Shaping Vocal Stereotypy in Autism Spectrum Disorder: A Non-aversive Communication Teaching Technique

Gül Kahveci,Nergüz Bulut Serin

doi:10.13189/ujer.2019.070612

Abstract

Many vocal stereotypy or repetitive vocalizations behaviors of children with autism spectrum disorder (ASD) are now seen as having potential language development, even though they may begin with highly delayed or absence of social consequences by reflexive or non-purposeful responses. The study of these vocal stereotypy or repetitive vocalizations behaviors in children with autism spectrum disorder has been of interest for a long period time. There is an accelerating interest in the communicative potential of repetitive vocalizations in the domain of pre-linguistic behaviors of children with ASD. The present article concentrates on a non-aversive communication teaching technique with shaping protocols. This research aims to answer the question: Do responding to repetitive vocalizations by three communicative behaviors, nonlinguistic contingent response, linguistic contingent responses, and finally linguistic contingent responses to the child's communicative act, guided with a shaping procedure increase frequency of communication attempt in a child with ASD. According to the multiple-probe across behaviors graphic and the anecdotal recordings of the participant affective involvement showed a great acceleration during intervention. This research has important implications, because promising results were gathered related to repetitive vocalizations behaviors in a child with (ASD) by using a non-aversive communication teaching technique with the shaping protocols.

Highlights

Autism spectrum disorder (ASD) is a neurodevelopmental disorder that exhibit deficits in social interaction and in acquiring and using language for communication [1]
A part from single subject research design researchers preferred to use of “treatment as usual” (TAU) as a control condition which consists of a considerable amount of non-specific treatments
This research has important implications because promising results were gathered related to repetitive vocalizations behaviors in a child with autism spectrum disorder (ASD) by using a non-aversive communication teaching technique with the shaping protocols

Summary

Introduction

Autism spectrum disorder (ASD) is a neurodevelopmental disorder that exhibit deficits in social interaction and in acquiring and using language for communication [1]. In the low average verbal subtype of autism pragmatic language is typically impaired, and unusual restricted and repetitive forms of language may be present [2], [3]. Individuals with ASD can demonstrate some restricted and repetitive behaviors, which can be called stereotypy. In individuals with autism spectrum disorder (ASD) vocal stereotypy or repetitive vocalizations [6] can contain many forms as well as many functions. With the guidance of a non-aversive communication teaching technique, vocal stereotypy or repetitive vocalizations has the potential to turn into functional communication requesting, commenting about feelings, thoughts, and needs are relatively rare in children with ASD unlike their typically developing peers. Social skills and adaptive behaviors can be considered as impaired in the case of vocal stereotypy where the behaviors are physically harmless [7] but, these behaviors may interfere with learning conditions [8]

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