. A., & Ladwig, C. N.
(2005). The Use of an
Antecedent-Based Intervention
to Decrease Stereotypic
Behavior in a General
Education Classroom: A Case
Study.Focus On Autism & Other
Developmental
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Disabilities,20(4), 223-230.

Ganz, J. B., & Flores, M. M.

(2010). Implementing Visual
Cues for Young Children with
Autism Spectrum Disorders and
Their Classmates.Young
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Children,65(3), 78-83.

Ganz, J. B., Heath, A. K., Lund,

E. M., Camargo, S. H., Rispoli,
M. J., Boles, M., & Plaisance, L.
(2012). Effects of Peer-Mediated
Implementation of Visual
Scripts in Middle
School.Behavior
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Modification,36(3), 378-398.

Ganz, J. B., Kaylor, M.,

Bourgeois, B., & Hadden, K.
(2008). The Impact of Social
Scripts and Visual Cues on
Verbal Communication in Three
Children with Autism Spectrum
Disorders.Focus On Autism And
Other Developmental
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Disabilities,23(2), 79-94.

Schneider, N., & Goldstein, H.

(2010). Using Social Stories and
Visual Schedules to Improve
Socially Appropriate Behaviors
in Children with Autism.Journal
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Interventions,12(3), 149-160.

Participants (number, age,

gender)

Setting

Outcome Variable(s)

4 Students that fall under the severe

range of Autism- 13 yr. old boy, 11 yr.
The outcome variable is
old girl, 12 yr. old boy, 13 yr. old boy) 2 middle schools off-task behavior.

Matt- 6 yr. old boy with highfunctioning autism

Public
Elementary
school in a
kindergarten
general
education
classroom in a
rural
community.

The outcome variable

is stereotopy.

3 preschool aged children with

Play group
Autism. Pete is a 4-year old boy,
session in an
Jorge is a 5-year old boy, and Jackie is inclusive early
a 5-year old girl. Jorge and Jackie are childhood
both high-functioning
setting.

This study used one fifteen year old

female student as the participant.
The student fell under the following
criteria: indipendent diagnosis of
ASD, speech delay, enrollment in
public middle school, and 30 minutes
of daily interaction with typically
developing peers. This study used
two typically developing peers to
implement the intervention.

The outcome variable

is inappropriate social
interactions/noncumminacating with
peers in social
settings.

This took
place in a quiet
cooking lab
The outcome variable
classroom of a is functional and
public middle communicative
school.
behavior.

3 children diagnosed with PDD-NOS

12 yr. old boy with speech delay,
a private school
average cognivite skills, and ability to for students with
perfom self-help skills like toileting, 7 ASD and
yr. old boy who is high functioning,
cognitive
average cognitive skills, 8 yr. old girl) impairments

This study used three kindergarten to

fifth grade students. All of the
participants are males. One is 10
years old, one is 6 years old, and one
is 5 years old. All participants were
diagnosed with autism,
demonstrated off-task behaviors, had
impaired communication, and did not
receive services or interventions for
targeted off-task behavior. The
intervention was put in place for
12(10 year old), 33(6 year old), and
15 (5 year old)sessions.

The outcome variable

is unrelated
responces/comments
during play time and
ecolalic behaviors.

The outcome variable is

off-task behavior.
Definition for 10 year old:
wandering around room,
working at computer after
All of the
bell, looking at other
students started students' computer
the study in a
screens, touching or
self-contained
leaning to look at a
classroom. Two computer while standing
of the students(6 in line. Definition for 5&6
year old and 5
year olds: speaking
year old) were
without raising hand, not
moved to
waiting to be called on,
mainstream
rolling/lying on ground,
classrooms
leaving situations, looking
halfway through away from teacher, not
the study.
following directions.

Intervention/Procedure

The intervention used visual schedules to increase student on-task

behavior during transitions. When implementing the intervention,
teachers used a scripted lesson plan that described each step to
be performed in teaching the use of a visual schedule. When the
student transitioned improperly, the teacher used least-to-most
prompting. Once the students knew how to use schedules, the
teacher verbally cued them to "check your schedule". Students
then performed the task independently or with assistance.
The case study consisted of five phases: (a) descriptive
assessment, (b) functional analysis, (c) baseline, (d) treatment,
and (e) replication. During the Descriptive assessment phases,
aFunctional Assessment Interviewwas conducted with Matt's
general education classroom teacher. Next, theMotivational
Assessment Scalewas completed with the teacher to obtain
information about the potential function of Matt's stereotypic
behavior. Finally, an assistant conducted five hours of direct
observation in the general education classroom. In the Functional
Analysis phase, a functional analysis was conducted to analyze the
function of Matt's behavior experimentally. In the Baseline Phase,
an antecedent-based treatment was designed to decrease the
occurrence of stereotypy for Matt. During the baseline phase, a
blank, white visual cue card was placed on the top corner of Matt's
desk during math. Data were collected on the rate of stereotypic
behavior. During the Treatment Phase, Matt was taught that during
a specific time of the day, it was not acceptable for him to engage
in stereotypic behavior. To teach this, the research assistant
developed visual cue cards to indicate the appropriate times.
During the Replication Phase, the cue cards were used during
different subjects and activities.

