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Effectiveness of Video Self-Modeling to Promote Social Initiations by 3-Year-Olds With Autism Spectrum Disorders / Tom BUGGEY in Focus on Autism and Other Developmental Disabilities, 27-2 (June 2012)
[article]
Titre : Effectiveness of Video Self-Modeling to Promote Social Initiations by 3-Year-Olds With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Tom BUGGEY, Auteur Année de publication : 2012 Article en page(s) : p.102-110 Langues : Anglais (eng) Mots-clés : video self-modeling autism spectrum disorders initiations young children Index. décimale : PER Périodiques Résumé : Video Self-Modeling (VSM) provides individuals the opportunity to view themselves performing a task beyond their present functioning level through the careful editing of videos. In this study, a single-case multiple-baseline design was used to determine whether VSM would facilitate social initiations across three young children (M = 3 years 10 months) on the autism spectrum. Although VSM has been found to enhance skills in younger children with autism spectrum disorders, no changes in behavior were noted for the participants in this study. The relationship between age and VSM efficacy is discussed along with other factors that may influence VSM outcomes with young children. En ligne : http://dx.doi.org/10.1177/1088357612441826 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166
in Focus on Autism and Other Developmental Disabilities > 27-2 (June 2012) . - p.102-110[article] Effectiveness of Video Self-Modeling to Promote Social Initiations by 3-Year-Olds With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Tom BUGGEY, Auteur . - 2012 . - p.102-110.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 27-2 (June 2012) . - p.102-110
Mots-clés : video self-modeling autism spectrum disorders initiations young children Index. décimale : PER Périodiques Résumé : Video Self-Modeling (VSM) provides individuals the opportunity to view themselves performing a task beyond their present functioning level through the careful editing of videos. In this study, a single-case multiple-baseline design was used to determine whether VSM would facilitate social initiations across three young children (M = 3 years 10 months) on the autism spectrum. Although VSM has been found to enhance skills in younger children with autism spectrum disorders, no changes in behavior were noted for the participants in this study. The relationship between age and VSM efficacy is discussed along with other factors that may influence VSM outcomes with young children. En ligne : http://dx.doi.org/10.1177/1088357612441826 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166 Improving Question-Asking Initiations in Young Children with Autism Using Pivotal Response Treatment / Robert L. KOEGEL in Journal of Autism and Developmental Disorders, 44-4 (April 2014)
[article]
Titre : Improving Question-Asking Initiations in Young Children with Autism Using Pivotal Response Treatment Type de document : Texte imprimé et/ou numérique Auteurs : Robert L. KOEGEL, Auteur ; Jessica BRADSHAW, Auteur ; Kristen ASHBAUGH, Auteur ; Lynn Kern KOEGEL, Auteur Année de publication : 2014 Article en page(s) : p.816-827 Langues : Anglais (eng) Mots-clés : Initiations Early intervention Motivation Question-asking Autism spectrum disorder Pivotal response treatment Index. décimale : PER Périodiques Résumé : Social initiations make up a core deficit for children with autism spectrum disorder (ASD). In particular, initiated questions during social interactions are often minimal or absent in this population. In the context of a multiple baseline design, the efficacy of using the motivational procedures of Pivotal Response Treatment to increase social question-asking for three young children with autism was assessed. Results indicated that participants initiated a greater number of targeted questions following intervention. Additionally, all children exhibited increases in initiation of untargeted questions during social interaction in novel settings. Furthermore, post intervention data revealed collateral gains in communication and adaptive behavior. Theoretical implications of incorporating motivational strategies into intervention to improve social initiations in young children with ASD are discussed. En ligne : http://dx.doi.org/10.1007/s10803-013-1932-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=228
in Journal of Autism and Developmental Disorders > 44-4 (April 2014) . - p.816-827[article] Improving Question-Asking Initiations in Young Children with Autism Using Pivotal Response Treatment [Texte imprimé et/ou numérique] / Robert L. KOEGEL, Auteur ; Jessica BRADSHAW, Auteur ; Kristen ASHBAUGH, Auteur ; Lynn Kern KOEGEL, Auteur . - 2014 . - p.816-827.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-4 (April 2014) . - p.816-827
