In this study, Theimann-Bourque et al. (2016) investigated the effectiveness of a social intervention integrating peer-mediated systems and the popular Picture Exchange Communication System. Picture Exchange Communication System, commonly described as the PECS, allows individuals who lack or have little communication abilities to communicate using pictures. Individuals that use the system are instructed to approach other people and offer them a picture of the desired item in exchange for the said item (Jusoh & Abd Majid, 2017). Theimann-Bourque et al. (2016) evaluated the effects using a series of A-B designs (method) replicated across four children with limited verbal skills and severe autism. Seven peers who do not have disabilities were trained to use facilitative social skills and PECS. The authors measured changes using rates of communication behaviors, engagement, function, and models.
The results of the experiment showed an intervention impact for one child who had autism, and the same effect was replicated across three other remaining children. All the children improved in peer-focused communication, with heightened rises for two children during snack time. For each child with autism, the primary behavior of communication was to start with picture symbols to request; the peer’s key communication was to respond (Theimann-Bourque et al., 2016). Two kids increased communicative functions to share and comment, and all the four children demonstrated improved social engagement. All the other peers used in the experiment improved their communication with their autistic counterparts. The findings furnish available research on the significance of teaching typically developing peers to be responsible for communicators with autistic preschoolers. The study was conducted in an educational center with classes. The center served nearly 30 kids diagnosed with autism, and the educational services provided included TEACCH programming, behavioral programming, occupational, physical, speech, and language therapy.
Seven Dimensions
Baer, Wolf, and Risley (1968) outlined seven dimensions that should be followed by ABAs while administering treatment. According to the authors, the treatment plan should be aligned to the goals of generality, effective, technological, applied, conceptually systematic, analytic, and behavioral. The ultimate goal is to bring forth meaningful change to their children and families and for the change to take place in situations rather than where it was explicitly instructed (Baer, Wolf & Risley, 1968).
Generality
Baer, Wolf, and Risley (1968) suggested that when a behavior is targeted for change, the said change should not just be programmed to take place at the moment, of for a short time, consequently. The behavior change- which imply skills gained within the treatment, should stand the test of time (Baer, Wolf & Risley, 1968). Besides, the behavior change should be maintained across different environments and people well after the end of the treatment. The treatment should be designed to reflect the natural environment of the individual, which helps generalize the behavior across different environments outside of treatment.
Theimann-Bourque et al. (2016) achieved generality in the treatment by reflecting the natural environment of the four children with autism and extending the treatment to stand the test of time. The children attended a center-based program for young people with autism that provided integrated treatment approaches like applied behavior analysis. The sampled students- Wade, Wyatt, Zack, and Haley, attended the center-based program, where the treatment was conducted for an average of two years, which makes the therapy stand the test of time as suggested by Baer, Wolf, and Risley (1968). Baseline and intervention sessions occurred across preschool routines, including art, fine and sensory-motor activities, and activity centers. The treatment was conducted in a natural environment so much that the participants felt like they were home. For instance, snack time was added as a setting and occurred in a room that resembled a kitchen, with equipment like a refrigerator, a sink, chairs, and a U-shaped dining table. The intervention model in the study was pivoted on evaluating social and communication outcomes in natural environments within typical interactions of preschoolers. Theimann-Bourque et al. (2016) explain that one goal of improving fruitful child-peer social exchanges is by creating higher levels of natural social reinforcers. Therefore, generality was achieved by teaching kids to use the same system of the communication system in natural contexts to improve motivational and observational learning.
Effective
According to Baer, Wolf, and Risley (1968), treatment goals should be reflective and relevant to the patient and the culture of their community. Still, just as vital, the interventions utilized must be effective. The ABA should determine whether the intervention is working or whether meaningful results are being achieved. The results of the study show that the intervention was effective. Visual analysis revealed significant improvement in the communication between the four children and their peers. For instance, during baseline, Wade- one of the four treatment subjects, did not engage in any communication acts with the peers during play (M=0). However, following ABA physical therapy, Wade demonstrated an immediate increase in communication behaviors to peers. From M=0, Wade showed M=5.3 acts per session during the duration of the intervention. Wade’s communication through PECS increased significantly during the period of the response. The same observation was made in the other three study participants, showing the effectiveness of the study.
Technological
Baer, Wolf, and Risley (1968) suggested that a treatment intervention should be documented to describe all the components in a clear and detailed way so that it can be replicated by anyone else. To achieve this, all of the techniques used in the intervention should be identified and described. The technological dimension was made by Theimann-Bourque et al. (2016) by outlining the procedure clearly and using the most straightforward language understood by the people implementing the treatment. Theimann-Bourque et al. (2016) clearly and detail explained PECS instruction for children with autism and peer-mediated social intervention. The researchers combined PECS and peer-mediated interventions to achieve communicative competence in the sampled participants. The methodology of implementing the treatment interventions are clearly explained. For instance, the procedure outlines the pre-intervention phase (baseline) in which data was collected for two months. During the baseline, the involved teachers explained the activity and obtained the dependent variables’ frequency rates. The benchmark was followed with the PECS PT intervention, which is clearly defined, including SLPs and special education instructors’ involvement. The PECS PT was then followed with a PECS and Pals intervention in the classroom.
