Effects of Conversational Recasting Effects of Conversational Recasting with Imitation on the Acquisition of with Imitation on the Acquisition of Linguistic Structures in Children Linguistic Structures in Children with Autismwith Autism

  GREGORY LYONS, Lynn Koegel, Robert Koegel

Presentation for Recent Advances in Autism ResearchUniversity of Wisconsin - Madison

Research Conducted at:University of California, Santa Barbara

IntroductionIntroduction

CHILDREN WITH AUTISM:CHILDREN WITH AUTISM:

Are delayed in language development Are delayed in language development (Lord & Paul, 1997; Menyuk & Quill, 1985; Paul & Alforde, 1993; Swisher & (Lord & Paul, 1997; Menyuk & Quill, 1985; Paul & Alforde, 1993; Swisher & Demetras, 1985)Demetras, 1985)

Frequently omit morphemes Frequently omit morphemes (Bartolucci, Pierce, & Streiner, 1980; Howlin, 1984; Roberts, Rice & Tager-(Bartolucci, Pierce, & Streiner, 1980; Howlin, 1984; Roberts, Rice & Tager-Flusberg, 2004)Flusberg, 2004)

May have atypical order of acquisition of May have atypical order of acquisition of morphemes morphemes (Bartolucci, Pierce, & Streiner, 1980; Menyuk & Quill, 1985; Paul & Alforde, 1993; Swisher (Bartolucci, Pierce, & Streiner, 1980; Menyuk & Quill, 1985; Paul & Alforde, 1993; Swisher & Demetras, 1985)& Demetras, 1985)

Introduction Introduction (cont.)(cont.)

SUGGESTED INTERVENTIONSSUGGESTED INTERVENTIONS::

1)1) Analog elicited imitationAnalog elicited imitation

2)2) Naturalistic conversational (sentence) Naturalistic conversational (sentence) recastingrecasting

(Fey & Proctor Williams, 2000)(Fey & Proctor Williams, 2000)

Introduction Introduction (cont.)(cont.)

ANALOG ELICITED IMITATIONANALOG ELICITED IMITATION: :

– Follows the operant conditioning model (S-R-C)Follows the operant conditioning model (S-R-C)

– Child is presented with an adult-chosen imitative Child is presented with an adult-chosen imitative stimulus stimulus a model of the linguistic skill is a model of the linguistic skill is presented presented the child is required to imitate the the child is required to imitate the model prior to reinforcement model prior to reinforcement (Connell, 1987; Fey & Proctor-(Connell, 1987; Fey & Proctor-Williams, 2000; Lovaas, 1987 )Williams, 2000; Lovaas, 1987 )

– Non-natural stimuli and environmentsNon-natural stimuli and environments Flashcards = “imitative stimulus”Flashcards = “imitative stimulus” ““Decontextualized” Decontextualized” (Connell, 1987)(Connell, 1987)

Introduction Introduction (cont.)(cont.)

NATURALISTIC SENTENCE RECASTING:NATURALISTIC SENTENCE RECASTING:

Is when an adult repeats the general utterance of the Is when an adult repeats the general utterance of the child, but expands upon it or corrects it child, but expands upon it or corrects it (Nelson & Camarata, (Nelson & Camarata, 1992)1992)

– Child is not required to imitate the recast Child is not required to imitate the recast (Fey & Proctor-(Fey & Proctor-Williams, 2000)Williams, 2000)

Is contextualized- natural environments/stimuliIs contextualized- natural environments/stimuli

Creates an optimal context grammar learning Creates an optimal context grammar learning (Fey & (Fey & Proctor-Williams, 2000)Proctor-Williams, 2000)

– Focuses child attention on specific grammatical features Focuses child attention on specific grammatical features (cues)(cues)

Is successful in facilitating correct and generalized Is successful in facilitating correct and generalized language use with different populations, but has not language use with different populations, but has not been addressed with children with autism been addressed with children with autism (Nelson, Camarata, (Nelson, Camarata, Welsh, & Butkovsky, 1996; Fey, Cleave, Long, & Hughes, 1993; Farrar, 1990)Welsh, & Butkovsky, 1996; Fey, Cleave, Long, & Hughes, 1993; Farrar, 1990)

Introduction Introduction (cont.)(cont.)