Mots-clés : Initiations Early intervention Motivation Question-asking Autism spectrum disorder Pivotal response treatment Index. décimale : PER Périodiques Résumé : Social initiations make up a core deficit for children with autism spectrum disorder (ASD). In particular, initiated questions during social interactions are often minimal or absent in this population. In the context of a multiple baseline design, the efficacy of using the motivational procedures of Pivotal Response Treatment to increase social question-asking for three young children with autism was assessed. Results indicated that participants initiated a greater number of targeted questions following intervention. Additionally, all children exhibited increases in initiation of untargeted questions during social interaction in novel settings. Furthermore, post intervention data revealed collateral gains in communication and adaptive behavior. Theoretical implications of incorporating motivational strategies into intervention to improve social initiations in young children with ASD are discussed. En ligne : http://dx.doi.org/10.1007/s10803-013-1932-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=228 The Effect of Teaching Initiations on the Communication of Children with Autism Spectrum Disorder: A Randomized Clinical Trial / Fereshteh MOHAMMADZAHERI in Journal of Autism and Developmental Disorders, 52-6 (June 2022)
[article]
Titre : The Effect of Teaching Initiations on the Communication of Children with Autism Spectrum Disorder: A Randomized Clinical Trial Type de document : Texte imprimé et/ou numérique Auteurs : Fereshteh MOHAMMADZAHERI, Auteur ; Lynn KERN KOEGEL, Auteur ; Enayatollah BAKHSHI, Auteur ; Reza KHOSROWABADI, Auteur ; Zahra SOLEYMANI, Auteur Article en page(s) : p.2598-2609 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Communication Expressive communication Initiations Pivotal response treatment Index. décimale : PER Périodiques Résumé : This study examined the effect of Pivotal response treatment (PRT) to improve verbal initiations in children with Autism Spectrum Disorder, age 6-12 years old, using a Randomized Clinical Trial design. Intervention was conducted three times a week for 2 months, for a total of 24 one-hour sessions. The PRT intervention taught a variety of questions and attention/assistance-seeking initiations. The treatment as usual (TAU) group received standard language intervention. Results showed that the PRT group made significant improvements in their number of verbal initiations as well as collateral gains in general communicative skills and mean length of utterance (MLU) compared to the TAU group. Theoretical implications of including motivational approaches to develop social initiations are reviewed. En ligne : http://dx.doi.org/10.1007/s10803-021-05153-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474
in Journal of Autism and Developmental Disorders > 52-6 (June 2022) . - p.2598-2609[article] The Effect of Teaching Initiations on the Communication of Children with Autism Spectrum Disorder: A Randomized Clinical Trial [Texte imprimé et/ou numérique] / Fereshteh MOHAMMADZAHERI, Auteur ; Lynn KERN KOEGEL, Auteur ; Enayatollah BAKHSHI, Auteur ; Reza KHOSROWABADI, Auteur ; Zahra SOLEYMANI, Auteur . - p.2598-2609.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-6 (June 2022) . - p.2598-2609
Mots-clés : Autism spectrum disorder Communication Expressive communication Initiations Pivotal response treatment Index. décimale : PER Périodiques Résumé : This study examined the effect of Pivotal response treatment (PRT) to improve verbal initiations in children with Autism Spectrum Disorder, age 6-12 years old, using a Randomized Clinical Trial design. Intervention was conducted three times a week for 2 months, for a total of 24 one-hour sessions. The PRT intervention taught a variety of questions and attention/assistance-seeking initiations. The treatment as usual (TAU) group received standard language intervention. Results showed that the PRT group made significant improvements in their number of verbal initiations as well as collateral gains in general communicative skills and mean length of utterance (MLU) compared to the TAU group. Theoretical implications of including motivational approaches to develop social initiations are reviewed. En ligne : http://dx.doi.org/10.1007/s10803-021-05153-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474 Use of a tactile prompt to increase social initiations in children with autism / Pagona TZANAKAKI in Research in Autism Spectrum Disorders, 8-6 (June 2014)
[article]
Titre : Use of a tactile prompt to increase social initiations in children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Pagona TZANAKAKI, Auteur ; Corinna F. GRINDLE, Auteur ; Sarah DUNGAIT, Auteur ; Amy HULSON-JONES, Auteur ; Maria SAVILLE, Auteur ; J. Carl HUGHES, Auteur ; Richard P. HASTINGS, Auteur Article en page(s) : p.726-736 Langues : Anglais (eng) Mots-clés : Autism Social interaction Initiations Index. décimale : PER Périodiques Résumé : Making appropriate verbal initiations to others is an aspect of social interaction that can be problematic for individuals with autism. A variety of teaching and prompting methods have been developed to address the issue including the use of a tactile prompt, a small device that can fit in the participant's pocket and can be programmed to vibrate at regular intervals. Our aim was to extend the existing research on the use of the tactile prompt by incorporating reinforcement during intervention and attempting a systematic fading of the prompt. Three children with autism participated in Study 1 and two children in Study 2. In both studies, the intervention was conducted during free-play activities with mainstream peers. Results indicated that the participants’ verbal initiations to their peers increased in comparison to baseline. Additionally in Study 2, the use of both the tactile prompt and the prosthetic reinforcement were successfully faded. Implications regarding the use of covert prompting methods to help individuals with autism in the area of social interactions are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.03.016 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232