Applied
According to Baer, Wolf, and Risley (1968), ABA interventions should be implemented in society after they have gone through research in a scientific environment- the laboratory. For a response to be valid socially, it must produce a substantial, meaningful change that is maintained over time. Baer, Wolf, and Risley (1968) reinforce that when considering treatment interventions, the research team must focus on how immediately significant the targeted behavior change will be to the client. Theimann-Bourque et al. (2016) state that supporting communication for individuals with autism by training peers to use AAC methods- like PECS in their study is one way of improving communication in children with autism and others with a developmental disability. The targeted behavior change, in this case, was increased communication for the four children with autism and their peers without any disabilities. Children with autism struggle with communication, and PECS’s introduction to improving communication and peer-to-peer interaction (targeted behavior change) is of enormous significance to such children. The results were impressive and provided evidence for combining peer-mediated interventions and PECS with teaching young kids with autism and their peers to communicate in natural social environments.
Conceptually Systematic
Baer, Wolf, and Risley (1968) stated that for a treatment intervention to be considered conceptually systematic, it must be research-based and represent applied behavior analysis principles. The vital question is whether the response is consistent with principles that have been determined to be useful, as outlined in the research. Firstly, the PECS intervention is research-based because clinical and research guidelines exist for training communication partners to use specific AAC interaction methods with people diagnosed with autism and other developmental disorders. The basic ABA principles consist of environmental variables that affect behavior. Theimann-Bourque et al. (2016) introduced environmental antecedents like a kitchen to improve students’ motivation to communicate with peers.
Analytic
Being analytical implies evaluating the data to make data-based decisions, meaning that the researcher must collect data on interventions. If the data indicated an increase in the desired behavior, the assumption is that there is a relationship between the intervention and increased positive behavior. Theimann-Bourque et al. (2016) collected data to determine PECS effectiveness and social communication intervention. Theimann-Bourque et al. (2016) used a combination of visual and effect size statistical analyses, following the collection of data to evaluate the effectiveness of the treatment. The visual analysis of the graphical display of data was done to include trend, mean, and variability.
Behavioral
Baer, Wolf, and Risley (1968) explained that behavior must be observed and measured for change. In Theimann-Bourque et al. (2016) ‘s study, the behavior targeted was easily found and measured using visual analysis. The behavior was observable since the improved communication of autistic children using PECS in a social environment could be seen. It was measured using visual and effect size statistical analyses.
Case Study
Operational Definition of the Behaviors
This is the case of Frank, whose attention and work completion worry the teachers.
The operational definition of behavior implies what the behaviors of interest look like in a way that can be observed, measured, and repeated.
Target/ Problem Behavior: During Language Arts and Social Studies activities, Frank engages in off-task behaviors, which describes any behavior lasting five seconds or more that deviates from instructions issued by the teachers (Examples; putting his head down, looking at books or playing with materials on his desk). Off-task behavior limits his ability to finish tasks and assignments on time. In some instances, he is prompted several times to engage in the desired tasks. Still, he is likely to become disruptive by showing aggressive behaviors like kicking the desk, shouting (I DON’T WANT) of banging the door. He sometimes stays in the bathroom for a long time and has to be sought out by other students to return to class. Target or problematic behaviors include putting his head down, not completing tasks, playing with materials in his desk, looking at books, being disruptive (shouts and bangs his desk), and staying in the bathroom for long periods.
Data Collection Methods
Firstly, duration recording is an appropriate data collection method for Frank’s behaviors with a specific start and ending; these behaviors also occur at high rates. For instance, the case study explains that Frank frequently puts his head down, looks at books, or plays with materials in his desk. Failure to finish classwork can also be measured using duration recording. In duration recording, the time is started, and behaviors observed when they end. The length of time these behaviors take is then recorded. The critical challenge likely to be encountered in collecting duration data is that the instructor’s attention may be divided, especially when teaching or other studies are involved. However, an additional observer can be used to collect duration data. Frequency recording can also be used in this case because it helps determine the number of times Frank engages in behaviors that have a specific start and end.
Secondly, latency recording can also be used in Frank’s case. Latency recording measures the amount of time that passes between an antecedent like a teacher’s direction and when the student starts performing a specific behavior. Latency data collection or recording is crucial because it favors behaviors that follow a directive or command. Frank is prompted several times to engage in the non-preferred task, which means he is directed or commanded several times. Therefore, latency recording helps record the amount of time that lapses between each prompt and when Frank starts engaging in disruptive behavior like shouting, kicking the desk, or banging on the desk.