{"id":{"repo_id":"unt","oai_identifier":"info:ark/67531/metadc4390"},"canonical_url":"https://search.dev.ndltd.org/etd/unt/info:ark/67531/metadc4390","repository":{"repo_id":"unt","name":"University of North Texas","base_url":"https://digital.library.unt.edu/oai/"},"display":{"title":"The Effects of a Remote Control Tactile Feedback System on Conversation Skills in Children with Autism.","abstract":"A few studies have examined the effects of a remote control tactile device (RCT) as an unobtrusive prompting method used to promote skills such as verbal initiations and play behaviors in children with autism. To date, however, no published studies have investigated the effects of the RCT as a consequence to increase and maintain conversation skills. This study was designed to determine whether the RCT, in conjunction with common training techniques (i.e. roleplays, visual feedback, and sibling coaching), could be used as a discrete and unobtrusive feedback system to promote conversation skills in high functioning children with autism. Results found that the RCT and training packages were effective in initially increasing rates of target responses. The effects however, did not always maintain with a return to baseline. Programming \"naturally\" maintaining communities of reinforcement was found to be a critical factor in the maintenance of the conversational responses.","abstract_html":"A few studies have examined the effects of a remote control tactile device (RCT) as an unobtrusive prompting method used to promote skills such as verbal initiations and play behaviors in children with autism. To date, however, no published studies have investigated the effects of the RCT as a consequence to increase and maintain conversation skills. This study was designed to determine whether the RCT, in conjunction with common training techniques (i.e. roleplays, visual feedback, and sibling coaching), could be used as a discrete and unobtrusive feedback system to promote conversation skills in high functioning children with autism. Results found that the RCT and training packages were effective in initially increasing rates of target responses. The effects however, did not always maintain with a return to baseline. Programming "naturally" maintaining communities of reinforcement was found to be a critical factor in the maintenance of the conversational responses.","abstract_has_math":false,"creators":["Shively, Jane M."],"institution":"University of North Texas","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Rosales Ruíz, Jesús","Ala'i-Rosales, Shahla","Glenn, Sigrid S., 1939-"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2003,"date_issued":"2003-12","date_published":"2003-12","updated_at":"2026-07-24T05:35:09Z","subjects":["Autistic children -- Language.","Autistic children -- Behavior modification.","Interpersonal communication in children.","autism","conversational skills","tactile device","communities of reinforcement","sibling interactions"],"languages":["English"],"rights":["Public","Copyright","Shively, Jane M.","Copyright is held by the author, unless otherwise noted. 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This study was designed to determine whether the RCT, in conjunction with common training techniques (i.e. roleplays, visual feedback, and sibling coaching), could be used as a discrete and unobtrusive feedback system to promote conversation skills in high functioning children with autism. Results found that the RCT and training packages were effective in initially increasing rates of target responses. The effects however, did not always maintain with a return to baseline. 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This study was designed to determine whether the RCT, in conjunction with common training techniques (i.e. roleplays, visual feedback, and sibling coaching), could be used as a discrete and unobtrusive feedback system to promote conversation skills in high functioning children with autism. Results found that the RCT and training packages were effective in initially increasing rates of target responses. The effects however, did not always maintain with a return to baseline. Programming \"naturally\" maintaining communities of reinforcement was found to be a critical factor in the maintenance of the conversational responses."],"dc:format":["Text"],"dc:identifier":["oclc: 54463802","doi: 10.12794/metadc4390","https://digital.library.unt.edu/ark:/67531/metadc4390/","ark: ark:/67531/metadc4390"],"dc:language":["English"],"dc:publisher":["University of North Texas"],"dc:rights":["Public","Copyright","Shively, Jane M.","Copyright is held by the author, unless otherwise noted. 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