Case report: Receptive labeling training in autism: conventional vs. technology-based approaches? a single case study
BackgroundReceptive language, the ability to comprehend and respond to spoken language, poses significant challenges for individuals with Autism Spectrum Disorder (ASD). To support communication in autistic children, interventions like Lovaas’ simple-conditional method and Green’s conditional-only m...
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Frontiers Media S.A.
2024-12-01
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| Series: | Frontiers in Psychiatry |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyt.2024.1437293/full |
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| author | Roberta Minutoli Roberta Minutoli Ileana Scarcella Ileana Scarcella Germana Doria Germana Doria Noemi Vetrano Noemi Vetrano Paola Chilà Paola Chilà Maria Josè Sireci Stefania Gismondo Chiara Failla Chiara Failla Giovanni Pioggia Flavia Marino |
| author_facet | Roberta Minutoli Roberta Minutoli Ileana Scarcella Ileana Scarcella Germana Doria Germana Doria Noemi Vetrano Noemi Vetrano Paola Chilà Paola Chilà Maria Josè Sireci Stefania Gismondo Chiara Failla Chiara Failla Giovanni Pioggia Flavia Marino |
| author_sort | Roberta Minutoli |
| collection | DOAJ |
| description | BackgroundReceptive language, the ability to comprehend and respond to spoken language, poses significant challenges for individuals with Autism Spectrum Disorder (ASD). To support communication in autistic children, interventions like Lovaas’ simple-conditional method and Green’s conditional-only method are commonly employed. Personalized approaches are essential due to the spectrum nature of autism. Advancements in technology have opened new avenues for personalizing therapeutic interventions. This single case study compares traditional and technology-based learning sets in a receptive labeling teaching program using Green’s method.MethodsAn alternating treatments design assessed the number of sessions required to achieve mastery in receptive identification of stimuli presented on flashcards or tablets. The study involved a six-year-old Italian child with ASD named Pietro. Initial assessment using the Verbal Behavior Milestone Assessment and Placement Program (VB-MAPP) determined Pietro’s strengths and weaknesses. Six stimuli were selected and divided into two sets: traditional and technology-based. Sessions were semi-randomly alternated, and the teaching procedures remained constant across conditions. In the traditional condition, sessions were conducted twice a week, using flashcards. Correct responses received immediate social reinforcement. In the technological condition, the same stimuli were presented on a tablet via PowerPoint slides.ResultsPietro achieved mastery more quickly with flashcard instruction than with tablet instruction. Learning was exponential in the traditional condition and linear in the digital condition. Follow-up assessments three weeks post-treatment showed no differences in the generalization and maintenance of skills between the two modalities.DiscussionThe findings indicate that the format of stimulus delivery affects the learning process, with traditional flashcards leading to faster mastery in this case. Individual motivation appears crucial, suggesting that Pietro’s learning history influenced his performance. Personalized approaches remain vital in autism interventions. Further research is needed to determine if these differences extend to other skills or contexts.ConclusionWhile technology-based interventions offer new opportunities, they are not universally more effective than traditional methods. Careful consideration of individual differences, especially motivational factors, is essential in designing effective autism intervention programs. |
| format | Article |
| id | doaj-art-1e775573dc8c4790b7350846a2e8c9b2 |
| institution | Kabale University |
| issn | 1664-0640 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Frontiers Media S.A. |
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| series | Frontiers in Psychiatry |
| spelling | doaj-art-1e775573dc8c4790b7350846a2e8c9b22024-12-11T06:44:50ZengFrontiers Media S.A.Frontiers in Psychiatry1664-06402024-12-011510.3389/fpsyt.2024.14372931437293Case report: Receptive labeling training in autism: conventional vs. technology-based approaches? a single case studyRoberta Minutoli0Roberta Minutoli1Ileana Scarcella2Ileana Scarcella3Germana Doria4Germana Doria5Noemi Vetrano6Noemi Vetrano7Paola Chilà8Paola Chilà9Maria Josè Sireci10Stefania Gismondo11Chiara Failla12Chiara Failla13Giovanni Pioggia14Flavia Marino15Institute for Biomedical Research and Innovation (IRIB), National Research Council of Italy (CNR), Messina, ItalyFaculty of Psychology, International Telematic University Uninettuno, Roma, ItalyInstitute for Biomedical Research and Innovation (IRIB), National Research Council of Italy (CNR), Messina, ItalyFaculty of Psychology, International Telematic University Uninettuno, Roma, ItalyInstitute for Biomedical Research and Innovation (IRIB), National Research Council of Italy (CNR), Messina, ItalyFaculty of Psychology, International Telematic