Literature indicates sentence recasting might Literature indicates sentence recasting might be effective for children with autism:be effective for children with autism:– Similarities to children with SLI Similarities to children with SLI (Roberts, Rice, Tager-Flusberg, 2004)(Roberts, Rice, Tager-Flusberg, 2004)

– Naturalistic Naturalistic (Delprato, 2001; Koegel, O’Dell, Koegel, 1987)(Delprato, 2001; Koegel, O’Dell, Koegel, 1987)

However, autism specific characteristics may However, autism specific characteristics may limit effectiveness:limit effectiveness:– Low levels of motivation Low levels of motivation (Koegel & Koegel, 1995; Koegel & Mentis, (Koegel & Koegel, 1995; Koegel & Mentis,

1985)1985)

– Attentional differences Attentional differences (Swettenham, et al. , 1998; Lovaas, Koegel, (Swettenham, et al. , 1998; Lovaas, Koegel, Schreibman, 1979)Schreibman, 1979)

Possible modification to sentence recasting?Possible modification to sentence recasting?– Imitation Imitation (Camarata & Nelson, 1992; Fey & Proctor-Williams, 2000)(Camarata & Nelson, 1992; Fey & Proctor-Williams, 2000)

Introduction Introduction (cont.)(cont.)

AREA IN NEED OF RESEARCH:AREA IN NEED OF RESEARCH: The use of sentence recasting with The use of sentence recasting with

children with autismchildren with autism

The role of imitation of the The role of imitation of the linguistic structure contained in the linguistic structure contained in the recast recast (Koegel, Carter, & Koegel, 2003; Fey & Proctor-Williams, 2000; Camarata & (Koegel, Carter, & Koegel, 2003; Fey & Proctor-Williams, 2000; Camarata & Nelson, 1992; Kaiser, Yoder, & Keetz, 1992; Koegel, O’Dell, & Koegel, 1987; Nelson, 1992; Kaiser, Yoder, & Keetz, 1992; Koegel, O’Dell, & Koegel, 1987; Culatta & Horn, 1982; Hedge & Gierut, 1979; Hester & Hendrickson, 1977) Culatta & Horn, 1982; Hedge & Gierut, 1979; Hester & Hendrickson, 1977)

Research QuestionsResearch Questions

   Is typical sentence recasting effective Is typical sentence recasting effective

for improving target linguistic for improving target linguistic structures in children with autism?structures in children with autism?

Is incorporating an imitation Is incorporating an imitation component within a naturalistic recast component within a naturalistic recast procedure for children with autism procedure for children with autism (who exhibit difficulties with syntax) (who exhibit difficulties with syntax) effective?effective?

MethodsMethodsChild 1Child 1

3.5-years-old at the start of the 3.5-years-old at the start of the study; male Brazilian-American study; male Brazilian-American diagnosed with autismdiagnosed with autism

Vineland Adaptive Behavior Scale Vineland Adaptive Behavior Scale showed delay in communicationshowed delay in communication

Used some spontaneous languageUsed some spontaneous language

Started with an MLU of 2+ wordsStarted with an MLU of 2+ words

Language samples revealed Language samples revealed missing linguistic structures missing linguistic structures appropriate for language-age at appropriate for language-age at time of intervention for that time of intervention for that bahavior: bahavior: – progressive [–ing], did/do reversal, progressive [–ing], did/do reversal,

past tense during conversationpast tense during conversation

Child 2Child 2

2.6-years-old at the start of the 2.6-years-old at the start of the study; male European-American study; male European-American diagnosed with autismdiagnosed with autism

Vineland Adaptive Behavior Scale Vineland Adaptive Behavior Scale showed delay in communicationshowed delay in communication

Used some spontaneous languageUsed some spontaneous language

Started with an MLU of 2+ wordsStarted with an MLU of 2+ words

Language samples revealed Language samples revealed missing linguistic structures missing linguistic structures appropriate for language-age at appropriate for language-age at time of intervention for that time of intervention for that behavior: behavior: – progressive [–ing], plural [-s], progressive [–ing], plural [-s],

possessive [-’s]possessive [-’s]

