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Prompting visual attention to print versus pictures during shared book reading with digital storybooks for preschoolers with ASD compared to TD peers / R. WICKS in Autism Research, 15-2 (February 2022)
[article]
Titre : Prompting visual attention to print versus pictures during shared book reading with digital storybooks for preschoolers with ASD compared to TD peers Type de document : Texte imprimé et/ou numérique Auteurs : R. WICKS, Auteur ; Marleen F. WESTERVELD, Auteur ; M. STAINER, Auteur ; J. PAYNTER, Auteur Article en page(s) : p.254-269 Langues : Anglais (eng) Mots-clés : autism spectrum disorder eye gaze eye tracking prompting shared book reading Index. décimale : PER Périodiques Résumé : Prompting children to look at print and picture content during shared book reading (SBR) facilitates joint attention and early language and literacy learning opportunities for typically developing (TD) children. Whether preschoolers with autism spectrum disorder (ASD) respond similarly to bids for joint attention during SBR and how autism characteristics impact upon their responsiveness is currently unclear. This is important given these children are at risk of persistent language and literacy challenges. To address this, we examined the effects of prompts that were solely verbal versus verbal with pointing on visual attention to print and picture targets during SBR with digital storybooks for 34 children with ASD and 27 TD peers. Children with ASD looked as frequently at print targets, but less frequently at picture targets, when prompted compared to TD peers. Both prompt types showed similar effects in shifting children's visual attention to print and picture targets at group level. When groups were combined, autism characteristics influenced children's responsiveness to verbal versus verbal with pointing prompts to print targets, but not to picture targets; children looked more frequently at print targets as autism characteristics increased when verbal prompts were used, with a large effect shown (d = 0.91). Overall, findings suggest that prompting children with ASD to look at print and pictures during SBR with digital storybooks may be helpful in facilitating joint attention to storybook content. Implications for the development of effective early interventions aimed at providing emergent literacy support for children with ASD are discussed. LAY SUMMARY: We looked at how prompting impacted upon where children with autism look during shared book reading with digital storybooks compared to children without autism using eye-tracking. We found the target (pictures or print) was what mattered and number of autism characteristics impacted how responsive children were to different types of prompts. This helps us to understand how prompting may help children with autism to look at print or pictures during shared book reading which could support language or reading interventions. En ligne : http://dx.doi.org/10.1002/aur.2623 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450
in Autism Research > 15-2 (February 2022) . - p.254-269[article] Prompting visual attention to print versus pictures during shared book reading with digital storybooks for preschoolers with ASD compared to TD peers [Texte imprimé et/ou numérique] / R. WICKS, Auteur ; Marleen F. WESTERVELD, Auteur ; M. STAINER, Auteur ; J. PAYNTER, Auteur . - p.254-269.
Langues : Anglais (eng)
in Autism Research > 15-2 (February 2022) . - p.254-269
Mots-clés : autism spectrum disorder eye gaze eye tracking prompting shared book reading Index. décimale : PER Périodiques Résumé : Prompting children to look at print and picture content during shared book reading (SBR) facilitates joint attention and early language and literacy learning opportunities for typically developing (TD) children. Whether preschoolers with autism spectrum disorder (ASD) respond similarly to bids for joint attention during SBR and how autism characteristics impact upon their responsiveness is currently unclear. This is important given these children are at risk of persistent language and literacy challenges. To address this, we examined the effects of prompts that were solely verbal versus verbal with pointing on visual attention to print and picture targets during SBR with digital storybooks for 34 children with ASD and 27 TD peers. Children with ASD looked as frequently at print targets, but less frequently at picture targets, when prompted compared to TD peers. Both prompt types showed similar effects in shifting children's visual attention to print and picture targets at group level. When groups were combined, autism characteristics influenced children's responsiveness to verbal versus verbal with pointing prompts to print targets, but not to picture targets; children looked more frequently at print targets as autism characteristics increased