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Papers by Sarah Feldmiller
Journal of Speech Language and Hearing Research, Aug 8, 2018
This study examined the effects of incorporating a peer-mediated approach into a speech-generatin... more This study examined the effects of incorporating a peer-mediated approach into a speech-generating device (SGD) intervention on communication of 45 nonverbal and minimally verbal preschoolers with autism spectrum disorder (ASD) and 95 peers without disabilities. The SGD was an iPad 2 (Apple) with voice output app. Method: Effects were evaluated using a multivariate randomized control trial design with repeated measures for 4 cohorts across baseline, intervention, generalization, and maintenance phases. Children were randomly assigned to an experimental treatment that trained peers on use of the SGD or a business-as-usual comparison condition with untrained peers. Communication outcomes were measured for both children with ASD and peers. Results: Children receiving the treatment demonstrated significant increases in rates of communication and more balanced responses and initiations (a measure of reciprocity) than children in the comparison group. They were able to generalize improvements and maintain communication gains. Treatment fidelity was high for school staff and peer implementation. Conclusions: Results support positive effects on communication of teaching young children with ASD and peers without disabilities to use the same SGD system in typical preschool activities. SGD interventions that utilize peer-mediated approaches may improve core deficits in communication and reciprocity and allow for greater classroom social participation and interactions with peers. Y oung children with autism spectrum disorder (ASD) who are nonverbal or minimally verbal often rely on a speech-generating device (SGD) to augment their communication. This type of augmentative and alternative communication (AAC) system has much empirical support on improving communication (
Research in Autism Spectrum Disorders, Mar 1, 2014
Recess plays an integral role in the social and emotional development of children given the time ... more Recess plays an integral role in the social and emotional development of children given the time provided to engage in interactions with others and practice important social skills. Students with ASD, however, typically fail to achieve even minimal benefit from recess due to social and communication impairments as well as a tendency to withdraw. Implementation of evidence-based interventions such as peer-mediated social skills groups, are necessary to ensure recess is an advantageous learning environment for students with ASD. A multiple-baseline design across participants was used to determine if a functional relationship exists between a social skills instructional program combined with peer networks with school staff as implementers and increases in level of communicative acts for participants with ASD at recess. Results indicate all participants demonstrated an immediate increase in the number of communicative acts with the introduction of the intervention. Implications for practice are discussed.
Research in Autism Spectrum Disorders, 2014
stating, ''Recess promotes social and emotional learning and development for children by offering... more stating, ''Recess promotes social and emotional learning and development for children by offering them a time to engage in peer interactions in which they practice and role play essential social skills.'' This type of activity, under adult supervision, extends teaching in the classroom to augment the school's social climate. Through play at recess, children learn valuable communication skills, including negotiation, cooperation, sharing, and problem solving as well as coping skills, such as perseverance and self-control. These skills become fundamental, lifelong personal tools.'' (p. 184). This policy statement was issued in reaction to the debate over the role of schools in promoting development of the whole child, and with the increasing pressure to accelerate academic performance which may often preclude social activities. Despite inclusion in recess activities, students with autism spectrum disorder (ASD), generally miss out on the social benefits specific to recess. ASDs are defined as a group of developmental disabilities characterized by impairments in social interaction and communication and by restricted, repetitive, and stereotyped patterns of behavior (American Psychiatric Association, 2012). Other characteristics include lack of responding to their name, poor eye contact, limited affect and social responsiveness, and language delays or deviances (limited words by 16 months, echolalia, perseveration on topics)
Focus on autism and other developmental disabilities, 2014
Social and communication deficits are considered core features for children with autism spectrum ... more Social and communication deficits are considered core features for children with autism spectrum disorders-ASD (American Psychiatric Association, 2012). Children with ASD including high functioning autism have lower levels of communication than typically developing children, and have difficulty with processing and interpreting social situations with peers, teachers and family members (Jones & Schwartz, 2009). Common signs related to these deficits include trouble relating to others or not appearing to have interest in others, avoiding eye contact and preferring to be alone, and problems understanding other people's feelings and social cues. Some children with ASD seem interested in others but have difficulty knowing how to relate and communicate with others and express their emotions
Journal of Speech Language and Hearing Research
Purpose This study examined the effects of incorporating a peer-mediated approach into a speech-g... more Purpose This study examined the effects of incorporating a peer-mediated approach into a speech-generating device (SGD) intervention on communication of 45 nonverbal and minimally verbal preschoolers with autism spectrum disorder (ASD) and 95 peers without disabilities. The SGD was an iPad 2 (Apple) with voice output app. Method Effects were evaluated using a multivariate randomized control trial design with repeated measures for 4 cohorts across baseline, intervention, generalization, and maintenance phases. Children were randomly assigned to an experimental treatment that trained peers on use of the SGD or a business-as-usual comparison condition with untrained peers. Communication outcomes were measured for both children with ASD and peers. Results Children receiving the treatment demonstrated significant increases in rates of communication and more balanced responses and initiations (a measure of reciprocity) than children in the comparison group. They were able to generalize im...
