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| Motor Planning: A Behavior Analytic Account and Evidence Base for Use |
| Saturday, May 25, 2019 |
| 5:00 PM–5:50 PM |
| Hyatt Regency West, Ballroom Level, Regency Ballroom D |
| Area: AUT/VBC; Domain: Translational |
| Chair: Elizabeth R. Lorah (University of Arkansas) |
| Discussant: Elizabeth R. Lorah (University of Arkansas) |
| CE Instructor: Elizabeth R. Lorah, Ph.D. |
| Abstract: The use of Augmentative and Alternative Communication (AAC) is a practice that continues to evolve, as technology changes, becomes more economical, and readily available. The use of handheld technology (i.e., the iPad™) as a speech-generating device (SGD), is more common than ever, yet we continue to lack an evidence-based practice for its use. One method of instruction that has gained visibility outside of behavior analysis is motor planning; however, given the limited data to support its use, coupled with the use of internal processes as an explanation for behavior, most behavior analysts avoid a discussion of motor planning, including its potential benefit. This symposium will present a behavior analytic account for the use of motor planning as an instructional strategy for the acquisition of verbal behavior using the iPad as a speech-generating device, while providing a behavior analytic account for the processes that take place when developing a motor plan. |
| Instruction Level: Intermediate |
| Keyword(s): Autism, Mand, Motor Planning, Speech-Generating Device |
| Target Audience: Intermediate practitioners |
| Learning Objectives: 1. Review of verbal behavior and evidence base for mand training
2. Review of the literature for the use of handheld technology as a speech generating device
3. How to implement motor planning in terms of handheld technology as a speech generating device |
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| A Behavior Analytic Account of Motor Planning |
| (Theory) |
| JESSICA MILLER (University of Arkansas), Elizabeth R. Lorah (University of Arkansas), Alison Karnes (University of Arkansas) |
| Abstract: Motor planning refers to the covert process by which an individual plans bodily movements. Some degree of motor planning is needed in order to effectively use a speech-generating device (SGD). Individuals with autism may have an increased incidence of motor development deficits. Where deficits exist, it is reasonable to teach communication in a way that minimizes the need for complex motor planning. One such method of teaching language with SGD to individuals with ASD is the Language Acquisition through Motor Planning (LAMPTM) approach (Halloran & Halloran, 2006). Despite the use of non-behavioral language in the description of LAMPTM protocols, a behavior analytic account of many of its methods is possible. This presentation will provide a behavior analytic account of motor planning as an instructional method for the use of handheld technology as a SGD. |
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| An Evidence Base for the Use of Motor Planning |
| (Applied Research) |
| ALISON KARNES (University of Arkansas), Elizabeth R. Lorah (University of Arkansas), Jessica Miller (University of Arkansas) |
| Abstract: This presented will describe research that addresses the gaps in the motor planning literature by evaluating the effectiveness of motor planning with core vocabulary and a prompting package including within stimulus prompts, constant time delay prompts, and response prompts in the acquisition of manding in a play-based environment with three preschool aged children with Autism Spectrum Disorder (ASD). A changing criterion design within a multiple baseline design across participants was selected. The study includes an initial three phases specific to the within stimulus prompt included in the screen layout and a fourth phase that uses priming and the prompting package to expand the participants’ manding repertoire. The results of this study indicate that the procedures were effective at establishing a mand repertoire in participants. Implications of this study and future directions for similar research will be discussed. |
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