University Uninettuno, Roma, ItalyInstitute for Biomedical Research and Innovation (IRIB), National Research Council of Italy (CNR), Messina, ItalyDepartment of Cognitive, Psychological Science and Cultural Studies, University of Messina, Messina, ItalyInstitute for Biomedical Research and Innovation (IRIB), National Research Council of Italy (CNR), Messina, ItalyFaculty of Psychology, International Telematic University Uninettuno, Roma, ItalyEuropean Institute for the Study of Human Behavior (IESCUM), Parma, ItalyInstitute for Biomedical Research and Innovation (IRIB), National Research Council of Italy (CNR), Messina, ItalyInstitute for Biomedical Research and Innovation (IRIB), National Research Council of Italy (CNR), Messina, ItalyClassical Linguistic Studies and Education Department, Kore University of Enna, Enna, ItalyInstitute for Biomedical Research and Innovation (IRIB), National Research Council of Italy (CNR), Messina, ItalyInstitute for Biomedical Research and Innovation (IRIB), National Research Council of Italy (CNR), Messina, ItalyBackgroundReceptive language, the ability to comprehend and respond to spoken language, poses significant challenges for individuals with Autism Spectrum Disorder (ASD). To support communication in autistic children, interventions like Lovaas’ simple-conditional method and Green’s conditional-only method are commonly employed. Personalized approaches are essential due to the spectrum nature of autism. Advancements in technology have opened new avenues for personalizing therapeutic interventions. This single case study compares traditional and technology-based learning sets in a receptive labeling teaching program using Green’s method.MethodsAn alternating treatments design assessed the number of sessions required to achieve mastery in receptive identification of stimuli presented on flashcards or tablets. The study involved a six-year-old Italian child with ASD named Pietro. Initial assessment using the Verbal Behavior Milestone Assessment and Placement Program (VB-MAPP) determined Pietro’s strengths and weaknesses. Six stimuli were selected and divided into two sets: traditional and technology-based. Sessions were semi-randomly alternated, and the teaching procedures remained constant across conditions. In the traditional condition, sessions were conducted twice a week, using flashcards. Correct responses received immediate social reinforcement. In the technological condition, the same stimuli were presented on a tablet via PowerPoint slides.ResultsPietro achieved mastery more quickly with flashcard instruction than with tablet instruction. Learning was exponential in the traditional condition and linear in the digital condition. Follow-up assessments three weeks post-treatment showed no differences in the generalization and maintenance of skills between the two modalities.DiscussionThe findings indicate that the format of stimulus delivery affects the learning process, with traditional flashcards leading to faster mastery in this case. Individual motivation appears crucial, suggesting that Pietro’s learning history influenced his performance. Personalized approaches remain vital in autism interventions. Further research is needed to determine if these differences extend to other skills or contexts.ConclusionWhile technology-based interventions offer new opportunities, they are not universally more effective than traditional methods. Careful consideration of individual differences, especially motivational factors, is essential in designing effective autism intervention programs.https://www.frontiersin.org/articles/10.3389/fpsyt.2024.1437293/fullautismreceptive labelingconditional-only methodflashcardstablet |
| spellingShingle | Roberta Minutoli Roberta Minutoli Ileana Scarcella Ileana Scarcella Germana Doria Germana Doria Noemi Vetrano Noemi Vetrano Paola Chilà Paola Chilà Maria Josè Sireci Stefania Gismondo Chiara Failla Chiara Failla Giovanni Pioggia Flavia Marino Case report: Receptive labeling training in autism: conventional vs. technology-based approaches? a single case study Frontiers in Psychiatry autism receptive labeling conditional-only method flashcards tablet |
| title | Case report: Receptive labeling training in autism: conventional vs. technology-based approaches? a single case study |
| title_full | Case report: Receptive labeling training in autism: conventional vs. technology-based approaches? a single case study |
| title_fullStr | Case report: Receptive labeling training in autism: conventional vs. technology-based approaches? a single case study |
| title_full_unstemmed | Case report: Receptive labeling training in autism: conventional vs. technology-based approaches? a single case study |
| title_short | Case report: Receptive labeling training in autism: conventional vs. technology-based approaches? a single case study |
| title_sort | case report receptive labeling training in autism conventional vs technology based approaches a single case study |
| topic | autism receptive labeling conditional-only method flashcards tablet |
| url | https://www.frontiersin.org/articles/10.3389/fpsyt.2024.1437293/full |
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