Assessing the acquisition and generalization of two mand forms with adults with severe developmental disabilities

doi:10.1016/S0891-4222(03)00042-8

Research in Developmental Disabilities

Volume 24, Issue 4, July–August 2003, Pages 265-280

https://doi.org/10.1016/S0891-4222(03)00042-8 Get rights and content

Abstract

The purpose of this study was to determine whether manual sign or the Picture Exchange Communication System (P.E.C.S.) (Frost & Bondy, 1994) would be more effective in teaching mand skills to adults with mental retardation in the severe and profound range. Four participants were taught to mand for four reinforcing items using both communication modalities, in an alternating treatments design. Three of four participants demonstrated criterion performance across all four mands using P.E.C.S. first. Two of those three participants later demonstrated criterion performance for the mands using manual sign. The fourth participant was removed from the study during training due to illness, but her progress indicated greater acquisition with P.E.C.S. Generalization probes conducted at participants’ respective residences showed that three participants demonstrated generalization across settings using P.E.C.S., and two participants demonstrated generalization across settings using manual sign. Participants were also more likely to mand for reinforcing items not present using P.E.C.S. than using manual sign.

Section snippets

Participants

Brian was a 19-year-old male with an IQ of 22, according to the Stanford Binet Intelligence Scale, Form L-M. He was diagnosed with mental retardation in the severe range and expressive and receptive language disorder. He also demonstrated characteristics of autistic disorder. Brian was able to complete most self-help tasks independently. An evaluation report made from a speech/language annual review suggested that Brian would benefit from manual sign training. Brian could spontaneously label up

Brian

As shown in Fig. 1, Brian was not able to mand for any of the items using P.E.C.S. during baseline, either at the developmental training center or at his residence. Table 1 shows that Brian attained mastery criterion during Phase 1 of P.E.C.S. training in one 10-trial block for each of the four mands. In Phase 2, he attained mastery criterion for two mands in two blocks each, and for the other two mands in one block each. In Phase 3, he also attained mastery criterion for two mands in two

Discussion

The results of this study demonstrate that adults with mental retardation in the severe and profound range can successfully acquire mand skills following training with both P.E.C.S. and manual sign. Two of the four participants successfully completed both P.E.C.S. and manual sign training. For three of the four participants, fewer training blocks were required to acquire mands for four items using P.E.C.S. than using manual sign. The data for the fourth participant suggested that she would have

Acknowledgements

The authors extend their thanks to Specialized Training and Adult Rehabilitation (S.T.A.R.T.) in Murphysboro, IL, and to Tony Cuvo and Mark Dixon for comments on an earlier version. We also thank three anonymous reviewers for their helpful suggestions.

References (22)

A.A Anderson
Augmentative communication and autism: A comparison of sign language and the picture exchange communication system
Dissertation Abstracts International: Section B: The Sciences and Engineering
(2002)
S Benaroya et al.
Sign language and multisensory input training of children with communication and related developmental disorders: Phase II
Journal of Autism and Developmental Disorders
(1979)
Bondy, A. S., & Battaglini, K. (1992). A public school for students with autism and severe handicaps. In S. Christenson...
A.S Bondy et al.
Mands across the water: A report on the application of the picture exchange communication system in Peru
The Behavior Analyst
(1993)
A.S Bondy et al.
The picture exchange communication system
Focus on Autistic Behavior
(1994)
D.N Bryen et al.
Sign language and the severely handicapped
The Journal of Special Education
(1986)
D.N Bryen et al.
Sign language input to community residents with mental retardation
Education and Training in Mental Retardation
(1991)
E.G Carr et al.
Acquisition of sign language by autistic children. I: Expressive labeling
Journal of Applied Behavior Analysis
(1978)
E.G Carr et al.
Acquisition of sign language by autistic children. II: Spontaneity and generalization effects
Journal of Applied Behavior Analysis
(1983)
I.G DeLeon et al.
Evaluation of a multiple-stimulus presentation format for assessing reinforcer preferences
Journal of Applied Behavior Analysis
(1996)

G.D Faw et al.

