The effect of a script-fading procedure on responses to peer initiations among young children with autism / Alison M. WICHNICK in Research in Autism Spectrum Disorders, 4-2 (April-June 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-2 (April-June 2010) . - p.290-299 Titre : The effect of a script-fading procedure on responses to peer initiations among young children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Alison M. WICHNICK, Auteur ; Claire L. POULSON, Auteur ; Susan M. VENER, Auteur ; Magdalena PYRTEK, Auteur Année de publication : 2010 Article en page(s) : p.290-299 Langues : Anglais (eng) Mots-clés : Autism Script-fading Novel-responses Peer-interactions Social-skills Index. décimale : PER Périodiques Résumé : A core deficit of people with autism is an inability to initiate and to sustain conversation with others. Several studies demonstrate the effectiveness of the script-fading procedure on improving the social initiation skills of people with autism. Nevertheless, there is little focus on responding to initiations. The purpose of this study was to use pre-recorded scripts to teach young children with autism to respond to each other's initiations. The three participants, ages 5 through 7 years, demonstrated deficits in peer interactions. In a study by Wichnick, Vener, Keating, and Poulson (2009), these participants were taught to initiate to one another, but they did not respond to each other's initiations. During the baseline condition of the current study, the participants emitted few, if any, responses to peer initiations. When scripts were introduced, responding to peer initiations increased systematically across the participants. Moreover, as scripts were faded, there was a systematic increase in the cumulative number of novel responses to peer initiations. These findings suggest that script fading can increase both the number of reciprocal peer social interactions, and the production of novel reciprocal interactions, emitted by young children with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.09.016 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=974 [article] The effect of a script-fading procedure on responses to peer initiations among young children with autism [Texte imprimé et/ou numérique] / Alison M. WICHNICK, Auteur ; Claire L. POULSON, Auteur ; Susan M. VENER, Auteur ; Magdalena PYRTEK, Auteur . - 2010 . - p.290-299. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-2 (April-June 2010) . - p.290-299 Mots-clés : Autism Script-fading Novel-responses Peer-interactions Social-skills Index. décimale : PER Périodiques Résumé : A core deficit of people with autism is an inability to initiate and to sustain conversation with others. Several studies demonstrate the effectiveness of the script-fading procedure on improving the social initiation skills of people with autism. Nevertheless, there is little focus on responding to initiations. The purpose of this study was to use pre-recorded scripts to teach young children with autism to respond to each other's initiations. The three participants, ages 5 through 7 years, demonstrated deficits in peer interactions. In a study by Wichnick, Vener, Keating, and Poulson (2009), these participants were taught to initiate to one another, but they did not respond to each other's initiations. During the baseline condition of the current study, the participants emitted few, if any, responses to peer initiations. When scripts were introduced, responding to peer initiations increased systematically across the participants. Moreover, as scripts were faded, there was a systematic increase in the cumulative number of novel responses to peer initiations. These findings suggest that script fading can increase both the number of reciprocal peer social interactions, and the production of novel reciprocal interactions, emitted by young children with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.09.016 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=974

The effect of a script-fading procedure on unscripted social initiations and novel utterances among young children with autism / Alison M. WICHNICK in Research in Autism Spectrum Disorders, 4-1 (January-March 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-1 (January-March 2010) . - p.51-64 Titre : The effect of a script-fading procedure on unscripted social initiations and novel utterances among young children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Alison M. WICHNICK, Auteur ; Claire L. POULSON, Auteur ; Susan M. VENER, Auteur ; Colleen KEATING, Auteur Année de publication : 2010 Article en page(s) : p.51-64 Langues : Anglais (eng) Mots-clés : Autism Script-fading Novel-utterances Generalization Social-skills Index. décimale : PER Périodiques Résumé : Autism is a disorder characterized by a severe deficit in social interaction skills. The initiation of social behavior is the focus of this study. Several studies provide evidence for the effectiveness of the script-fading procedure on improving the social initiation skills of children and adults with autism. Nevertheless, there is little focus on initiations to peers among young children with autism and on the production of novel utterances. The purpose of this study was to use toys with pre-recorded scripts on voice-over-recording devices to evoke initiations to peers and to measure unscripted and novel utterances among three young children with autism. One 4-year-old and two 6-year-old children showed deficits in peer-initiation skills and tended to initiate to adults only. During baseline, the three participants emitted few, if any, initiations to one another. When scripts were introduced, unscripted and novel initiations systematically increased across the participants, thus demonstrating response generalization. The script-fading procedure was effective in increasing unscripted and novel initiations to peers among young children with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.07.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=887 [article] The effect of a script-fading procedure on unscripted social initiations and novel utterances among young children with autism [Texte imprimé et/ou numérique] / Alison M. WICHNICK, Auteur ; Claire L. POULSON, Auteur ; Susan M. VENER, Auteur ; Colleen KEATING, Auteur . - 2010 . - p.51-64. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-1 (January-March 2010) . - p.51-64 Mots-clés : Autism Script-fading Novel-utterances Generalization Social-skills Index. décimale : PER Périodiques Résumé : Autism is a disorder characterized by a severe deficit in social interaction skills. The initiation of social behavior is the focus of this study. Several studies provide evidence for the effectiveness of the script-fading procedure on improving the social initiation skills of children and adults with autism. Nevertheless, there is little focus on initiations to peers among young children with autism and on the production of novel utterances. The purpose of this study was to use toys with pre-recorded scripts on voice-over-recording devices to evoke initiations to peers and to measure unscripted and novel utterances among three young children with autism. One 4-year-old and two 6-year-old children showed deficits in peer-initiation skills and tended to initiate to adults only. During baseline, the three participants emitted few, if any, initiations to one another. When scripts were introduced, unscripted and novel initiations systematically increased across the participants, thus demonstrating response generalization. The script-fading procedure was effective in increasing unscripted and novel initiations to peers among young children with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.07.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=887

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