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Social Interaction and Repetitive Motor Behaviors / Rachel L. LOFTIN in Journal of Autism and Developmental Disorders, 38-6 (July 2008)
[article]
Titre : Social Interaction and Repetitive Motor Behaviors Type de document : Texte imprimé et/ou numérique Auteurs : Rachel L. LOFTIN, Auteur ; Samuel L ODOM, Auteur ; Johanna F. LANTZ, Auteur Année de publication : 2008 Article en page(s) : p.1124-1135 Langues : Anglais (eng) Mots-clés : Autism Social-skills Initiations Self-monitoring Repetitive-motor-behavior Peer-training Stereotypic-behavior Index. décimale : PER Périodiques Résumé : Students with autism have difficulty initiating social interactions and may exhibit repetitive motor behavior (e.g., body rocking, hand flapping). Increasing social interaction by teaching new skills may lead to reductions in problem behavior, such as motor stereotypies. Additionally, self-monitoring strategies can increase the maintenance of skills. A multiple baseline design was used to examine whether multi-component social skills intervention (including peer training, social initiation instruction, and self-monitoring) led to a decrease in repetitive motor behavior. Social initiations for all participants increased when taught to initiate, and social interactions continued when self-monitoring was introduced. Additionally, participants’ repetitive motor behavior was reduced. Changes in social behavior and in repetitive motor behavior maintained more than one month after the intervention ended. En ligne : http://dx.doi.org/10.1007/s10803-007-0499-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474
in Journal of Autism and Developmental Disorders > 38-6 (July 2008) . - p.1124-1135[article] Social Interaction and Repetitive Motor Behaviors [Texte imprimé et/ou numérique] / Rachel L. LOFTIN, Auteur ; Samuel L ODOM, Auteur ; Johanna F. LANTZ, Auteur . - 2008 . - p.1124-1135.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 38-6 (July 2008) . - p.1124-1135
Mots-clés : Autism Social-skills Initiations Self-monitoring Repetitive-motor-behavior Peer-training Stereotypic-behavior Index. décimale : PER Périodiques Résumé : Students with autism have difficulty initiating social interactions and may exhibit repetitive motor behavior (e.g., body rocking, hand flapping). Increasing social interaction by teaching new skills may lead to reductions in problem behavior, such as motor stereotypies. Additionally, self-monitoring strategies can increase the maintenance of skills. A multiple baseline design was used to examine whether multi-component social skills intervention (including peer training, social initiation instruction, and self-monitoring) led to a decrease in repetitive motor behavior. Social initiations for all participants increased when taught to initiate, and social interactions continued when self-monitoring was introduced. Additionally, participants’ repetitive motor behavior was reduced. Changes in social behavior and in repetitive motor behavior maintained more than one month after the intervention ended. En ligne : http://dx.doi.org/10.1007/s10803-007-0499-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474