when verbal prompts were used, with a large effect shown (d = 0.91). Overall, findings suggest that prompting children with ASD to look at print and pictures during SBR with digital storybooks may be helpful in facilitating joint attention to storybook content. Implications for the development of effective early interventions aimed at providing emergent literacy support for children with ASD are discussed. LAY SUMMARY: We looked at how prompting impacted upon where children with autism look during shared book reading with digital storybooks compared to children without autism using eye-tracking. We found the target (pictures or print) was what mattered and number of autism characteristics impacted how responsive children were to different types of prompts. This helps us to understand how prompting may help children with autism to look at print or pictures during shared book reading which could support language or reading interventions. En ligne : http://dx.doi.org/10.1002/aur.2623 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450 Comparison of Simultaneous Prompting to Error Correction for Children With Autism Spectrum Disorder / Wafa A. ALJOHANI in Focus on Autism and Other Developmental Disabilities, 37-2 (June 2022)
[article]
Titre : Comparison of Simultaneous Prompting to Error Correction for Children With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Wafa A. ALJOHANI, Auteur ; Asim JAVED, Auteur ; Julia L. FERGUSON, Auteur ; Joseph H. CIHON, Auteur ; Christine M. MILNE, Auteur ; Justin B. LEAF, Auteur Article en page(s) : p.83-95 Langues : Anglais (eng) Mots-clés : autism discrete trial teaching simultaneous prompt error correction prompting Index. décimale : PER Périodiques Résumé : This study compared simultaneous prompting with an error correction procedure for teaching three children diagnosed with autism spectrum disorder expressive labels. Using a parallel treatment design nested within a multiple probe design, the researchers taught each participant how to expressively label pictures of sports teams or cartoon characters using either simultaneous prompting or an error correction procedure. The goal was to evaluate the effectiveness, efficiency, and acquisition during teaching for each participant across the two conditions. Results indicated that both teaching procedures were effective, with high rates of maintenance, and all participants responded correctly during the majority of teaching trials. En ligne : https://doi.org/10.1177/10883576211036429 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474
in Focus on Autism and Other Developmental Disabilities > 37-2 (June 2022) . - p.83-95[article] Comparison of Simultaneous Prompting to Error Correction for Children With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Wafa A. ALJOHANI, Auteur ; Asim JAVED, Auteur ; Julia L. FERGUSON, Auteur ; Joseph H. CIHON, Auteur ; Christine M. MILNE, Auteur ; Justin B. LEAF, Auteur . - p.83-95.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 37-2 (June 2022) . - p.83-95
Mots-clés : autism discrete trial teaching simultaneous prompt error correction prompting Index. décimale : PER Périodiques Résumé : This study compared simultaneous prompting with an error correction procedure for teaching three children diagnosed with autism spectrum disorder expressive labels. Using a parallel treatment design nested within a multiple probe design, the researchers taught each participant how to expressively label pictures of sports teams or cartoon characters using either simultaneous prompting or an error correction procedure. The goal was to evaluate the effectiveness, efficiency, and acquisition during teaching for each participant across the two conditions. Results indicated that both teaching procedures were effective, with high rates of maintenance, and all participants responded correctly during the majority of teaching trials. En ligne : https://doi.org/10.1177/10883576211036429 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474 A comparison of two prompting procedures for teaching basic skills to children with autism / Genevieve M. FENTRESS in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)
[article]
