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Thematic matching as remedial teaching for symbolic matching for individuals with autism spectrum disorder / Karen M. LIONELLO-DENOLF in Research in Autism Spectrum Disorders, 8-5 (May 2014)
[article]
Titre : Thematic matching as remedial teaching for symbolic matching for individuals with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Karen M. LIONELLO-DENOLF, Auteur ; Rachel FARBER, Auteur ; B. Max JONES, Auteur ; William V. DUBE, Auteur Article en page(s) : p.455-462 Mots-clés : Matching-to-sample Symbolic behavior Thematic matching Children with ASD Index. décimale : PER Périodiques Résumé : Matching-to-sample (MTS) is often used to teach symbolic relationships between spoken or printed words and their referents to children with intellectual and developmental disabilities. However, many children have difficulty learning symbolic matching, even though they may demonstrate generalized identity matching. The current study investigated whether training on symbolic MTS tasks in which the stimuli are physically dissimilar but members of familiar categories (i.e., thematic matching) can remediate an individual's difficulty learning symbolic MTS tasks involving non-representative stimuli. Three adolescent males diagnosed with autism spectrum disorder were first trained on symbolic MTS tasks with unfamiliar, non-representative form stimuli. Thematic matching was introduced after the participants failed to learn 0, 2 or 4 symbolic MTS tasks and before additional symbolic MTS tasks were introduced. After exposure to thematic matching, accuracy on symbolic MTS tasks with novel stimuli increased to above chance for all participants. For two participants, high accuracy (90%) was achieved on a majority of these sessions. Thus, thematic matching may be an effective intervention for students with limited verbal repertoires and who have difficulty learning symbolic MTS tasks. Possible explanations for the facilitative effect of thematic matching are considered and warrant further investigation. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.01.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229
in Research in Autism Spectrum Disorders > 8-5 (May 2014) . - p.455-462[article] Thematic matching as remedial teaching for symbolic matching for individuals with autism spectrum disorder [Texte imprimé et/ou numérique] / Karen M. LIONELLO-DENOLF, Auteur ; Rachel FARBER, Auteur ; B. Max JONES, Auteur ; William V. DUBE, Auteur . - p.455-462.
in Research in Autism Spectrum Disorders > 8-5 (May 2014) . - p.455-462
Mots-clés : Matching-to-sample Symbolic behavior Thematic matching Children with ASD Index. décimale : PER Périodiques Résumé : Matching-to-sample (MTS) is often used to teach symbolic relationships between spoken or printed words and their referents to children with intellectual and developmental disabilities. However, many children have difficulty learning symbolic matching, even though they may demonstrate generalized identity matching. The current study investigated whether training on symbolic MTS tasks in which the stimuli are physically dissimilar but members of familiar categories (i.e., thematic matching) can remediate an individual's difficulty learning symbolic MTS tasks involving non-representative stimuli. Three adolescent males diagnosed with autism spectrum disorder were first trained on symbolic MTS tasks with unfamiliar, non-representative form stimuli. Thematic matching was introduced after the participants failed to learn 0, 2 or 4 symbolic MTS tasks and before additional symbolic MTS tasks were introduced. After exposure to thematic matching, accuracy on symbolic MTS tasks with novel stimuli increased to above chance for all participants. For two participants, high accuracy (90%) was achieved on a majority of these sessions. Thus, thematic matching may be an effective intervention for students with limited verbal repertoires and who have difficulty learning symbolic MTS tasks. Possible explanations for the facilitative effect of thematic matching are considered and warrant further investigation. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.01.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229 Computer-based intervention for inferring facial expressions from the socio-emotional context in two children with autism spectrum disorders / Soichiro MATSUDA in Research in Autism Spectrum Disorders, 8-8 (August 2014)
[article]
Titre : Computer-based intervention for inferring facial expressions from the socio-emotional context in two children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Soichiro MATSUDA, Auteur ; Junichi YAMAMOTO, Auteur Article en page(s) : p.944-950 Langues : Anglais (eng) Mots-clés : Facial expressions Autism Matching-to-sample Socio-emotional situations Emotion recognition Index. décimale : PER Périodiques Résumé : Abstract Difficulties in understanding others’ emotions have been widely reported in autism spectrum disorders (ASDs). Many methodologies for evaluating the emotion recognition can be analyzed by matching-to-sample (MTS) procedures. When using movies of socio-emotional situations as sample stimuli, children with ASD have been found to have difficulties in understanding them. Furthermore, there are few intervention studies that have targeted understanding of socio-emotional situations in children with ASD. The present study examined whether two young children with ASD can acquire the relationships between movies of socio-emotional situations and pictures of facial expressions through computer-based MTS training. The movies of situations and pictures of facial expressions represented happy, surprised, angry and sad emotions. The child with ASD was required to select the picture of facial expression when presented with the movie of socio-emotional situations as a sample stimulus, and if so, whether these skills can be generalized to untrained stimuli. We used a multiple baseline design across participants, and the results demonstrated that both children learned the relationships and improved their performance with untrained stimuli. These findings are discussed in terms of procedures to increase the understanding of others’ emotions at an early developmental stage. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.04.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233
in Research in Autism Spectrum Disorders > 8-8 (August 2014) . - p.944-950[article] Computer-based intervention for inferring facial expressions from the socio-emotional context in two children with autism spectrum disorders [Texte imprimé et/ou numérique] / Soichiro MATSUDA, Auteur ; Junichi YAMAMOTO, Auteur . - p.944-950.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 8-8 (August 2014) . - p.944-950
Mots-clés : Facial expressions Autism Matching-to-sample Socio-emotional situations Emotion recognition Index. décimale : PER Périodiques Résumé : Abstract Difficulties in understanding others’ emotions have been widely reported in autism spectrum disorders (ASDs). Many methodologies for evaluating the emotion recognition can be analyzed by matching-to-sample (MTS) procedures. When using movies of socio-emotional situations as sample stimuli, children with ASD have been found to have difficulties in understanding them. Furthermore, there are few intervention studies that have targeted understanding of socio-emotional situations in children with ASD. The present study examined whether two young children with ASD can acquire the relationships between movies of socio-emotional situations and pictures of facial expressions through computer-based MTS training. The movies of situations and pictures of facial expressions represented happy, surprised, angry and sad emotions. The child with ASD was required to select the picture of facial expression when presented with the movie of socio-emotional situations as a sample stimulus, and if so, whether these skills can be generalized to untrained stimuli. We used a multiple baseline design across participants, and the results demonstrated that both children learned the relationships and improved their performance with untrained stimuli. These findings are discussed in terms of procedures to increase the understanding of others’ emotions at an early developmental stage. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.04.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233