MethodsMethods

DESIGNDESIGNA non-concurrent multiple baseline design A non-concurrent multiple baseline design across behaviors and participants, with a across behaviors and participants, with a control for order effects, was employed control for order effects, was employed (Bailey & (Bailey & Burch, 2002)Burch, 2002)

PROCEDUREPROCEDUREBaselineBaseline - -

Semi-structured language samples where the Semi-structured language samples where the participants were provided 20 opportunities participants were provided 20 opportunities (asked questions or given leading statements) (asked questions or given leading statements) in order to evoke the target linguistic skillsin order to evoke the target linguistic skills

No Recasts DeliveredNo Recasts Delivered

MethodsMethodsIntervention Conditions - Intervention Conditions -

Recast aloneRecast alone – children were NOT – children were NOT prompted to imitate the recasted syntactic prompted to imitate the recasted syntactic structure prior to continuing play/interaction.structure prior to continuing play/interaction.

Example: Child says “Train go”, Adult recasts Example: Child says “Train go”, Adult recasts “Train’s going”, & Child is NOT prompted to “Train’s going”, & Child is NOT prompted to

imitate imitate recast and can continue playing with recast and can continue playing with trains.trains.

Recast with ImitationRecast with Imitation- children were - children were prompted to imitate the recasted syntactic prompted to imitate the recasted syntactic structure prior to continuing play/interaction.structure prior to continuing play/interaction.

Example: Child says “Train go” , Adult recasts Example: Child says “Train go” , Adult recasts “Train’s going” & Child is prompted to imitate “Train’s going” & Child is prompted to imitate

the the recast, “Train is going” prior to continuing to recast, “Train is going” prior to continuing to play play with the trains.with the trains.

MethodsMethods

PROCEDUREPROCEDURE (cont.) (cont.)

Generalization ProbesGeneralization Probes - -

Semi-structured language samples in novel setting where Semi-structured language samples in novel setting where adults naïve to the purpose of the study and provided 20 adults naïve to the purpose of the study and provided 20 opportunities (asked the participants questions and gave opportunities (asked the participants questions and gave leading statements) in order to elicit the target linguistic leading statements) in order to elicit the target linguistic skillskill

Dependent Measure -Dependent Measure -

Percent Correct Target Linguistics Skills Used - Percent Correct Target Linguistics Skills Used - number of number of correct spontaneous target linguistic skill responsescorrect spontaneous target linguistic skill responses divided divided by by the sum of correct and incorrect spontaneous target skills the sum of correct and incorrect spontaneous target skills responsesresponses, multiplied by 100%, multiplied by 100%

Example:Example:Recasting AloneRecasting Alone Child: “What did you did?”Child: “What did you did?”

Adult recast: “What did you DO?” Adult recast: “What did you DO?”

Child: “uh huh”Child: “uh huh”

And continues to not use the grammar.And continues to not use the grammar.

Examples: Examples: Recasting with ImitationRecasting with Imitation

Child: “What did you DID?”Child: “What did you DID?”

Adult recast: “What did you DO?” Adult recast: “What did you DO?”

Child: “What did you DO?”Child: “What did you DO?”

Adult: “I went to the movies.”Adult: “I went to the movies.”

……next opportunity…next opportunity…

Adult: “I did something fun.”Adult: “I did something fun.”

Child: “What did you DO?”Child: “What did you DO?”

Recast with imitationRecast with Imitation

Recast with Imitation

Baseline

Recast with Imitation

Recast with Imitation

DiscussionDiscussion

Recast with imitation resulted in improved acquisition and Recast with imitation resulted in improved acquisition and generalization in contrast to a recasting procedure that did generalization in contrast to a recasting procedure that did not incorporate imitation.not incorporate imitation.