Involving institutional staff in the development and maintenance of sign language skills with profoundly retarded persons

Journal of Applied Behavior Analysis

(1981)

Cited by (41)

Facilitating requesting skills using high-tech augmentative and alternative communication devices with individuals with autism spectrum disorders: A systematic review
2014, Research in Autism Spectrum Disorders
Citation Excerpt :
As the learner progress through the stages of the PECS, the pictures are used for more complex interactions such as constructing sentences, making comments and responding to questions. Generally, the evidence suggests that the PECS is an effective AAC system for individuals with ASD (Bondy & Frost, 1994; Chambers & Rehfeldt, 2003; May & Dymond, 2014; Lancioni et al., 2007; Magiati & Howlin, 2003; Schwartz, Garfinkle, & Bauer, 1998). Although the PECS is a widely used and effective system (e.g., Charlop-Christy, Carpenter, LeBlanc, & Kellet, 2002), it is, along with other picture exchange systems, rather time- and labour-intensive (De Leo, Gonzales, Battagiri, & Leroy, 2011), which represents a significant practical challenge for parents and practitioners (Hayes et al., 2010; Leroy & De Leo, 2008).
We conducted a systematic review to identify research studies that utilised high-tech devices (e.g., smartphone technology) to teach functional requesting skills to individuals under the age of 16 with a diagnosis of autism spectrum disorder (ASD). We identified 16 studies that included a total of 46 participants. Speech generating devices were the most frequently employed mode of communication, the most frequently requested items were preferred food or toys, and the maximum number of target-requesting skills taught was eight. Research has tended to utilise the multiple baseline design or a variant thereof (e.g., a multiple-probe design). Overall, the intervention results were largely positive, suggesting that high-tech devices can be successfully implemented as augmentative and alternative communication (AAC) devices for individuals with autism. Further research is needed to evaluate the claims made about high-tech AAC devices in facilitating requesting skills in children with ASD.
Evaluation of the iPad in the acquisition of requesting skills for children with autism spectrum disorder
2014, Research in Autism Spectrum Disorders
The iPad® with the Proloquo2Go™ application is designed to function as a speech-generating device (SGD). This study evaluates whether children with autism spectrum disorder (ASD) can acquire requesting skills using the iPad® with the Proloquo2Go™ application. Participants included three children with ASD between the ages of three and five. A multiple probe design across participants was used. Intervention phases were adapted and modified from the picture exchange communication system (PECS) (Bondy and Frost, 1994, Frost and Bondy, 2002). Results of this study support that children diagnosed with ASD can acquire skills needed to request preferred items using the iPad® with the Proloquo2Go™ application with training of a picture-based communication system. In addition, vocal requesting increased for the participants during the training phases in comparison to baseline probes.
Using an adapted form of the Picture Exchange Communication System to increase independent requesting in deafblind adults with learning disabilities
2014, Research in Developmental Disabilities
Citation Excerpt :
Approximately half of the studies they reviewed reported some level of generalisation of interventions employing PECS. Generalisation was shown to occur over settings such as fast-food restaurants (Stoner et al., 2006) and in the participants home (Chambers & Rehfeldt, 2003), across people (Bock, Stoner, Beck, Hanley, & Prochnow, 2005; Tincani, 2004) and across items (Charlop-Christy et al., 2002). Traditionally, a PECS program incorporates the use of visual pictures.
The current study assessed the effectiveness of an adapted form of the Picture Exchange Communication System (PECS) in increasing independent requesting in deafblind adults with learning disabilities. PECS cards were created to accommodate individual needs, including adaptations such as enlarging photographs and using swelled images which consisted of images created on raised line drawing paper. Training included up to Phase III of PECS and procedures ensuring generalizations across individuals and contexts were included. The effects of the intervention were evaluated using a multiple baseline design across participants. Results demonstrated an increase in independent requesting with each of the participants reaching mastery criterion. These results suggest that PECS, in combination with some minor adaptations, may be an effective communicative alternative for individuals who are deafblind and have learning impairments.
Comparing communication systems for individuals with developmental disabilities: A review of single-case research studies
2013, Research in Developmental Disabilities
Citation Excerpt :
In contrast, Sundberg and Partington (1998) suggested that use of manual signs might serve as a prompt that could facilitate vocal language. Studies in Schlosser and Sigafoos (2006) review included comparisons of speech generating devices (SGDs) to picture boards (e.g. Dyches, Davis, Lucido, & Young, 2002; Soto, 1993) picture exchange (PE) systems to sign (e.g. Anderson, 2001; Chambers & Rehfeldt, 2003), and sign, or simultaneous communication (sign plus vocal) to vocal-only instruction (e.g. Barrera, Lobato-Barrera, & Sulzer-Azaroff, 1980; Wells, 1981). While findings from several studies were rated as inconclusive (e.g. Barrera et al., 1980; Soto, 1993), some studies provided evidence suggesting that there was little or no differences between modalities (e.g. Dyches et al., 2002).
Studies that have compared different communication systems for individuals with developmental disabilities were systematically reviewed in an effort to provide information useful for clinical decision making and directions for future research. Specifically, 28 studies that compared (a) non-electronic picture systems to speech generating devices, (b) aided AAC (e.g. picture exchange systems and SGDs) to unaided AAC systems (manual sign), or (c) AAC to speech-language interventions were included in this review. Dependent variables forming the basis for comparison included: (a) effectiveness (e.g. acquisition of systems and/or rate of use), (b) efficiency or rate of skill acquisition (c) participants’ preference for systems, (d) occurrence of vocalizations and problem behavior, and (e) generalization across communication partners, settings, and time (i.e. maintenance). Results suggest that clear and consistent differences between communication systems are rare, precluding definitive statements regarding a universal best approach for all people with developmental disabilities. Instead, findings of this review support the consideration of an individual's existing skills, goals and preferences as part of the process of selecting an approach to communication.
Promoting adaptive behaviors by two girls with Rett syndrome through a microswitch-based program
2013, Research in Autism Spectrum Disorders
Citation Excerpt :
Thus, smile, laugh, excited body movements with or without vocalizations are considered as indices of happiness (Yu et al., 2002). The literature on indices of happiness in persons with severe to profound multiple disabilities is vast (Bat-Haee, 2001; Chambers & Rehfeldt, 2003; Lancioni, Singh, O’Reilly, La Martire, et al., 2006; Singh et al., 2004) and research studies on this topic vary extensively in terms of procedural conditions and methodological approaches, due to characteristics of participants and their daily contexts (Duker & Jutten, 1997; Gutowski, 1996; Helm, 2000). The present study is aimed to pursue three objectives: (a) to provide a new set-up for two girls with RS exposed to a microswitch-based program, specifically promoting object manipulation and ambulation fluency (Lancioni, Singh, O’Reilly, Sigafoos, Didden, Manfredi, et al., 2009; Sigafoos et al., 2009), (b) to reduce the stereotyped behaviors of the participants (Lancioni, Singh, O’Reilly, & Oliva, 2005), and (c) to monitor the effect of the program on their positive mood (indices of happiness) (Lancioni, Singh, O’Reilly, Oliva, & Basili, 2005).
We assessed a microswitch-based program to improve self-determination to access to preferred stimuli and to foster locomotor behavior by two girls with Rett syndrome and multiple disabilities. To enhance the first behavior (access to preferred stimuli) a wobble microswitch (sensitive touch sensor) was used while for the second behavior (step responses) optic sensors were applied. A second aim of the study was to monitor indices of happiness as consequence of the use of assistive technology. Finally, a third objective of the study was the reduction of hand washing and body rocking related stereotypies. The study was carried out according to a multiple probe design across behaviors for both participants, where the two behaviors were first learned independently, then combined together. Results showed an increasing of performance and of indices of happiness and a decreasing of stereotyped behaviors for both participants during intervention phases. Practical, psychological and clinical implications of the findings are discussed.
An evaluation of strategies for training staff to implement the picture exchange communication system
2011, Research in Autism Spectrum Disorders
The picture exchange communication system (PECS) is a functional communication system frequently used with individuals diagnosed with autism spectrum disorders who experience severe language delays (Frost & Bondy, 2002). Few empirical investigations have evaluated strategies for training direct care staff how to effectively implement PECS with clients. Using a multiple probe design, the current investigation evaluated staff training procedures for teaching three direct care staff to implement phases 1–3 of PECS for 3 adults with autism. Training with verbal instructions and an instructional video resulted in little improvement from pretest scores, underscoring the limited utility of workshops and instructional videos alone in teaching paraprofessional staff important clinical skills.