Focus on autism and other developmental disabilities, 2014
Research in Autism Spectrum Disorders, 2014
Journal of Speech Language and Hearing Research, Aug 8, 2018
This study examined the effects of incorporating a peer-mediated approach into a speech-generatin... more This study examined the effects of incorporating a peer-mediated approach into a speech-generating device (SGD) intervention on communication of 45 nonverbal and minimally verbal preschoolers with autism spectrum disorder (ASD) and 95 peers without disabilities. The SGD was an iPad 2 (Apple) with voice output app. Method: Effects were evaluated using a multivariate randomized control trial design with repeated measures for 4 cohorts across baseline, intervention, generalization, and maintenance phases. Children were randomly assigned to an experimental treatment that trained peers on use of the SGD or a business-as-usual comparison condition with untrained peers. Communication outcomes were measured for both children with ASD and peers. Results: Children receiving the treatment demonstrated significant increases in rates of communication and more balanced responses and initiations (a measure of reciprocity) than children in the comparison group. They were able to generalize improvements and maintain communication gains. Treatment fidelity was high for school staff and peer implementation. Conclusions: Results support positive effects on communication of teaching young children with ASD and peers without disabilities to use the same SGD system in typical preschool activities. SGD interventions that utilize peer-mediated approaches may improve core deficits in communication and reciprocity and allow for greater classroom social participation and interactions with peers. Y oung children with autism spectrum disorder (ASD) who are nonverbal or minimally verbal often rely on a speech-generating device (SGD) to augment their communication. This type of augmentative and alternative communication (AAC) system has much empirical support on improving communication (
Research in Autism Spectrum Disorders, Mar 1, 2014
Recess plays an integral role in the social and emotional development of children given the time ... more Recess plays an integral role in the social and emotional development of children given the time provided to engage in interactions with others and practice important social skills. Students with ASD, however, typically fail to achieve even minimal benefit from recess due to social and communication impairments as well as a tendency to withdraw. Implementation of evidence-based interventions such as peer-mediated social skills groups, are necessary to ensure recess is an advantageous learning environment for students with ASD. A multiple-baseline design across participants was used to determine if a functional relationship exists between a social skills instructional program combined with peer networks with school staff as implementers and increases in level of communicative acts for participants with ASD at recess. Results indicate all participants demonstrated an immediate increase in the number of communicative acts with the introduction of the intervention. Implications for practice are discussed.
Research in Autism Spectrum Disorders, 2014
stating, ''Recess promotes social and emotional learning and development for children by offering... more stating, ''Recess promotes social and emotional learning and development for children by offering them a time to engage in peer interactions in which they practice and role play essential social skills.'' This type of activity, under adult supervision, extends teaching in the classroom to augment the school's social climate. Through play at recess, children learn valuable communication skills, including negotiation, cooperation, sharing, and problem solving as well as coping skills, such as perseverance and self-control. These skills become fundamental, lifelong personal tools.'' (p. 184). This policy statement was issued in reaction to the debate over the role of schools in promoting development of the whole child, and with the increasing pressure to accelerate academic performance which may often preclude social activities. Despite inclusion in recess activities, students with autism spectrum disorder (ASD), generally miss out on the social benefits specific to recess. ASDs are defined as a group of developmental disabilities characterized by impairments in social interaction and communication and by restricted, repetitive, and stereotyped patterns of behavior (American Psychiatric Association, 2012). Other characteristics include lack of responding to their name, poor eye contact, limited affect and social responsiveness, and language delays or deviances (limited words by 16 months, echolalia, perseveration on topics)
Focus on autism and other developmental disabilities, 2014
Social and communication deficits are considered core features for children with autism spectrum ... more Social and communication deficits are considered core features for children with autism spectrum disorders-ASD (American Psychiatric Association, 2012). Children with ASD including high functioning autism have lower levels of communication than typically developing children, and have difficulty with processing and interpreting social situations with peers, teachers and family members (Jones & Schwartz, 2009). Common signs related to these deficits include trouble relating to others or not appearing to have interest in others, avoiding eye contact and preferring to be alone, and problems understanding other people's feelings and social cues. Some children with ASD seem interested in others but have difficulty knowing how to relate and communicate with others and express their emotions
Journal of Speech Language and Hearing Research
Purpose This study examined the effects of incorporating a peer-mediated approach into a speech-g... more Purpose This study examined the effects of incorporating a peer-mediated approach into a speech-generating device (SGD) intervention on communication of 45 nonverbal and minimally verbal preschoolers with autism spectrum disorder (ASD) and 95 peers without disabilities. The SGD was an iPad 2 (Apple) with voice output app. Method Effects were evaluated using a multivariate randomized control trial design with repeated measures for 4 cohorts across baseline, intervention, generalization, and maintenance phases. Children were randomly assigned to an experimental treatment that trained peers on use of the SGD or a business-as-usual comparison condition with untrained peers. Communication outcomes were measured for both children with ASD and peers. Results Children receiving the treatment demonstrated significant increases in rates of communication and more balanced responses and initiations (a measure of reciprocity) than children in the comparison group. They were able to generalize im...
Focus on autism and other developmental disabilities, 2014
Research in Autism Spectrum Disorders, 2014