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Increasing response variability in children with autism spectrum disorder using lag schedules of reinforcement / Clodagh MURRAY in Research in Autism Spectrum Disorders, 7-11 (November 2013)
[article]
Titre : Increasing response variability in children with autism spectrum disorder using lag schedules of reinforcement Type de document : Texte imprimé et/ou numérique Auteurs : Clodagh MURRAY, Auteur ; Olive HEALY, Auteur Article en page(s) : p.1481-1488 Langues : Anglais (eng) Mots-clés : Response variability Lag schedules Reinforcement U-Value statistic Index. décimale : PER Périodiques Résumé : Abstract Individuals with autism spectrum disorder (ASD) often present with deficits in variability in responding across multiple repertoires. However, research to date has resulted in little empirical evaluation of remediation strategies for such deficits. We investigated the effects of lag schedules of reinforcement on response variability using a computer-based task designed for the purpose of the study. The U-value statistic was used as a measure of variability in responding to determine if increasing the lag criterion would correspondingly increase levels of variability. Participants included children with ASD (Group 1) and neurotypical children (Group 2). Results showed that U-values were higher when reinforcement was contingent on increased variability, indicating the effectiveness of higher lag values on response variability. A significant difference in response variability between groups provided evidence for the disparity in such responding in children with ASD compared to their neurotypical peers. Group 1 showed consistently lower U-values than Group 2 indicating lower response variability. However, data from this study clearly show that lag schedules of reinforcement may be employed to increase response variability in ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.08.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=215
in Research in Autism Spectrum Disorders > 7-11 (November 2013) . - p.1481-1488[article] Increasing response variability in children with autism spectrum disorder using lag schedules of reinforcement [Texte imprimé et/ou numérique] / Clodagh MURRAY, Auteur ; Olive HEALY, Auteur . - p.1481-1488.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-11 (November 2013) . - p.1481-1488
Mots-clés : Response variability Lag schedules Reinforcement U-Value statistic Index. décimale : PER Périodiques Résumé : Abstract Individuals with autism spectrum disorder (ASD) often present with deficits in variability in responding across multiple repertoires. However, research to date has resulted in little empirical evaluation of remediation strategies for such deficits. We investigated the effects of lag schedules of reinforcement on response variability using a computer-based task designed for the purpose of the study. The U-value statistic was used as a measure of variability in responding to determine if increasing the lag criterion would correspondingly increase levels of variability. Participants included children with ASD (Group 1) and neurotypical children (Group 2). Results showed that U-values were higher when reinforcement was contingent on increased variability, indicating the effectiveness of higher lag values on response variability. A significant difference in response variability between groups provided evidence for the disparity in such responding in children with ASD compared to their neurotypical peers. Group 1 showed consistently lower U-values than Group 2 indicating lower response variability. However, data from this study clearly show that lag schedules of reinforcement may be employed to increase response variability in ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.08.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=215 The persistence of cognitive deficits in remitted and unremitted ADHD: a case for the state-independence of response inhibition / Tara MCAULEY in Journal of Child Psychology and Psychiatry, 55-3 (March 2014)
[article]
Titre : The persistence of cognitive deficits in remitted and unremitted ADHD: a case for the state-independence of response inhibition Type de document : Texte imprimé et/ou numérique Auteurs : Tara MCAULEY, Auteur ; Jennifer CROSBIE, Auteur ; Alice CHARACH, Auteur ; Russell SCHACHAR, Auteur Article en page(s) : p.292-300 Langues : Anglais (eng) Mots-clés : ADHD endophenotype inhibition working memory response variability Index. décimale : PER Périodiques Résumé : Background Response inhibition, working memory, and response variability are possible endophenotypes of ADHD based on their association with the disorder and evidence of heritability. One of the critical although rarely studied criteria for a valid endophenotype is that it persists despite waxing and waning of the overt manifestations of the disorder, a criterion known as state-independence. This study examined whether these aspects of cognition exhibit state-independence in ADHD. Methods One hundred and seventy-nine children diagnosed with ADHD in a rigorous baseline assessment were contacted for follow-up assessment in adolescence. Of this sample, 130 (73%) were reascertained. At follow-up, children previously diagnosed with ADHD were identified as remittent (n = 24), persistent (n = 64), or in partial remission (n = 42) based on symptoms and impairment of the disorder. Response inhibition, working memory, and response variability were assessed both in childhood (baseline) and adolescence (follow-up) and were compared with age-matched controls (40 children and 28 adolescents) seen at either time point. Results Relative to controls, ADHD children showed baseline deficits in response inhibition, working memory, and response variability. Only the group difference in response inhibition remained significant in adolescence. In general, cognitive performance among ADHD participants improved with age and did so regardless of changes in ADHD symptoms and impairment. Within the ADHD group, however, cognitive performance in childhood and in adolescence did not differ amongst those with persistent, remittent, and partially remittent forms of the disorder. Conclusions Results demonstrate that response inhibition not only distinguishes ADHD children from their unaffected peers but is also state-independent, such that deficits remain present irrespective of changes in the disease phenotype. In other words, inhibitory deficits measured in childhood persist into adolescence even when the ADHD phenotype remits. These findings provide further evidence that the ability to stop prepotent actions is an endophenotype of ADHD. En ligne : http://dx.doi.org/10.1111/jcpp.12160 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=226
