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Auteur Flaviu HODIS |
Documents disponibles écrits par cet auteur (1)
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Teaching two boys with autism spectrum disorders to request the continuation of toy play using an iPad®-based speech-generating device / Jeff SIGAFOOS in Research in Autism Spectrum Disorders, 7-8 (August 2013)
[article]
Titre : Teaching two boys with autism spectrum disorders to request the continuation of toy play using an iPad®-based speech-generating device Type de document : Texte imprimé et/ou numérique Auteurs : Jeff SIGAFOOS, Auteur ; Giulio E. LANCIONI, Auteur ; Mark F. O’REILLY, Auteur ; Donna ACHMADI, Auteur ; Michelle STEVENS, Auteur ; Laura ROCHE, Auteur ; Debora KAGOHARA, Auteur ; Larah VAN DER MEER, Auteur ; Dean SUTHERLAND, Auteur ; Russell B. LANG, Auteur ; Peter B. MARSCHIK, Auteur ; Laurie MCLAY, Auteur ; Flaviu HODIS, Auteur ; Vanessa A. GREEN, Auteur Année de publication : 2013 Article en page(s) : p.923-930 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders iPad® Requesting Speech-generating device Systematic instruction Index. décimale : PER Périodiques Résumé : Abstract We evaluated a set of instructional procedures for teaching two nonverbal boys with autism spectrum disorders (ASD) to request the continuation of toy play using an iPad®-based speech-generating device (SGD). The effects of the instructional procedures were evaluated in a multiple baseline across participants design. Instruction focused on teaching the boys to select a TOY PLAY symbol from the iPad® screen when their toy play was briefly interrupted. The instructional procedures included behavior chain interruption, time delay, graduated guidance, and differential reinforcement. Results showed that both boys learned to use the SGD to request and maintained this skill without prompting. SGD-based requesting also generalized to other objects/activities. Acquisition of SGD-based requesting was associated with decreases in reaching and aggressive behavior. Results suggest that systematic instruction with the iPad®-based SGD effectively replaced reaching and aggression with socially acceptable communication. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.04.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202
in Research in Autism Spectrum Disorders > 7-8 (August 2013) . - p.923-930[article] Teaching two boys with autism spectrum disorders to request the continuation of toy play using an iPad®-based speech-generating device [Texte imprimé et/ou numérique] / Jeff SIGAFOOS, Auteur ; Giulio E. LANCIONI, Auteur ; Mark F. O’REILLY, Auteur ; Donna ACHMADI, Auteur ; Michelle STEVENS, Auteur ; Laura ROCHE, Auteur ; Debora KAGOHARA, Auteur ; Larah VAN DER MEER, Auteur ; Dean SUTHERLAND, Auteur ; Russell B. LANG, Auteur ; Peter B. MARSCHIK, Auteur ; Laurie MCLAY, Auteur ; Flaviu HODIS, Auteur ; Vanessa A. GREEN, Auteur . - 2013 . - p.923-930.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-8 (August 2013) . - p.923-930
Mots-clés : Autism spectrum disorders iPad® Requesting Speech-generating device Systematic instruction Index. décimale : PER Périodiques Résumé : Abstract We evaluated a set of instructional procedures for teaching two nonverbal boys with autism spectrum disorders (ASD) to request the continuation of toy play using an iPad®-based speech-generating device (SGD). The effects of the instructional procedures were evaluated in a multiple baseline across participants design. Instruction focused on teaching the boys to select a TOY PLAY symbol from the iPad® screen when their toy play was briefly interrupted. The instructional procedures included behavior chain interruption, time delay, graduated guidance, and differential reinforcement. Results showed that both boys learned to use the SGD to request and maintained this skill without prompting. SGD-based requesting also generalized to other objects/activities. Acquisition of SGD-based requesting was associated with decreases in reaching and aggressive behavior. Results suggest that systematic instruction with the iPad®-based SGD effectively replaced reaching and aggression with socially acceptable communication. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.04.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202