Use of a Visual Cueing System to Retell Events: Child with Fetal Alcohol Syndrome

Morton, Margaret Anne

Graduate Thesis Or Dissertation

Use of a Visual Cueing System to Retell Events: Child with Fetal Alcohol Syndrome Public Deposited

Analytics

Citations

Citeable URL: https://scholar.colorado.edu/concern/graduate_thesis_or_dissertations/r207tp756

Abstract

A descriptive case study design was used with a 5-year old male subject diagnosed with Fetal Alcohol Syndrome (FAS). The purpose of the study was to explore the effectiveness of a visual cueing system (VCS) to assist a child with FAS in retelling the events in a completed activity. Initial questions included: 1) Is the subject able to retell the correct sequence of events in free recall without a visual support? 2) Does the subject’s accuracy in retelling the sequence of events improve across sessions with greater exposure and experience using the VCS? 3) Does an increased number of the subject’s distractive behaviors before and during the activity and retell impact the subject’s accuracy in using a VCS to verbally sequence events? 4) Does an increased number of clinician redirection attempts before and during the activity retell impact the subject’s accuracy in using a VCS to verbally sequence events? 5) Is there a similarity between the number of subject’s distractive behaviors compared to the number of clinician redirection attempts? 6) Does the subject’s ability to retell a sequence of events, as measured by the NEPSY-II, improve following intervention using the VCS? Due to procedural limitations, baseline data regarding the subject’s success in retelling a sequence of events without visual supports was not collected. Therefore, the initial questions posed by the principle investigator were unable to be adequately addressed in the present study. Multiple variables were coded post hoc in order to review the relationship between these measures and the child’s accuracy in retelling the activity events. Post hoc coding included: Subject’s quality verbal interactions, adult references to “help,” and subject’s percentage of events included in retell. Results from the post hoc analysis suggest a positive relationship between the subject’s number of quality verbal interactions and his overall success in retelling events in the activity, as well as possible generalization of skills in retelling events in a narrative retell task.

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