Analysis of three components of affective behavior in children with autism / Nidal DAOU in Research in Autism Spectrum Disorders, 8-5 (May 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-5 (May 2014) . - p.480-501 Titre : Analysis of three components of affective behavior in children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Nidal DAOU, Auteur ; Susan M. VENER, Auteur ; Claire L. POULSON, Auteur Article en page(s) : p.480-501 Mots-clés : Affective behavior  Applied behavior analysis  Autism  Emotion  Facial expression  Vocal intonation Index. décimale : PER Périodiques Résumé : Affective behavior is a crucial ingredient for appropriate, sustainable social interactions. People with autism have deficits in social interaction that are apparent in nonverbal behavior. Few studies have applied behavioral procedures to increase appropriate affective responding in people with autism. This study adds to that literature by examining three components of affective behavior, thus reinforcing the notion that it is not only what the learner says (verbal responding), but also how she says it (vocal intonation); not only whether the learner makes eye contact with his conversation partner, but also how he presents himself (facial expression). A multiple-baseline design evaluated the effects of an affect-training program on the percentage of appropriate responding emitted by three children with autism. The program consisted of reinforcement, prompting, script-fading, and shaping procedures. The percentage of appropriate affective responding emitted by participants across categories increased systematically following treatment; so did performance on nonreinforced probes. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.01.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229 [article] Analysis of three components of affective behavior in children with autism [Texte imprimé et/ou numérique] / Nidal DAOU, Auteur ; Susan M. VENER, Auteur ; Claire L. POULSON, Auteur . - p.480-501. in Research in Autism Spectrum Disorders > 8-5 (May 2014) . - p.480-501 Mots-clés : Affective behavior  Applied behavior analysis  Autism  Emotion  Facial expression  Vocal intonation Index. décimale : PER Périodiques Résumé : Affective behavior is a crucial ingredient for appropriate, sustainable social interactions. People with autism have deficits in social interaction that are apparent in nonverbal behavior. Few studies have applied behavioral procedures to increase appropriate affective responding in people with autism. This study adds to that literature by examining three components of affective behavior, thus reinforcing the notion that it is not only what the learner says (verbal responding), but also how she says it (vocal intonation); not only whether the learner makes eye contact with his conversation partner, but also how he presents himself (facial expression). A multiple-baseline design evaluated the effects of an affect-training program on the percentage of appropriate responding emitted by three children with autism. The program consisted of reinforcement, prompting, script-fading, and shaping procedures. The percentage of appropriate affective responding emitted by participants across categories increased systematically following treatment; so did performance on nonreinforced probes. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.01.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229

Increasing behavior incompatible with catatonia in a young adolescent girl with autism spectrum disorder / Susan M. VENER in Research in Autism Spectrum Disorders, 57 (January 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 57 (January 2019) . - p.7-18 Titre : Increasing behavior incompatible with catatonia in a young adolescent girl with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Susan M. VENER, Auteur ; Alison M. WICHNICK-GILLIS, Auteur ; Diamante BADALA, Auteur ; Claire L. POULSON, Auteur Article en page(s) : p.7-18 Langues : Anglais (eng) Mots-clés : Autism  Catatonia  Prompt fading  Transfer of training Index. décimale : PER Périodiques Résumé : Catatonia is a syndrome of motor disturbances and is characterized as a cluster of abnormalities in speech, movement and overall behavior. A common treatment of catatonic symptoms is lorazepam and/or electroconvulsive therapy. Only three papers were found that reportedly used behavioral interventions. Nevertheless, treatment procedures were often partially described, and outcomes were often based on clinician impressions, as opposed to objective measures. The following is an experimental analysis of the effects of a prompt-fading behavioral treatment package on the daily living skills of an adolescent girl with autism spectrum disorder and catatonia. Data were collected on the completion of four activities: blow drying hair; using a hair barrette; vacuuming a rug; and using a paper shredder. Initially, following the verbal direction to engage in the target activity, the instructor provided full manual guidance to assist the participant to complete each component response in the task analysis. Over time, manual prompts were faded. A functional relation between prompt fading and the percentage of independent responses completed across four activities was demonstrated in this paper. As manual prompts were systematically faded, independent responding emerged. Future researchers will want to investigate the effectiveness of prompt fading across different educational settings and across different individuals with similar profiles or with more or less severe symptoms of catatonia. En ligne : https://doi.org/10.1016/j.rasd.2018.09.