Independent Variable (Intervention) Describe and list of

Author/Citation
intervention "actions"

Ingersoll, B., & Dvortcsak, a. Strategies for Working with the Child Modeling and
(2006). Including Parent expanding language and play:
Training in the Early Childhood (a) using indirect language stimulation, including self-talk, paralleltalk,
Special Education Curriculum and conversational recasts; (b) modeling appropriate play skills;
for Children With Autism (c) treating actions as purposeful Prompting and
Spectrum Disorders. Journal of reinforcement:
Positive Behavior Interventions, (a) using a variety of natural environment prompts including models,
8(2), 79–87. choices, mand-model (questions), CLOZE procedure, and time
https://doi.org/10.1177/10983 delay; (b) using natural reinforcers
007060080020601

Independent Variable (Intervention) Describe and list of

Author/Citation
intervention "actions"
 Ingersoll, B., Lewis, E., & Model gesture and accompany with verbalization of the gesture. If the
Kroman, E. (2007). Teaching the child responds within ten second he is praised and given access to the
imitation and related material. If he does not respond within three attempts the
spontaneoIngersoll, B., Lewis, therapist physically modeled the gesture with the child and then
E., & Kroman, E. (2007). provided praise and access to material.
Teaching the imitation and
spontaneous use of descriptive
gestures in young children with
autism using a naturalistic
behavioral intervention. Journal
of Autism and Develop. Journal
of Autism and Developmental
Disorders, 37(8), 1446–1456.
https://doi.org/10.1007/s10803
-006-0221-z

Independent Variable (Intervention) Describe and list of

Author/Citation
intervention "actions"
 Ingersoll, B., & Schreibman, L. Contingent Imitation, linguistic mapping, then imitation of the
(2006). Teaching reciprocal therapists behaviors. If the child imitated the therapists behaviors the
imitation skills to young therapist immediately reinforced the response. If the child did not
children with autism using a imitate the therapist behavior the therapist responded with hand over
naturalistic behavioral hand modeling and reward.
approach: Effects on language,
pretend play, and joint
attention. Journal of Autism
and Developmental Disorders,
36(4), 487–505.
https://doi.org/10.1007/s10803
-006-0089-y

Independent Variable (Intervention) Describe and list of

Author/Citation
intervention "actions"
 Kurt, O. (2011). A Comparison
of Discrete Trial Teaching with
and without Gestures / Signs in
Teaching Receptive Language
Skills to Children with Autism.
Educational Science: Theory &
Practice, 11(3), 1436–1445.
Author/Citation
Discreet trial teaching with visual supports were used to increase the
generalization skills of two young boys with Autism. In the first stage
the instructor presented the word or phrase along with visual support
and a physical prompt without allowing for a response from the child.
As the instructor gained confidence that the child would exhibit the
correct response the physical prompts were faded at the instructors
discretion. Error correction on the part of the child was done through
physical modeling of the correct response. Verbal instructions and
tasks were paired with appropriate signs and gestures. Each child was
given 20 opportunities per session and each opportunity was
performed until the child had reached 100% mastery.
Independent Variable (Intervention) Describe and list of
intervention "actions"
 Wright, C. A., Kaiser, A. P., Intervention occurred two times per week with sessions lasting 20-30
Reikowsky, D. I., & Roberts, M. minutes depending on Child's interest and engagement. Instructors
Y. (2013). Effects of a used EMT JASPER strategies to teach 32 sign/word pairings to children.
Naturalistic Sign Intervention The sign/word pairs were divided between 16 objects used during
on Expressive Language of play (boats, cars, etc.) 13 action words (Open, wash, in, out), and 3
Toddlers With Down Syndrome. request words (all done, want, mine). The pairings were then
Journal of Speech Language implemented using the EMT and JASPR sequences listed to the left.
and Hearing Research, 56(3),
994.
https://doi.org/10.1044/1092-
4388(2012/12-006

