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The role of joint control in teaching listener responding to children with autism and other developmental disabilities. Research in Autism Spectrum Disorders, 7, 997–1011. Kobari-Wright, V.V., (2011). The effects of listener training on naming and categorization by children with autism, unpublished Master's Thesis.
The revised assessment of basic language and learning skills (ABLLS-R) is an assessment tool, curriculum guide, and skills-tracking system used to help guide the instruction of language and critical learner skills for children with autism or other developmental disabilities.
Accessing the Curriculum for Pupils with Autistic Spectrum Disorders: Using the TEACCH Programme to Help Inclusion. Taylor & Francis; 20 June 2003. ISBN 978-1-85346-795-0. Gary B. Mesibov; Victoria Shea; Eric Schopler. The TEACCH Approach to Autism Spectrum Disorders. Springer; 7 December 2004. ISBN 978-0-306-48646-3.
The training protocol is based on the principles of applied behavior analysis. [3] The goal of PECS is spontaneous and functional communication. [3] The PECS teaching protocol is based on B. F. Skinner's book, Verbal Behavior, such that functional verbal operants are systematically taught using prompting and reinforcement strategies that will lead to independent communication.
Extensive research has shown that morphology-based instruction, such as SWI, can significantly improve literacy skills. A systematic review of the literature, The Effects of Morphological Instruction on Literacy Skills (2010), found that teaching morphology helps students connect spelling, meaning, and pronunciation in ways that enhance reading and writing. [4]
Facilitated communication is a scientifically discredited technique [191] that attempts to aid communication by people with autism or other communication disabilities who are non-verbal. The facilitator guides the disabled person's arm or hand and attempts to help them type on a keyboard or other device. [192]
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Discrete trial training is rooted in the hypothesis of Charles Ferster that autism was caused in part by a person's inability to react appropriately to "social reinforcers", such as praise or criticism. Lovaas's early work concentrated on showing that it was possible to strengthen autistic people's responses to these social reinforcers, but he ...