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Teaching Sentence Writing to Student...

Pinczynski, Monique,

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Teaching Sentence Writing to Students With Autism and Complex Communication Needs Using Matrix Training, Response Prompting, Sentence Frames, and Speech-Generating Devices /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teaching Sentence Writing to Students With Autism and Complex Communication Needs Using Matrix Training, Response Prompting, Sentence Frames, and Speech-Generating Devices // Monique Pinczynski.
Author:	Pinczynski, Monique,
Description:	1 electronic resource (214 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-01, Section: A.
Contained By:	Dissertations Abstracts International86-01A.
Subject:	Special education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31482818
ISBN:	9798383561850

Teaching Sentence Writing to Students With Autism and Complex Communication Needs Using Matrix Training, Response Prompting, Sentence Frames, and Speech-Generating Devices /
Pinczynski, Monique,

Teaching Sentence Writing to Students With Autism and Complex Communication Needs Using Matrix Training, Response Prompting, Sentence Frames, and Speech-Generating Devices /Monique Pinczynski. - 1 electronic resource (214 pages)

Source: Dissertations Abstracts International, Volume: 86-01, Section: A.

Approximately 30% of individuals with autism have complex communication needs (CCN). These individuals are unable to use vocal speech as their primary form of language and typically require support across several areas of communication such as comprehension, pragmatics, phonology, semantics, and syntax (Ganz et al., 2022; Reichle, 2019). Researchers have found that communication skills can greatly impact academic, behavioral, social, and postsecondary outcomes (Carter et al., 2012; Chiang, 2008; Matson et al., 2013; Park et al., 2012; Pillay & Bronlow, 2017). Fortunately, augmentative and alternative communication (AAC) has been effectively used to increase communication for individuals with intellectual and developmental disabilities (IDD; Crowe et al., 2022). Most often, individuals with autism are only taught to request using single words or short phrases using AAC devices (Ganz et al., 2017; Muharib et al., 2018; Tincani et al., 2020). Another way to expand communication through AAC is to teach sentence structure. Researchers have used an intervention package consisting of response prompting, sentence frames, and technology like AAC to teach students with autism and CCN to construct sentences (Pennington et al., 2021; Pennington, Flick, et al. 2018; Pennington, Foreman, et al. 2018; Pennington & Rockhold, 2018). Additionally, matrix training has been used as a generative framework to increase language for individuals with autism who use vocal speech (Frampton et al., 2016, 2019; Jimenez-Gomez et al., 2019; Kohler & Malott, 2014) and AAC (Marya et al., 2021; Naoi et al., 2006; Nigam et al., 2006; Tönsing et al., 2014). This researchers examined the effects of matrix training, response prompting, and sentence frames on sentence writing of four students, ages 10-18 years, with ASD and CCN in a specialized private school located in the southeastern United States. Three teachers, ages 23-46 years, served as the interventionists in the study. A series of A-B designs with modifications were used to examine the effects of the intervention package on the percentage of trained and untrained correct sentences, percentage of subject-verb combinations, and the percentage of correct word selections. Teachers presented photos of subject-verb combinations for students to write about using pre-programmed arrays with words and symbol supports on speech-generating devices. Overall, results indicated that across all interventions, there were no effects on the percentage of trained and untrained correct sentences and subject-verb combinations for all participants. Two students, however, increased their percentage of correct word selections. Overall, teachers found the intervention acceptable and beneficial for students in the classroom. Furthermore, three of four students preferred this writing intervention over their typical writing instruction in the classroom. Implications of this study provide several considerations for practitioners to use matrix training to teach subject-verb combinations and/or sentence writing with students who have autism and CCN.

English

ISBN: 9798383561850Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

Sentence writing

Teaching Sentence Writing to Students With Autism and Complex Communication Needs Using Matrix Training, Response Prompting, Sentence Frames, and Speech-Generating Devices /
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500 $a Advisors: Wood, Charles Committee members: Walker, Virginia; Lo, Ya-yu; Washburn, Erin.
502 $b Ph.D. $c The University of North Carolina at Charlotte $d 2024.
520 $a Approximately 30% of individuals with autism have complex communication needs (CCN). These individuals are unable to use vocal speech as their primary form of language and typically require support across several areas of communication such as comprehension, pragmatics, phonology, semantics, and syntax (Ganz et al., 2022; Reichle, 2019). Researchers have found that communication skills can greatly impact academic, behavioral, social, and postsecondary outcomes (Carter et al., 2012; Chiang, 2008; Matson et al., 2013; Park et al., 2012; Pillay & Bronlow, 2017). Fortunately, augmentative and alternative communication (AAC) has been effectively used to increase communication for individuals with intellectual and developmental disabilities (IDD; Crowe et al., 2022). Most often, individuals with autism are only taught to request using single words or short phrases using AAC devices (Ganz et al., 2017; Muharib et al., 2018; Tincani et al., 2020). Another way to expand communication through AAC is to teach sentence structure. Researchers have used an intervention package consisting of response prompting, sentence frames, and technology like AAC to teach students with autism and CCN to construct sentences (Pennington et al., 2021; Pennington, Flick, et al. 2018; Pennington, Foreman, et al. 2018; Pennington & Rockhold, 2018). Additionally, matrix training has been used as a generative framework to increase language for individuals with autism who use vocal speech (Frampton et al., 2016, 2019; Jimenez-Gomez et al., 2019; Kohler & Malott, 2014) and AAC (Marya et al., 2021; Naoi et al., 2006; Nigam et al., 2006; Tönsing et al., 2014). This researchers examined the effects of matrix training, response prompting, and sentence frames on sentence writing of four students, ages 10-18 years, with ASD and CCN in a specialized private school located in the southeastern United States. Three teachers, ages 23-46 years, served as the interventionists in the study. A series of A-B designs with modifications were used to examine the effects of the intervention package on the percentage of trained and untrained correct sentences, percentage of subject-verb combinations, and the percentage of correct word selections. Teachers presented photos of subject-verb combinations for students to write about using pre-programmed arrays with words and symbol supports on speech-generating devices. Overall, results indicated that across all interventions, there were no effects on the percentage of trained and untrained correct sentences and subject-verb combinations for all participants. Two students, however, increased their percentage of correct word selections. Overall, teachers found the intervention acceptable and beneficial for students in the classroom. Furthermore, three of four students preferred this writing intervention over their typical writing instruction in the classroom. Implications of this study provide several considerations for practitioners to use matrix training to teach subject-verb combinations and/or sentence writing with students who have autism and CCN.
546 $a English
590 $a School code: 0694
650 4 $a Special education. $3 516693
650 4 $a Educational technology. $3 517670
650 4 $a Educational psychology. $3 517650
650 4 $a Disability studies. $3 543687
653 $a Sentence writing
653 $a Students with autism
653 $a Complex communication needs
653 $a Matrix training
653 $a Response prompting
653 $a Speech-generating devices
690 $a 0529
690 $a 0201
690 $a 0525
690 $a 0710
710 2 $a The University of North Carolina at Charlotte. $b Special Education. $e degree granting institution. $3 3822566
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791 $a Ph.D.
792 $a 2024
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31482818