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  • J W Halle
  • 1989
When a learner is taught a new response, the stimuli that influence its display often are unknown. These stimuli alter the probability of occurrence of the response. That is, when they are present, the response occurs; when they are absent, it does not occur. By identifying the stimuli that influence the probability of newly acquired responses,(More)
Institutional breakfast-serving procedures were manipulated to assess what effect changes in that aspect of the environment would have on requests for food. During baseline, six severely retarded children were required to pick up their food trays and return to their seats. The first manipulation, delaying the giving of the food tray for 15 seconds, served(More)
HCI studies assessing nonverbal individuals (especially those who do not communicate through traditional linguistic means: spoken, written, or sign) are a daunting undertaking. Without the use of directed tasks, interviews, questionnaires, or question-answer sessions, researchers must rely fully upon observation of behavior, and the categorization and(More)
One hallmark difficulty of children with Autism Spectrum Disorder (ASD) centers on communication and speech. Research into computer visualizations of voice has been shown to influence conversational patterns and allow users to reflect upon their speech. In this paper, we present the Spoken Impact Project (SIP), an effort to examine the effect of audio and(More)
We investigated variables that may influence the generalization of a replacement mand in 3 young children with severe language delays. A multiple baseline design consisting of one stimulus class of manding opportunities that we arbitrarily divided into three categories (i.e., food, toys, and events) was used for each child. During baseline probes, all(More)
Communication disorders occur across the lifespan and encompass a wide range of conditions that interfere with individuals' abilities to hear (e.g., hearing loss), speak (e.g., voice disorders; motor speech disorders), and/or use language (e.g., specific language impairment; aphasia) to meet their communication needs. Such disorders often compromise the(More)
When a learner is taught a new response, the stimuli that influence its display are often unknown. The presence or absence of these stimuli alters the probability of occurrence of the response. By identifying the stimuli influencing the probability of newly acquired responses, interventionists may program for their generalization more effectively and(More)
We examined the effects of two adult social partners on the requesting repertoire of a young child with autism and severe language delays. We used a multiple-schedule design (Kazdin, 1982) to evaluate the request topography that the participant emitted relative to each social partner's contingent differential reinforcement for specific requesting forms. The(More)
Due to the profile of strengths and weaknesses indicative of autism spectrum disorders (ASD), technology may play a key role in ameliorating communication difficulties with this population. This paper documents coding guidelines established through cross-disciplinary work focused on facilitating communication development in children with ASD using(More)
Changes in feature awareness and production during phonological intervention were examined separatelyin four preschool-aged children with severe phonological impairment. Each received intervention that incorporated attention to the features of three error patterns and provided opportunities to practice productions for those patterns. Awareness skills and(More)