The first thing the teacher needs to do is form the play group. It is
best to keep an inclusive play group small, no more than 4
children. The next step is selecting the children for the play group.
Often includes only one child with ASD. The Autistic child should
have at least some understandable speech and some play skills.
Children who are somewhat outgoing and who frequently offer to
help are preferable when picking the group. After you pick the
group you need to choose a play theme. The play activity should
be familiar to the child and use the theme for consecutive play
sessions so each child can take on all the various roles. Next is the
visual cues, the first one is peer instruction cards. These visual cue
cards give the typical developing child or children in the group
recommendations for getting the attention of and communicating
with their classmate with ASD. The cards use drawing and short
phrases to give the children suggestions. The teacher should
introduce peer instruction cards before each inclusive play group
session, give examples of how to use the suggestion, have the
children practice it and role play it until they learn it. Then the
teacher places the peer instruction cards in the play area as a
reminder. Scripts are used for the child with ASD. The teacher first
determines which skill the child needs to work on. Then the
teacher develops scripts based on her observations of the phrases
typically developing children use during a given play theme and
the language and cognitive abilities of the child with ASD. The
teacher teaches the child with ASD the script phrases, the teacher
implements one phrase at a time before the child does not need
prompting
to increase functional communicative skills of a student
who is on the ASD scale. The use of one trained peer and
one untrained peer was used. Data was collected on four
communicative responses: question, praise, comments, and
requests. Each intervention session was 3 minutes in
length. Each phase used visual scripts that were faded as
the next phase was given. Each phase was 2 weeks long.
The students worked on a craft activity during intervention
sessions, where the student was prompted to use the
scripted phrase by pointing to the phrase and verbally
modeling it. The scripts were then prompted naturally in
the final phase. During the final phase, words and pictures
were faded/removed.

Each participant was paired w/ a child with cognitive impairments

who did not have ASD. During activity, the participant and partner
would sit in close proximity with each other and the materials.
Used a mulitple baseline design w/ embedded withdrawal across 3
5min activities for each participant. Baseline data collected on all 3
activities per participant. Intervention implemented in the 2nd
session at each activity. Activities were presented in a
discontinuous, rotating approach to prevent boredom. After
intervention, each activity returned to baseline conditions for 2
sessions of data collection. Before data collection, participants
were taught thier script to mastery (ability to read the entire script
w/o errors or prompts). Participants were given 3 sets of 10
phrases with line drawings on them. During intervention, scripted
phrases were given one at a time to participant, who then read it
to their partner. 2 independent observers collected data
simultaneously.

The intervention used to change the students off-task behavior to

on-task behavior was implementation of Social Stories. These
Social Stories included information about the targeted behavior,
where the routine occurred, and what the teacher thinks/feels. The
student was read the Social Story immediately before the routine
that was targeted. The child was asked questions about the
routine. The child was not provided any reinforcement during the
Social Story reading. Data was collected for specific targeted
routines when off-task behavior was most likely to occur. The ten
year old student was given a visual schedule with pictures from the
Social Story which replaced reading of the Social Story.

Results

Implication for Teachers

The results supported

previous research that
static-picture activity
schedules improve
independent transitions for
students with autism. With
the use of visual schedules,
each student increased in
number of independent
transitons.

Visual schedules are useful

antecedent manipulations
to improve transitioning.
The incorporation of varied
types of schedules may be
useful and needed to help a
heterogeneous population
of students succeed. The
static pictures may be less
resource and time intensive
than other supports.

The purpose of this case

study was to examine the
effectiveness of visual cue
cards, an antecedent-based
intervention, on the rate of
stereotypy and engagement Although the current case
and the percentage of time study has several limitation,
engaging in stereotypy on a the results are important
kindergarten child with ASD. and promising, because
As the data indicate,
they provide teachers
stereotypy decreased during serving children with ASD
the intervention; however, who engage in stereotypy a
there was relatively little
practical strategy for
difference in engagement
reducing the occurrence of
between the two
these behaviors in the
conditions.
general education setting.

All three students more

frequently made comments
related to their play and
shared more often. Pete
needed teacher prompting
for several weeks but the
other students quickly
learned how to get Pete's
attention and continued to
do so throughout the play
group sessions. Jackie
learned new, unscripted
phrases from her peers.

Helps teacher give children

with ASD opportunities to
learn new communication
and social skills. Patience
and flexibility are key when
implementing these visual
strategies. Urge teachers to
consider changes to play
group participants, themes,
and format of the visual and
instructions if a strategy is
not successful.

The use of peermediated script

intervention increases
functional and
communicative
behaviors of students
with ASD. This is only
statistically significant
for three communicative
behaviors: questions,
praise, and requests.

PMI can be implemented

effectively in middle
schools, with the use of
trained school-age
peers. This can reduce
staff burden of the
intervention and
provides students with
natrualistic interaction.

Proved that adding vidusal

cue cards can decrease
repetitious speech that
interfered with participants'
abilities to communicate
effectivel. All students
scripted statements
increased with this
intervention. Showed visual
cues can increase
communicative speech &
decrease perseverative
speech

visuals are less invasive and

less socially stigmatizing
than verbal
prompts/reminders. Less
distracting for other
students in the same
classroom. Have value
because they are easily and
quickly implemented with
minimum of materials

The Social Story increased

the on-task behavior 21%
for the ten year old, 20% for
the six year old, and 13%
for the five year old. The
study showed that
classroom on-task behavior
can be improved using
Social Stories.

Social Stories are helpful for

increasing on-task behavior
for students with Autism.
Given routine and auditory
teaching, students respond
more appropriately and
manage their behavior. This
could be useful in
facilitating selfmanagement for students.