1. Valdosta State University
The Effects of Presentation Modality and Rate on Word Recall Abilities In Children with Autism Spectrum Disorders
Melanie Hyde, B.S.Ed.
Valdosta State University

2. Disclosures
None of the authors had any financial relationships relevant to the content of this presentation. This research was conducted for Science and Research in Communication Sciences and Disorders, a course required as part of the graduate program at Valdosta State University.

3. Background
Sensory abnormalities are included in the differential diagnosis of autism spectrum disorders.
Adverse effect on mainstream learning
Children with ASD have differences in sensory integration and stimulus perception
Impacts learning, attention, processing speed
Word recall: simplistic measure of learning
In-tact skill in children with ASD
Easily manipulable

4. Background Modality: Rate:
Courchesne et al. (1994) – poor modality coordination and deficits in attention shifts between modalities
Iarocci and McDonald (2006) – multisensory interactions enhance the “final fused precept”
Rate:
Tardif et al. (2007) – decreased speed of processing (SOP) in ASD requires a decreased rate of presentation
Breznitz et al. (2009) – increasing processing speed through accelerated presentation
Preservation of cognitive resources

5. Experimental Questions
1) How does presentation modality affect word recall abilities in children with autism spectrum disorders
2) How does presentation rate affect word recall abilities in children with autism spectrum disorders?
Hypotheses
1) The researcher hypothesized that a relationship would exist between presentation modality and word recall abilities.
2) The researcher hypothesized that as rate decreased, word recall abilities would increase.

6. Statement of the Purpose
The present research sought to establish the variables most positively correlated with word recall abilities in children with ASD as a measure of attention and short-term memory.
The purpose of the current study was to determine the methods best utilized in effectively supporting learning within a heterogeneous population.

7. Methodology Participant:
10 year-old Caucasian male with a confirmed diagnosis of autism
Documented IEP
No secondary diagnosis or compromising medications
Recipient of ongoing speech and language services
Sensory observations: hand flapping, excessive fidgeting, full-body rocking
Stimuli:
4 words lists comprised of 12 words
5 monosyllabic, 7 bisyllabic

8. Methodology Procedures:
QuickTime Player sound recording and moving recording features
Recordings controlled for extraneous input
BPM metronome used to control presentation rate
Increasing and decreasing the interstimulus interval
120 BPM, .5 second ISI  increased rate
30 BPM, 2 second ISI  decreased rate
Administration:
Clinical environment
Single data-collecting session
Explicit instructions
Responses recorded for playback and analysis
Accuracy and comparison between trials

9. Results Accuracy of word recall across modality and rate

10. Discussion Modality and word recall:
Current study- No relationship between modality and recall
Consistent with literature’s inclusivity
Differences in stimuli, environments, methodologies
Modality effectiveness may be dependent on:
Higher vs. lower levels of cognitive demand
Controlled vs. complex environment
Lack of benefits for single vs. simultaneous input on simple tasks

11. Discussion Rate and word recall:
Tardif et al. (2007)- Slower SOP requires decreased rate of presentation
Slowed presentation shows benefits for complex classroom learning but may not benefit all learning tasks.
Word recall is a low endurance activity
Simplicity may lend to greater benefits in increased rate
Deficits in processing speed = increased cognitive demands
Increased rate may conserve cognitive resources and prevents decay (Shiran & Breznitz, 2011)

12. Implications
No differences in auditory and auditory+ visual recall abilities:
Simplicity of the task  intact performance (Heaton, 2003)
Controlled environment  increased ability to attend (Teder- Salejarvi et al., 2005)
Suggestions:
Work toward input integration
Focus on bimodal integration and rapid learning in simple/conditioned environments (treatment room)
On tasks of attention and memory, increased presentation may benefit recall accuracy.
Rote memorization ≠deep processing
Findings may not generalize to more complex learning tasks.

13. Limitations Single-subject design
The ASD population is heterogeneous in composition
Future studies:
Varying ages, genders, severities
Word list stimuli
Possible cognitive overload related to quantity (12 words)
If cognitive overload occurred due to the presentation of too many words, recall abilities may have been compromised
Inclusion of less words
Higher level of importance placed on the recall of each individual word

14. Clinical Recommendations
Implement methods of instruction that best help with coping and processing of the environment.
Control for competing factors to better determine sensory preferences.
Auditory + visual stimuli vs. auditory stimuli
Consider word recall effective in strengthening attention, short-term memory, storage, and retrieval.
Increased rate may decrease cognitive delay and lead to increased gains in performance.
Vast classroom implications ( working and short-term memory)
Explore within the therapeutic setting.

15. Conclusion
Altering the presentation modality and rate of information has the potential to benefit the child with ASD.
Tasks of word recall, which measure short-term memory and attention, may benefit from an increased rate of presentation.
Conservation of cognitive resources  improved performance (Breznitz et al., 2009)
Short-term memory abilities are foundational to learning and abilities of working and long-term memory.
Improvements in short-term memory may enhance overall classroom performance and learning efficacy.

16. References
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