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Détail de l'auteur
Auteur Richard J. MAY |
Documents disponibles écrits par cet auteur (3)
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Brief Report: Effects of Tact Training on Emergent Intraverbal Vocal Responses in Adolescents with Autism / Richard J. MAY in Journal of Autism and Developmental Disorders, 43-4 (April 2013)
[article]
Titre : Brief Report: Effects of Tact Training on Emergent Intraverbal Vocal Responses in Adolescents with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Richard J. MAY, Auteur ; Emma HAWKINS, Auteur ; Simon DYMOND, Auteur Article en page(s) : p.996-1004 Langues : Anglais (eng) Mots-clés : Tact training Intraverbals Conversation Emergent Stimulus relations Index. décimale : PER Périodiques Résumé : The present study evaluated the emergence of intraverbal responses following tact training with three adolescents diagnosed with autism spectrum disorders. Participants were taught to tact the name of a cartoon character (e.g., “What is the name of this monster?” [“Simon”]) and that character’s preferred food (e.g., “What food does this monster eat?” [“Chips”]). Following tact training, test probes revealed the emergence of untrained vocal intraverbals. Specifically, in the absence of pictures, participants stated the name of the character when given the food preference (e.g., “Which monster eats chips?”), and stated the food when given the character name (e.g., “What food does Simon eat?”). The findings are discussed with reference to the growing literature on verbal behavior and derived relational responding. En ligne : http://dx.doi.org/10.1007/s10803-012-1632-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=194
in Journal of Autism and Developmental Disorders > 43-4 (April 2013) . - p.996-1004[article] Brief Report: Effects of Tact Training on Emergent Intraverbal Vocal Responses in Adolescents with Autism [Texte imprimé et/ou numérique] / Richard J. MAY, Auteur ; Emma HAWKINS, Auteur ; Simon DYMOND, Auteur . - p.996-1004.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 43-4 (April 2013) . - p.996-1004
Mots-clés : Tact training Intraverbals Conversation Emergent Stimulus relations Index. décimale : PER Périodiques Résumé : The present study evaluated the emergence of intraverbal responses following tact training with three adolescents diagnosed with autism spectrum disorders. Participants were taught to tact the name of a cartoon character (e.g., “What is the name of this monster?” [“Simon”]) and that character’s preferred food (e.g., “What food does this monster eat?” [“Chips”]). Following tact training, test probes revealed the emergence of untrained vocal intraverbals. Specifically, in the absence of pictures, participants stated the name of the character when given the food preference (e.g., “Which monster eats chips?”), and stated the food when given the character name (e.g., “What food does Simon eat?”). The findings are discussed with reference to the growing literature on verbal behavior and derived relational responding. En ligne : http://dx.doi.org/10.1007/s10803-012-1632-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=194 Effects of a stimulus prompt display on therapists’ accuracy, rate, and variation of trial type delivery during discrete trial teaching / Richard J. MAY in Research in Autism Spectrum Disorders, 5-1 (January-March 2011)
[article]
Titre : Effects of a stimulus prompt display on therapists’ accuracy, rate, and variation of trial type delivery during discrete trial teaching Type de document : Texte imprimé et/ou numérique Auteurs : Richard J. MAY, Auteur ; Jennifer L. AUSTIN, Auteur ; Simon DYMOND, Auteur Année de publication : 2011 Article en page(s) : p.305-316 Langues : Anglais (eng) Mots-clés : Discrete-trial-teaching Stimulus-prompting Behavioral-skills-training Autism Early-intensive-behavioral-intervention Verbal-behavior Applied-behavior-analysis Index. décimale : PER Périodiques Résumé : Research on training therapists to deliver discrete trial teaching (DTT) has tended to focus on a limited range of therapist competencies and may have neglected important variables such as the rate and variation of trial types delivered across complete teaching sessions. Stimulus prompting procedures may facilitate the delivery of DTT for the broad range of competencies needed during therapy. In the present study, three experienced therapists were taught to deliver DTT with and without a stimulus prompt. A multiple baseline across participants with embedded reversal design was used to analyze performance during simulated teaching sessions. Results showed that all participants delivered both a higher rate of accurate trials and a greater variety of trials in sessions that incorporated stimulus prompting. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.04.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=111
in Research in Autism Spectrum Disorders > 5-1 (January-March 2011) . - p.305-316[article] Effects of a stimulus prompt display on therapists’ accuracy, rate, and variation of trial type delivery during discrete trial teaching [Texte imprimé et/ou numérique] / Richard J. MAY, Auteur ; Jennifer L. AUSTIN, Auteur ; Simon DYMOND, Auteur . - 2011 . - p.305-316.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 5-1 (January-March 2011) . - p.305-316