Titre : A comparison of two prompting procedures for teaching basic skills to children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Genevieve M. FENTRESS, Auteur ; Dorothea C. LERMAN, Auteur Année de publication : 2012 Article en page(s) : p.1083-1090 Langues : Anglais (eng) Mots-clés : Prompting Basic skills training Index. décimale : PER Périodiques Résumé : We compared two prompting techniques that are commonly used to teach individuals with autism. In the “most-to-least” (MTL) prompting condition, the therapist initially delivered the most intrusive prompt necessary to achieve a correct response. Prompts were gradually faded across subsequent trials, while errors resulted in the provision of increasingly more intrusive prompts. Prompt fading occurred in the same manner for the “no-no-prompt” (NNP) condition; however, the therapist presented the initial instruction up to two times before delivering a prompt. Four children with autism participated. Rate of skill mastery, frequency of errors, and maintenance of skills under the two prompting conditions were compared via combined multielement and multiple baseline designs. Although the NNP method resulted in faster skill acquisition, MTL prompting was associated with fewer errors for all participants and better performance during 1- and 2-week maintenance probes for 3 of the 4 participants. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.02.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154
in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1083-1090[article] A comparison of two prompting procedures for teaching basic skills to children with autism [Texte imprimé et/ou numérique] / Genevieve M. FENTRESS, Auteur ; Dorothea C. LERMAN, Auteur . - 2012 . - p.1083-1090.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1083-1090
Mots-clés : Prompting Basic skills training Index. décimale : PER Périodiques Résumé : We compared two prompting techniques that are commonly used to teach individuals with autism. In the “most-to-least” (MTL) prompting condition, the therapist initially delivered the most intrusive prompt necessary to achieve a correct response. Prompts were gradually faded across subsequent trials, while errors resulted in the provision of increasingly more intrusive prompts. Prompt fading occurred in the same manner for the “no-no-prompt” (NNP) condition; however, the therapist presented the initial instruction up to two times before delivering a prompt. Four children with autism participated. Rate of skill mastery, frequency of errors, and maintenance of skills under the two prompting conditions were compared via combined multielement and multiple baseline designs. Although the NNP method resulted in faster skill acquisition, MTL prompting was associated with fewer errors for all participants and better performance during 1- and 2-week maintenance probes for 3 of the 4 participants. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.02.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154 Effects of multiple interventions for reducing vocal stereotypy: Developing a sequential intervention model / Marc J. LANOVAZ in Research in Autism Spectrum Disorders, 8-5 (May 2014)
[article]
Titre : Effects of multiple interventions for reducing vocal stereotypy: Developing a sequential intervention model Type de document : Texte imprimé et/ou numérique Auteurs : Marc J. LANOVAZ, Auteur ; John T. RAPP, Auteur ; Isabella MACIW, Auteur ; Émilie PREGENT-PELLETIER, Auteur ; Catherine DORION, Auteur ; Stéphanie FERGUSON, Auteur ; Sabine SAADE, Auteur Article en page(s) : p.529-545 Mots-clés : Differential reinforcement Intervention model Music Prompting Stereotypy Index. décimale : PER Périodiques Résumé : Despite the availability of several interventions designed to reduce engagement in vocal stereotypy, few studies have compared two or more interventions together. Consequently, practitioners have limited amount of data to make informed decisions on whether an intervention may be more suitable than another to begin treating vocal stereotypy. The purpose of the study was to address this limitation by examining the direct and collateral effects of multiple interventions in 12 individuals with autism and other developmental disabilities in order to guide the development of a sequential intervention model. Using single-case experimental designs, we conducted a series of four experiments which showed that (a) noncontingent music generally produced more desirable outcomes than differential reinforcement of alternative behavior, (b) differential reinforcement of other behavior reduced vocal stereotypy in two participants for whom noncontingent music had failed to do so, (c) the addition of simple prompting procedures may enhance the effects of the interventions, and (d) the effects of noncontingent music may persist during sessions with extended durations. Based on these results, we propose a sequential intervention model to facilitate the initial and subsequent selection of an intervention most likely to reduce vocal stereotypy while producing desired collateral outcomes. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.01.009 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.529-545[article] Effects of multiple interventions for reducing vocal stereotypy: Developing a sequential intervention model [Texte imprimé et/ou numérique] / Marc J. LANOVAZ, Auteur ; John T. RAPP, Auteur ; Isabella MACIW, Auteur ; Émilie PREGENT-PELLETIER, Auteur ; Catherine DORION, Auteur ; Stéphanie FERGUSON, Auteur ; Sabine SAADE, Auteur . - p.529-545.
