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3 recherche sur le mot-clé 'Conditional discrimination'
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Teaching individuals with autism receptive labeling skills involving conditional discriminations: A comparison of mass trial and intermixing before random rotation, random rotation only, and combined blocking / Elizabeth J. HOLMES in Research in Autism Spectrum Disorders, 11 (March 2015)
[article]
Titre : Teaching individuals with autism receptive labeling skills involving conditional discriminations: A comparison of mass trial and intermixing before random rotation, random rotation only, and combined blocking Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth J. HOLMES, Auteur ; Svein EIKESETH, Auteur ; Kimberly A. SCHULZE, Auteur Article en page(s) : p.1-12 Langues : Anglais (eng) Mots-clés : Autism Language Receptive labeling Discrimination learning Conditional discrimination Index. décimale : PER Périodiques Résumé : This study compared the efficacy of three different discrimination training procedures for teaching receptive labeling skills involving conditional discrimination to two adults and one child with autism, using an adapted alternating treatment design. The three training procedures were; Structured Mix before Random Rotation, Random Rotation Only, and Combined Blocking. Across participants, the Random Rotation Only procedure was most effective, followed by the Structured Mix before Random Rotation procedure, and the Combined Blocking procedure. For two of the participants, the Combined Blocking procedure produced the lowest percentage of error trials, and for all three participants, the Random Rotation Only procedure was associated with the highest percentage of error trials. Maintenance probes demonstrated that labels in each condition were maintained across two weeks. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.11.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260
in Research in Autism Spectrum Disorders > 11 (March 2015) . - p.1-12[article] Teaching individuals with autism receptive labeling skills involving conditional discriminations: A comparison of mass trial and intermixing before random rotation, random rotation only, and combined blocking [Texte imprimé et/ou numérique] / Elizabeth J. HOLMES, Auteur ; Svein EIKESETH, Auteur ; Kimberly A. SCHULZE, Auteur . - p.1-12.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 11 (March 2015) . - p.1-12
Mots-clés : Autism Language Receptive labeling Discrimination learning Conditional discrimination Index. décimale : PER Périodiques Résumé : This study compared the efficacy of three different discrimination training procedures for teaching receptive labeling skills involving conditional discrimination to two adults and one child with autism, using an adapted alternating treatment design. The three training procedures were; Structured Mix before Random Rotation, Random Rotation Only, and Combined Blocking. Across participants, the Random Rotation Only procedure was most effective, followed by the Structured Mix before Random Rotation procedure, and the Combined Blocking procedure. For two of the participants, the Combined Blocking procedure produced the lowest percentage of error trials, and for all three participants, the Random Rotation Only procedure was associated with the highest percentage of error trials. Maintenance probes demonstrated that labels in each condition were maintained across two weeks. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.11.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260 A rapid assessment of instructional strategies to teach auditory-visual conditional discriminations to children with autism / Tiffany KODAK in Research in Autism Spectrum Disorders, 7-6 (June 2013)
[article]
Titre : A rapid assessment of instructional strategies to teach auditory-visual conditional discriminations to children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Tiffany KODAK, Auteur ; Andrea CLEMENTS, Auteur ; Brittany LEBLANC, Auteur Article en page(s) : p.801-807 Langues : Anglais (eng) Mots-clés : Autism Academic interventions Brief experimental analysis Conditional discrimination Skills assessment Index. décimale : PER Périodiques Résumé : The purpose of the present investigation was to evaluate a rapid assessment procedure to identify effective instructional strategies to teach auditory-visual conditional discriminations to children diagnosed with autism. We replicated and extended previous rapid skills assessments (Lerman, Vorndran, Addison, amp; Kuhn, 2004) by evaluating the effects of reinforcement and prompting on the acquisition of auditory-visual conditional discriminations. The results showed that our assessment procedure identified at least one effective instructional strategy for each participant. In addition, our experimental design allowed us to identify the most efficient instructional strategy for all three participants. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199