in Journal of Child Psychology and Psychiatry > 55-3 (March 2014) . - p.292-300[article] The persistence of cognitive deficits in remitted and unremitted ADHD: a case for the state-independence of response inhibition [Texte imprimé et/ou numérique] / Tara MCAULEY, Auteur ; Jennifer CROSBIE, Auteur ; Alice CHARACH, Auteur ; Russell SCHACHAR, Auteur . - p.292-300.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 55-3 (March 2014) . - p.292-300
Mots-clés : ADHD endophenotype inhibition working memory response variability Index. décimale : PER Périodiques Résumé : Background Response inhibition, working memory, and response variability are possible endophenotypes of ADHD based on their association with the disorder and evidence of heritability. One of the critical although rarely studied criteria for a valid endophenotype is that it persists despite waxing and waning of the overt manifestations of the disorder, a criterion known as state-independence. This study examined whether these aspects of cognition exhibit state-independence in ADHD. Methods One hundred and seventy-nine children diagnosed with ADHD in a rigorous baseline assessment were contacted for follow-up assessment in adolescence. Of this sample, 130 (73%) were reascertained. At follow-up, children previously diagnosed with ADHD were identified as remittent (n = 24), persistent (n = 64), or in partial remission (n = 42) based on symptoms and impairment of the disorder. Response inhibition, working memory, and response variability were assessed both in childhood (baseline) and adolescence (follow-up) and were compared with age-matched controls (40 children and 28 adolescents) seen at either time point. Results Relative to controls, ADHD children showed baseline deficits in response inhibition, working memory, and response variability. Only the group difference in response inhibition remained significant in adolescence. In general, cognitive performance among ADHD participants improved with age and did so regardless of changes in ADHD symptoms and impairment. Within the ADHD group, however, cognitive performance in childhood and in adolescence did not differ amongst those with persistent, remittent, and partially remittent forms of the disorder. Conclusions Results demonstrate that response inhibition not only distinguishes ADHD children from their unaffected peers but is also state-independent, such that deficits remain present irrespective of changes in the disease phenotype. In other words, inhibitory deficits measured in childhood persist into adolescence even when the ADHD phenotype remits. These findings provide further evidence that the ability to stop prepotent actions is an endophenotype of ADHD. En ligne : http://dx.doi.org/10.1111/jcpp.12160 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=226 The effects of script-fading and a Lag-1 schedule on varied social responding in children with autism / Ronald LEE in Research in Autism Spectrum Disorders, 8-4 (April 2014)
[article]
Titre : The effects of script-fading and a Lag-1 schedule on varied social responding in children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Ronald LEE, Auteur ; Peter STURMEY, Auteur Article en page(s) : p.440-448 Mots-clés : Response variability Scripting Social skills Autism Index. décimale : PER Périodiques Résumé : This study investigated the effects of a script-fading procedure and a Lag-1 reinforcement schedule with repeated trials contingent on repeated responses on varied responding during brief conversations by one girl and two boys with autism. The experiment used a multiple-baseline-across-participants design. During baseline (Lag-0), the experimenter reinforced appropriate responding during a brief three-turn conversation. During scripting and script-fading, the experimenter gave participants audio taped models to imitate in response to experimenter-delivered antecedents in the conversation. During Lag-1 with repeated trials, the experimenter delivered reinforcement contingent on appropriate and varied responding in any part of the social conversation. During the Lag-0, participants emitted low levels of appropriate and varied responding. During scripting the participants emitted increased appropriate and varied responding. This systematically decreased to baseline levels during the return to Lag-0. During Lag-1 with repeated trials, participants increased varied and appropriate responding to levels similar to that seen during scripting. Generalization of varied responding to different settings, people, and conversations did not occur. These results are discussed in terms of extinction-induced variability and stimulus control. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.01.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=226
in Research in Autism Spectrum Disorders > 8-4 (April 2014) . - p.440-448[article] The effects of script-fading and a Lag-1 schedule on varied social responding in children with autism [Texte imprimé et/ou numérique] / Ronald LEE, Auteur ; Peter STURMEY, Auteur . - p.440-448.
in Research in Autism Spectrum Disorders > 8-4 (April 2014) . - p.440-448
Mots-clés : Response variability Scripting Social skills Autism Index. décimale : PER Périodiques Résumé : This study investigated the effects of a script-fading procedure and a Lag-1 reinforcement schedule with repeated trials contingent on repeated responses on varied responding during brief conversations by one girl and two boys with autism. The experiment used a multiple-baseline-across-participants design. During baseline (Lag-0), the experimenter reinforced appropriate responding during a brief three-turn conversation. During scripting and script-fading, the experimenter gave participants audio taped models to imitate in response to experimenter-delivered antecedents in the conversation. During Lag-1 with repeated trials, the experimenter delivered reinforcement contingent on appropriate and varied responding in any part of the social conversation. During the Lag-0, participants emitted low levels of appropriate and varied responding. During scripting the participants emitted increased appropriate and varied responding. This systematically decreased to baseline levels during the return to Lag-0. During Lag-1 with repeated trials, participants increased varied and appropriate responding to levels similar to that seen during scripting. Generalization of varied responding to different settings, people, and conversations did not occur. These results are discussed in terms of extinction-induced variability and stimulus control. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.01.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=226