The results have implications for understanding the roles of The results have implications for understanding the roles of imitation and contingent reinforcement in the recast imitation and contingent reinforcement in the recast mechanism as it pertains to teaching children with autism mechanism as it pertains to teaching children with autism linguistic skillslinguistic skills

Underlying variables addressed: motivation & attentionUnderlying variables addressed: motivation & attention

1)1) It helped focus the child’s attention on relevant cue (i.e., the It helped focus the child’s attention on relevant cue (i.e., the new grammar cues)new grammar cues)* Role of imitation* Role of imitation

2) It motivated the child to 2) It motivated the child to initiallyinitially attend to the adult’s recast attend to the adult’s recast * * Role of contingent reinforcementRole of contingent reinforcement

3) It motivated the child to imitate the recast and subsequently 3) It motivated the child to imitate the recast and subsequently use the target syntaxuse the target syntax

* * Role of contingent reinforcementRole of contingent reinforcement

Mechanisms for Recast Mechanisms for Recast with Imitation Conditionwith Imitation Condition

Intervention Intervention VariableVariable

Related Related MechanismMechanism

RelatedRelated

Characteristic of Characteristic of AutismAutism

Related ObservationsRelated Observations

Contingent Contingent Reinforcement:Reinforcement:

Child’s Child’s access/continuatioaccess/continuation in play n in play interruptedinterrupted

Motivated the child Motivated the child to to initially initially attend to attend to the recast.the recast.

MotivationMotivationChildren typically ignored the Children typically ignored the recast in the recast alone recast in the recast alone condition.condition.

Contingent Contingent Reinforcement:Reinforcement:

Only an attempt at Only an attempt at accurate use led to accurate use led to the natural the natural reinforcerreinforcer

Motivated the child Motivated the child to imitate the recast to imitate the recast and use the correct and use the correct linguistic skill.linguistic skill.

Operant conditioningOperant conditioning

MotivationMotivation

1) Rarely imitated during 1) Rarely imitated during recast alone (ignored or said recast alone (ignored or said “uh huh”).“uh huh”).

2) Children began imitating 2) Children began imitating and self-correcting. and self-correcting.

Imitation:Imitation:

Child attempted to Child attempted to imitate the recast imitate the recast with the target with the target linguistic skilllinguistic skill

Focuses child’s Focuses child’s attention onto the attention onto the relevant cue (i.e., relevant cue (i.e., the differing the differing grammar)grammar)

Selective Attention Selective Attention

(i.e., overselectivity; e.g., (i.e., overselectivity; e.g., Koegel, Dunlap, Richman, Koegel, Dunlap, Richman, & Dyer, 1981; Koegel, & Dyer, 1981; Koegel, Shirotova, & Koegel, Shirotova, & Koegel, 2009)2009)

1) If the child repeated their 1) If the child repeated their utterance in recast alone, utterance in recast alone, typically omitted the new typically omitted the new linguistic skill.linguistic skill.

2) When the children first 2) When the children first attempted imitating, they attempted imitating, they again omitted the new again omitted the new grammar.grammar.

Future StudiesFuture Studies

Response generalizationResponse generalization– Do children start generalizing the grammar rules to Do children start generalizing the grammar rules to

novel words/responses? novel words/responses? Need to systematically assessNeed to systematically assess

Tease out treatment mechanismsTease out treatment mechanisms– Is imitation necessary?Is imitation necessary?

Limited application to children with autism who:Limited application to children with autism who:1)1) Have an MLU of 2+ wordsHave an MLU of 2+ words

-Necessary? First word acquisition?-Necessary? First word acquisition?2) Use language spontaneously (have demonstrated social 2) Use language spontaneously (have demonstrated social

communicative intent)communicative intent) Do children who display frequent use of echolalia improve Do children who display frequent use of echolalia improve

under recast alone? (interesting control for imitation v. under recast alone? (interesting control for imitation v. functional use)functional use)– What is more crucial?What is more crucial?

In conclusion:In conclusion:

The current results suggest that The current results suggest that stimulus control variables, specifically stimulus control variables, specifically overselectivity (Lovaas, Koegel, & overselectivity (Lovaas, Koegel, & Schreibman, 1979), and other variables Schreibman, 1979), and other variables such as contingent reinforcement, may such as contingent reinforcement, may be important aspects of a mechanism be important aspects of a mechanism by which children with autism by which children with autism effectively and efficiently acquire target effectively and efficiently acquire target linguistic structures in natural settings.linguistic structures in natural settings.