in Research in Autism Spectrum Disorders > 8-6 (June 2014) . - p.726-736[article] Use of a tactile prompt to increase social initiations in children with autism [Texte imprimé et/ou numérique] / Pagona TZANAKAKI, Auteur ; Corinna F. GRINDLE, Auteur ; Sarah DUNGAIT, Auteur ; Amy HULSON-JONES, Auteur ; Maria SAVILLE, Auteur ; J. Carl HUGHES, Auteur ; Richard P. HASTINGS, Auteur . - p.726-736.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 8-6 (June 2014) . - p.726-736
Mots-clés : Autism Social interaction Initiations Index. décimale : PER Périodiques Résumé : Making appropriate verbal initiations to others is an aspect of social interaction that can be problematic for individuals with autism. A variety of teaching and prompting methods have been developed to address the issue including the use of a tactile prompt, a small device that can fit in the participant's pocket and can be programmed to vibrate at regular intervals. Our aim was to extend the existing research on the use of the tactile prompt by incorporating reinforcement during intervention and attempting a systematic fading of the prompt. Three children with autism participated in Study 1 and two children in Study 2. In both studies, the intervention was conducted during free-play activities with mainstream peers. Results indicated that the participants’ verbal initiations to their peers increased in comparison to baseline. Additionally in Study 2, the use of both the tactile prompt and the prosthetic reinforcement were successfully faded. Implications regarding the use of covert prompting methods to help individuals with autism in the area of social interactions are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.03.016 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 Using Two Formats of a Social Story to Increase the Verbal Initiations and On-Topic Responses of Two Adolescents with Autism Spectrum Disorders / Nicole ANTHONY in Journal of Autism and Developmental Disorders, 52-9 (September 2022)
[article]
Titre : Using Two Formats of a Social Story to Increase the Verbal Initiations and On-Topic Responses of Two Adolescents with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Nicole ANTHONY, Auteur ; Jonna BOBZIEN, Auteur Article en page(s) : p.4138-4149 Langues : Anglais (eng) Mots-clés : Adolescent Autism Spectrum Disorder/therapy Generalization, Psychological Humans Parents Adolescents Autism Initiations On-topic responses Social stories Index. décimale : PER Périodiques Résumé : This research used an alternating treatment design to investigate the relative effectiveness of participant specific social stories delivered using two distinct formats (i.e., technology-based, paper/book), on increasing the frequency of initiations and responses of two adolescents with ASD. Visual analysis of baseline, intervention, maintenance, and generalization data results indicated the intervention increased the frequency of initiations and on-topic responses regardless of delivery format; however, calculation of Percentage of Nonoverlapping Pairs and TAU-U for both formats indicated variable levels of effectiveness for each condition, with ranges of 43-86% and 0.02381-0.76190 respectively. Finally, despite varied results, both participants preferred the technology-based social story format and parents of both participants agreed the social story intervention increased communicative skills. En ligne : http://dx.doi.org/10.1007/s10803-021-05298-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486
in Journal of Autism and Developmental Disorders > 52-9 (September 2022) . - p.4138-4149[article] Using Two Formats of a Social Story to Increase the Verbal Initiations and On-Topic Responses of Two Adolescents with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Nicole ANTHONY, Auteur ; Jonna BOBZIEN, Auteur . - p.4138-4149.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-9 (September 2022) . - p.4138-4149
Mots-clés : Adolescent Autism Spectrum Disorder/therapy Generalization, Psychological Humans Parents Adolescents Autism Initiations On-topic responses Social stories Index. décimale : PER Périodiques Résumé : This research used an alternating treatment design to investigate the relative effectiveness of participant specific social stories delivered using two distinct formats (i.e., technology-based, paper/book), on increasing the frequency of initiations and responses of two adolescents with ASD. Visual analysis of baseline, intervention, maintenance, and generalization data results indicated the intervention increased the frequency of initiations and on-topic responses regardless of delivery format; however, calculation of Percentage of Nonoverlapping Pairs and TAU-U for both formats indicated variable levels of effectiveness for each condition, with ranges of 43-86% and 0.02381-0.76190 respectively. Finally, despite varied results, both participants preferred the technology-based social story format and parents of both participants agreed the social story intervention increased communicative skills. En ligne : http://dx.doi.org/10.1007/s10803-021-05298-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486