in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.801-807[article] A rapid assessment of instructional strategies to teach auditory-visual conditional discriminations to children with autism [Texte imprimé et/ou numérique] / Tiffany KODAK, Auteur ; Andrea CLEMENTS, Auteur ; Brittany LEBLANC, Auteur . - p.801-807.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.801-807
Mots-clés : Autism Academic interventions Brief experimental analysis Conditional discrimination Skills assessment Index. décimale : PER Périodiques Résumé : The purpose of the present investigation was to evaluate a rapid assessment procedure to identify effective instructional strategies to teach auditory-visual conditional discriminations to children diagnosed with autism. We replicated and extended previous rapid skills assessments (Lerman, Vorndran, Addison, amp; Kuhn, 2004) by evaluating the effects of reinforcement and prompting on the acquisition of auditory-visual conditional discriminations. The results showed that our assessment procedure identified at least one effective instructional strategy for each participant. In addition, our experimental design allowed us to identify the most efficient instructional strategy for all three participants. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199 Comparison of Performance on Verbal and Nonverbal Multiple-Cue Responding Tasks in Children with ASD / Andrey VYSHEDSKIY in Autism - Open Access, 7-5 ([01/10/2017])
[article]
Titre : Comparison of Performance on Verbal and Nonverbal Multiple-Cue Responding Tasks in Children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Andrey VYSHEDSKIY, Auteur ; Rita DUNN, Auteur ; Lisa LOKSHINA, Auteur ; Alexander FAISMAN, Auteur ; Jonah ELGART, Auteur ; Edward KHOKHLOVICH, Auteur ; Yuriy GANKIN, Auteur Article en page(s) : 9 p. Langues : Anglais (eng) Mots-clés : Autism ASD Behavioral therapy PRT Pivotal response treatment Multiple-cue responding Conditional discrimination Stimulus over selectivity Tunnel vision Mental synthesis Cognitive therapy Language therapy Early intervention ABA Index. décimale : PER Périodiques Résumé : In this manuscript, we present data from an ongoing study of a tablet-based therapeutic application designed for newly diagnosed children with autism spectrum disorder (ASD) and modeled on language therapy, Applied Behavioral Analysis (ABA) and Pivotal Response Treatment (PRT), techniques known to be effective in educating children with ASD. We describe the creation of a variety of analogous tasks that were presented both verbally and nonverbally within the application. This work presents our hypothesis that children with ASD perform better when a command is presented nonverbally. This approach may have important implication for the most effective way of delivering early therapeutic interventions to children with ASD. En ligne : https://dx.doi.org/10.4172/2165-7890.1000218 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410
in Autism - Open Access > 7-5 [01/10/2017] . - 9 p.[article] Comparison of Performance on Verbal and Nonverbal Multiple-Cue Responding Tasks in Children with ASD [Texte imprimé et/ou numérique] / Andrey VYSHEDSKIY, Auteur ; Rita DUNN, Auteur ; Lisa LOKSHINA, Auteur ; Alexander FAISMAN, Auteur ; Jonah ELGART, Auteur ; Edward KHOKHLOVICH, Auteur ; Yuriy GANKIN, Auteur . - 9 p.
Langues : Anglais (eng)
in Autism - Open Access > 7-5 [01/10/2017] . - 9 p.
Mots-clés : Autism ASD Behavioral therapy PRT Pivotal response treatment Multiple-cue responding Conditional discrimination Stimulus over selectivity Tunnel vision Mental synthesis Cognitive therapy Language therapy Early intervention ABA Index. décimale : PER Périodiques Résumé : In this manuscript, we present data from an ongoing study of a tablet-based therapeutic application designed for newly diagnosed children with autism spectrum disorder (ASD) and modeled on language therapy, Applied Behavioral Analysis (ABA) and Pivotal Response Treatment (PRT), techniques known to be effective in educating children with ASD. We describe the creation of a variety of analogous tasks that were presented both verbally and nonverbally within the application. This work presents our hypothesis that children with ASD perform better when a command is presented nonverbally. This approach may have important implication for the most effective way of delivering early therapeutic interventions to children with ASD. En ligne : https://dx.doi.org/10.4172/2165-7890.1000218 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410