View all citing articles on Scopus

^☆: This study served as the first author’s master’s thesis, completed under the supervision of the second author.

¹: Mark Chambers is now affiliated with Behavioral Services of Tennessee.

View full text

Assessing the acquisition and generalization of two mand forms with adults with severe developmental disabilities☆

Abstract

Section snippets

Participants

Brian

Discussion

Acknowledgements

Augmentative communication and autism: A comparison of sign language and the picture exchange communication system

Dissertation Abstracts International: Section B: The Sciences and Engineering

Sign language and multisensory input training of children with communication and related developmental disorders: Phase II

Journal of Autism and Developmental Disorders

Mands across the water: A report on the application of the picture exchange communication system in Peru

The Behavior Analyst

The picture exchange communication system

Focus on Autistic Behavior

Sign language and the severely handicapped

The Journal of Special Education

Sign language input to community residents with mental retardation

Education and Training in Mental Retardation

Acquisition of sign language by autistic children. I: Expressive labeling

Journal of Applied Behavior Analysis

Acquisition of sign language by autistic children. II: Spontaneity and generalization effects

Journal of Applied Behavior Analysis

Evaluation of a multiple-stimulus presentation format for assessing reinforcer preferences

Journal of Applied Behavior Analysis

Involving institutional staff in the development and maintenance of sign language skills with profoundly retarded persons

Journal of Applied Behavior Analysis