Mots-clés : Discrete-trial-teaching Stimulus-prompting Behavioral-skills-training Autism Early-intensive-behavioral-intervention Verbal-behavior Applied-behavior-analysis Index. décimale : PER Périodiques Résumé : Research on training therapists to deliver discrete trial teaching (DTT) has tended to focus on a limited range of therapist competencies and may have neglected important variables such as the rate and variation of trial types delivered across complete teaching sessions. Stimulus prompting procedures may facilitate the delivery of DTT for the broad range of competencies needed during therapy. In the present study, three experienced therapists were taught to deliver DTT with and without a stimulus prompt. A multiple baseline across participants with embedded reversal design was used to analyze performance during simulated teaching sessions. Results showed that all participants delivered both a higher rate of accurate trials and a greater variety of trials in sessions that incorporated stimulus prompting. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.04.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=111 Facilitating derived requesting skills with a touchscreen tablet computer for children with autism spectrum disorder / Katharine STILL in Research in Autism Spectrum Disorders, 19 (November 2015)
[article]
Titre : Facilitating derived requesting skills with a touchscreen tablet computer for children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Katharine STILL, Auteur ; Richard J. MAY, Auteur ; Ruth Anne REHFELDT, Auteur ; Robert WHELAN, Auteur ; Simon DYMOND, Auteur Article en page(s) : p.44-58 Langues : Anglais (eng) Mots-clés : Manding Requesting Augmentative alternative communication devices Equivalence relations Autism Index. décimale : PER Périodiques Résumé : Two experiments were conducted employing derived relational responding and conditioned motivating operations to establish untaught mands with 11 children with autism spectrum disorder (ASD) who lacked a vocal repertoire. Following formal language assessments and preference assessments, a multi-stage automated protocol was implemented on touchscreen tablet computers. Children were first taught to mand by picture exchange for missing items necessary to play with a toy and then learned to conditionally relate the dictated names of the items to the corresponding pictures of the items (A-B training) and to relate the dictated names to the corresponding printed words (A-C training). Test probes, in the absence of reinforcement, were presented to determine whether or not participants would mand for the missing items using text exchange (hence demonstrating derived manding/requesting). Probes for spontaneous matching (B-C and C-B) and labeling (B-A and C-A) were also presented in both experiments, one of which employed a pretest/posttest design and the other a multiple probe across participants design. Across both experiments, all but one of the participants showed evidence of derived requesting and derived stimulus relations. Implications for research on high-tech devices for facilitating independent communication skills of children with ASD and for derived relational responding approaches to verbal operants are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.04.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270
in Research in Autism Spectrum Disorders > 19 (November 2015) . - p.44-58[article] Facilitating derived requesting skills with a touchscreen tablet computer for children with autism spectrum disorder [Texte imprimé et/ou numérique] / Katharine STILL, Auteur ; Richard J. MAY, Auteur ; Ruth Anne REHFELDT, Auteur ; Robert WHELAN, Auteur ; Simon DYMOND, Auteur . - p.44-58.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 19 (November 2015) . - p.44-58
Mots-clés : Manding Requesting Augmentative alternative communication devices Equivalence relations Autism Index. décimale : PER Périodiques Résumé : Two experiments were conducted employing derived relational responding and conditioned motivating operations to establish untaught mands with 11 children with autism spectrum disorder (ASD) who lacked a vocal repertoire. Following formal language assessments and preference assessments, a multi-stage automated protocol was implemented on touchscreen tablet computers. Children were first taught to mand by picture exchange for missing items necessary to play with a toy and then learned to conditionally relate the dictated names of the items to the corresponding pictures of the items (A-B training) and to relate the dictated names to the corresponding printed words (A-C training). Test probes, in the absence of reinforcement, were presented to determine whether or not participants would mand for the missing items using text exchange (hence demonstrating derived manding/requesting). Probes for spontaneous matching (B-C and C-B) and labeling (B-A and C-A) were also presented in both experiments, one of which employed a pretest/posttest design and the other a multiple probe across participants design. Across both experiments, all but one of the participants showed evidence of derived requesting and derived stimulus relations. Implications for research on high-tech devices for facilitating independent communication skills of children with ASD and for derived relational responding approaches to verbal operants are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.04.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270