in Research in Autism Spectrum Disorders > 8-5 (May 2014) . - p.529-545
Mots-clés : Differential reinforcement Intervention model Music Prompting Stereotypy Index. décimale : PER Périodiques Résumé : Despite the availability of several interventions designed to reduce engagement in vocal stereotypy, few studies have compared two or more interventions together. Consequently, practitioners have limited amount of data to make informed decisions on whether an intervention may be more suitable than another to begin treating vocal stereotypy. The purpose of the study was to address this limitation by examining the direct and collateral effects of multiple interventions in 12 individuals with autism and other developmental disabilities in order to guide the development of a sequential intervention model. Using single-case experimental designs, we conducted a series of four experiments which showed that (a) noncontingent music generally produced more desirable outcomes than differential reinforcement of alternative behavior, (b) differential reinforcement of other behavior reduced vocal stereotypy in two participants for whom noncontingent music had failed to do so, (c) the addition of simple prompting procedures may enhance the effects of the interventions, and (d) the effects of noncontingent music may persist during sessions with extended durations. Based on these results, we propose a sequential intervention model to facilitate the initial and subsequent selection of an intervention most likely to reduce vocal stereotypy while producing desired collateral outcomes. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.01.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229 Teaching Preschool Children With Autism Spectrum Disorders to Expressively Discriminate Between “What’s That?” and “Where Is It?” / Cheryl OSTRYN in Focus on Autism and Other Developmental Disabilities, 26-4 (December 2011)
[article]
Titre : Teaching Preschool Children With Autism Spectrum Disorders to Expressively Discriminate Between “What’s That?” and “Where Is It?” Type de document : Texte imprimé et/ou numérique Auteurs : Cheryl OSTRYN, Auteur ; Pamela WOLFE, Auteur Année de publication : 2011 Article en page(s) : p.195-205 Langues : Anglais (eng) Mots-clés : autism spectrum disorders establishing operations wh-questions prompting Index. décimale : PER Périodiques Résumé : Discrimination of question-asking is a critical conversational skill with considerable practical importance. Children with autism spectrum disorders (ASD) must be taught this skill to become competent communicators and function in everyday communicative situations. In previous question-asking literature, researchers have focused on teaching wh-questions in isolation. This study is an extension of previous research and conducted to investigate the ability of three preschool children with ASD to learn and discriminate when to use the two wh-questions, “What’s that?” and “Where is it?” Results are interpreted to conclude that all three children learned to ask and discriminate between the questions within 6 to 16 instructional sessions, and learned novel vocabulary after asking “What’s that?” This study supports using a prompting procedure for teaching these two wh-questions, and the importance of identifying individualized establishing operations to increase attending behavior, as well as conducting detailed prerequisite skill assessments to maximize learning of wh-questions. En ligne : http://dx.doi.org/10.1177/1088357611421504 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=148
in Focus on Autism and Other Developmental Disabilities > 26-4 (December 2011) . - p.195-205[article] Teaching Preschool Children With Autism Spectrum Disorders to Expressively Discriminate Between “What’s That?” and “Where Is It?” [Texte imprimé et/ou numérique] / Cheryl OSTRYN, Auteur ; Pamela WOLFE, Auteur . - 2011 . - p.195-205.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 26-4 (December 2011) . - p.195-205
Mots-clés : autism spectrum disorders establishing operations wh-questions prompting Index. décimale : PER Périodiques Résumé : Discrimination of question-asking is a critical conversational skill with considerable practical importance. Children with autism spectrum disorders (ASD) must be taught this skill to become competent communicators and function in everyday communicative situations. In previous question-asking literature, researchers have focused on teaching wh-questions in isolation. This study is an extension of previous research and conducted to investigate the ability of three preschool children with ASD to learn and discriminate when to use the two wh-questions, “What’s that?” and “Where is it?” Results are interpreted to conclude that all three children learned to ask and discriminate between the questions within 6 to 16 instructional sessions, and learned novel vocabulary after asking “What’s that?” This study supports using a prompting procedure for teaching these two wh-questions, and the importance of identifying individualized establishing operations to increase attending behavior, as well as conducting detailed prerequisite skill assessments to maximize learning of wh-questions. En ligne : http://dx.doi.org/10.1177/1088357611421504 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=148 The effect of contingent imitation intervention on children with autism spectrum disorder and co-occurring intellectual disabilities / Yuka ISHIZUKA in Research in Autism Spectrum Disorders, 85 (July 2021)
PermalinkDiscrete Trial Teaching and Discrimination Training / Svein EIKESETH
PermalinkHabilitative treatments for children with ASDs: speech and occupational therapy, assistive technology / Joseph E. CAMPBELL
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