Independent Variable (Intervention) Describe and list of

Author/Citation
intervention "actions"
Krstovska-Guerrero, I., & Jones, This study seeks to increase eye gaze when attempting to gain joint
E. A. (2016). Social- attention (JA) request response (RR) skills in children recently
Communication Intervention diagnosed with ASD.
for Toddlers with Autism RR schedule instructor lifts item child has shown interest in to eye
Spectrum Disorder: Eye Gaze in level and immediately prompts child to look at her. As soon as the
the Context of Requesting and child's gaze reached eye level with the instructor the toy was given to
Joint Attention. Journal of the child, and a verbal expression (Here's the toy). When the child
Developmental and Physical was able to reach 80% success across two consecutive sessions the
Disabilities, 28(2), 289–316. time for prompt schedule and time delay of expression were increased
https://doi.org/10.1007/s10882 by 2s. If the child failed during the second stage treatment returned
-015-9466-9 to 0s prompt and delay. In the joint
attention session the instructor activated a toy by remote control. She
would then take a toy next to the remote control toy and move it up to
her eye level Whenever the child looked at the instructor she would
reafirm that she had seen the toy move/make a sound as well. Fading
of prompts and increase time delay were also changed at the same
schedule as RR.

Independent Variable (Intervention) Describe and list of

Author/Citation
Tan, X. Y., Trembath, D.,
Bloomberg, K., Iacono, T., &
Caithness, T. (2014). Acquisition
and generalization of key word
signing by three children with
autism. Developmental
Neurorehabilitation, 17(2),
125–136.
https://doi.org/10.3109/17518
423.2013.863236
intervention "actions"
Toys were arranged in 3 cupboards. During phase one the instructor
the instructor said "Do you want more?" and signed more as the child
showed interest in a toy from cupboard a, but did not sign when toys
were selected from cupboard b or c. In the second phase the
instructor spoke and signed when the child took a toy from either
cupboard a or b. In the third phase the instructor spoke and modeled
for toys from all 3 cupboards.
Independent Variable (Intervention) Describe and list of intervention "actions"

Strategies for Coaching Parents:

Building Rapport (a) Make eye contact and use balanced
turns in conversation, (b) be competent and confident but do not look better than the parent working
with the child. (c.) Point out what the parent is doing correctly with the child. (d.) Acknowledge
parent's feelings of guilt and/or frustration. (e.) Listen to parent's concerns. (f) avoid alliances with one
parent against the other. Reviewing Information
a) Present only a few techniques at a time, (b) give the
rationale behind the technique, (c) describe the critical
elements of technique, (d) check for understanding, (e) discuss how the technique can be used to
target child’s
goals.
Modeling Techniques (a) Model the technique with the child
while the parent watches, (b) make sure the modeling takes up no
more than 25% of the session, (c) use role-playing with the parent if he or she is having difficulty using
the
technique with the child.

Provide Feedback (a) Provide feedback that is succinct but

specific, (b) focus more on positive than corrective feedback, (c) respond
to almost everything the parent does (at least one comment every minute), (d) give feedback on only a
limited number of techniques per session.
EMT and JASPER strategies
JASPR Strategies: Join child’s activity and play
Imitate child play actions
Place new toys in the child’s
visual field for child choicea
Hand a toy to the child for them to
decide how to expand playa
Model new play actions in child’s
visual focusa
Provide choices
Select materials with potential to
extend play duration and levela
Expand child play actionsa
Choose activities and objects of interest to
the child
EMT Strategies: Choose activities and objects of interest to
the child
Join child’s activity and play
Mirror child actions and map with words
Provide child preferred activities
Actively play with child
Follow child’s lead in play Teach specific individualized language
targetsb
Mirror child actions and map with wordsb
Respond to child communication attemptsb
Use environmental arrangements to create
opportunities for use of specific targetsb
Expand child gestures, vocalizations, and
words by adding target wordsb
Model language at target levelb
Use time delays to promote child communi
Key Word Sign description
Key word sign is a form of sign where full sentences are spoken, and specific key words are signed
while the instructor is speaking. The goal of Key Word Sign is to increase generalization of functional
communication skills. By expanding the verbal message and limiting the sign language message
communicators are able to help nonverbal persons express larger ideas with just a few signs.