Evidence-Based Practices In Functional Communication Therapy

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Evidence-Based Practices Evidence Functional Communication Training (FCT) Luo, L., Gage, N. A., & Prykanowski, D. A. (2019). Systematic Review of Functional Communication Training in Early Care and Education Settings. Education and Training in Autism and Developmental Disabilities, 54(4). Walker, V. L., Lyon, K. J., Loman, S. L., & Sennott, S. (2018). A systematic review of Functional Communication Training (FCT) interventions involving augmentative and alternative communication in school settings. Augmentative and Alternative Communication, 34(2). Imitation and Modeling Zaghlawan, H. Y., & Ostrosky, M. M. (2016). A parent-implemented intervention to improve imitation skills by children with autism: A pilot study. Early Childhood Education Journal, 44(6). Social Narratives Coogle, C. G., Ahmed, S., Aljaffal, M. A., Alsheef, M. Y., & Hamdi, H. A. (2018). Social narrative strategies to support children with autism spectrum disorder. Early Childhood Education Journal, 46(4). Leaf, J. B., Ferguson, J. L., Cihon, J. H., Milne, C. M., Leaf, R., & McEachin, J. (2019). A Critical Review of Social Narratives. Journal of Developmental and Physical Disabilities, 1-16. Thomas, J., & Nix, S. (2017). Use of Social Narratives as an Evidence-Based Practice to Support Employment of Young Adults with Autism Spectrum Disorders: A Practitioner’s Guide. Journal of the American Academy of Special Education Professionals, 163, 169. Zimmerman, K. N., & Ledford, J. R. (2017). Beyond ASD: Evidence for the effectiveness of social narratives. Journal of Early Intervention, 39(3). Peer Mediated Instruction and Intervention (PMII) Cook, L. H., Simpson-Steele, J., & Cook, B. G. (2017). Using evidence-based practice in teaching students with and at risk for developing disabilities. In Handbook of arts education and special education (pp. 84-102). Routledge. Mahoney, M. W. (2019). Peer-mediated instruction and activity schedules: Tools for providing academic support for students with ASD. TEACHING Exceptional Children, 51(5). Sam, A. (2016). Peer-Mediated Instruction and Intervention (PMII). EBP Brief Packet. National Professional Development Center on Autism Spectrum Disorders. Picture Exchange Communication System (PECS) Cagliani, R., Ayres, R., Whiteside, K., & Ringdahl, M. (2017). Picture exchange communication system and delay to reinforcement. Journal of Developmental and Physical Disabilities, 29, 925–939. Pierson, L. M., & Ganz, J. B. (2019). Does use of the Picture Exchange Communication System (PECS) and Focused Playtime Intervention (FPI) improve the communication of children with autism spectrum disorder who are minimally verbal? Evidence-Based Communication Assessment and Intervention, 13(4). Video Modeling (VM) Cardon, T., Wangsgard, N., & Dobson, N. (2019). Video Modeling Using Classroom Peers as Models to Increase Social Communication Skills in Children with ASD in an Integrated Preschool. Education and Treatment of Children, 42(4). Wynkoop, K. S., Cardon, T. A., Kruis, N. E., & Hawkins, P. M. (2019). Teacher and Video Modeling: A Survey of Use and Perspectives. Journal of Special Education Technology, 34(2). Wright, J. C., Knight, V. F., & Barton, E. E. (2020). A review of video modeling to teach STEM to students with autism and intellectual disability. Research in Autism Spectrum Disorders, 70, 101476. Voice Output Communication Aids (VOCA) Furukawa, M., Itakura, M., & Fujisawa, Y. (2019). Prototype of Simplified VOCA Device for Special Support Education. In Proceedings of the 7th ACIS International Conference on Applied Computing and Information Technology (p. 11). ACM. Schaefer-Whitby, P., Lorah, E., Love, J., & Lawless, H. (2017). Enhancing communication and language development. Autism spectrum disorders: Identification, education and treatment, 1. Naturalistic Language Strategies Akemoglu, Y., Meadan, H., & Towson, J. (2020). Embedding Naturalistic Communication Teaching Strategies During Shared Interactive Book Reading for Preschoolers with Developmental Delays: A Guide for Caregivers. Early Childhood Education Journal, 1-8. Discrete Trial Teaching (DTT) Cariveau, T., Montilla, A. L. C., Ball, S., & Gonzalez, E. (2019). A Preliminary Analysis of Equivalence-Based Instruction to Train Instructors to Implement Discrete Trial Teaching. Journal of Behavioral Education, 1-19. Lerman, D. C., Valentino, A. L., & LeBlanc, L. A. (2016). Discrete trial training. In Early intervention for young children with autism spectrum disorder (pp. 47-83). Springer, Cham. Mason, R. A., Schnitz, A. G., Wills, H. P., Rosenbloom, R., Kamps, D. M., & Bast, D. (2017). Impact of a teacher-as-coach model: Improving paraprofessionals’ fidelity of implementation of discrete trial training for students with moderate-to-severe developmental disabilities. Journal of Autism and Developmental Disorders, 47(6). Pivotal Response Training (PRT) Brock, M. E., Dueker, S. A., & Barczak, M. A. (2018). Brief report: Improving social outcomes for students with autism at recess through peer-mediated pivotal response training. Journal of Autism and Developmental Disorders, 48(6). Ona, H. N., Larsen, K., Nordheim, L. V., & Brurberg, K. G. (2019). Effects of Pivotal Response Treatment (PRT) for Children with Autism Spectrum Disorders (ASD): a Systematic Review. Review Journal of Autism and Developmental Disorders, 1-13. Stahmer, A. C., Suhrheinrich, J., & Rieth, S. (2016). A Pilot Examination of the Adapted Protocol for Classroom Pivotal Response Teaching. Journal of the American Academy of Special Education Professionals, 119, 139.