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371 [article] Increasing behavior incompatible with catatonia in a young adolescent girl with autism spectrum disorder [Texte imprimé et/ou numérique] / Susan M. VENER, Auteur ; Alison M. WICHNICK-GILLIS, Auteur ; Diamante BADALA, Auteur ; Claire L. POULSON, Auteur . - p.7-18. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 57 (January 2019) . - p.7-18 Mots-clés : Autism  Catatonia  Prompt fading  Transfer of training Index. décimale : PER Périodiques Résumé : Catatonia is a syndrome of motor disturbances and is characterized as a cluster of abnormalities in speech, movement and overall behavior. A common treatment of catatonic symptoms is lorazepam and/or electroconvulsive therapy. Only three papers were found that reportedly used behavioral interventions. Nevertheless, treatment procedures were often partially described, and outcomes were often based on clinician impressions, as opposed to objective measures. The following is an experimental analysis of the effects of a prompt-fading behavioral treatment package on the daily living skills of an adolescent girl with autism spectrum disorder and catatonia. Data were collected on the completion of four activities: blow drying hair; using a hair barrette; vacuuming a rug; and using a paper shredder. Initially, following the verbal direction to engage in the target activity, the instructor provided full manual guidance to assist the participant to complete each component response in the task analysis. Over time, manual prompts were faded. A functional relation between prompt fading and the percentage of independent responses completed across four activities was demonstrated in this paper. As manual prompts were systematically faded, independent responding emerged. Future researchers will want to investigate the effectiveness of prompt fading across different educational settings and across different individuals with similar profiles or with more or less severe symptoms of catatonia. En ligne : https://doi.org/10.1016/j.rasd.2018.09.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371

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 social interactions among young children with autism / Alison M. WICHNICK-GILLIS in Research in Autism Spectrum Disorders, 26 (June 2016)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 26 (June 2016) . - p.1-9 Titre : The effect of a script-fading procedure on social interactions among young children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Alison M. WICHNICK-GILLIS, Auteur ; Susan M. VENER, Auteur ; Claire L. POULSON, Auteur Article en page(s) : p.1-9 Langues : Anglais (eng) Mots-clés : Autism  Script fading  Interactions  Social skills  Generalization Index. décimale : PER Périodiques Résumé : AbstractBackground Autism is a disorder characterized by a severe deficit in social-interaction skills. The script-fading procedure is an effective behavior-analytic strategy for teaching social-interaction skills to people with autism. Within the script-fading literature, however, few researchers have established cues in the natural environment as the discriminative stimuli for social interactions. Method The purpose of this study was to replicate the script-fading procedure used by Brown, Krantz, McClannahan, and Poulson (2008) to teach children with autism to interact with each other, and to assess generalization across untrained stimuli. The three participants, ages 6–9 years, demonstrated deficits in peer-interaction skills. Results During the baseline condition, the participants either did not interact with one another or emitted a variable and unreliable number of interactions. With the introduction of the script-fading procedure, however, interactions increased systematically. Moreover, stimulus generalization data indicated that the script-fading procedure effectively transferred the discriminative control for interacting from the scripts to stimuli in the natural environment. Conclusions These findings demonstrated the effectiveness of the script-fading procedure in teaching children with autism to interact with their peers. In addition, this study showed that establishing cues in the natural environment as discriminative stimuli for social interactions is a successful strategy to teach social-interaction skills to people with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.03.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=285 [article] The effect of a script-fading procedure on social interactions among young children with autism [Texte imprimé et/ou numérique] / Alison M. WICHNICK-GILLIS, Auteur ; Susan M. VENER, Auteur ; Claire L. POULSON, Auteur . - p.1-9. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 26 (June 2016) . - p.1-9 Mots-clés : Autism  Script fading  Interactions  Social skills  Generalization Index. décimale : PER Périodiques Résumé : AbstractBackground Autism is a disorder characterized by a severe deficit in social-interaction skills. The script-fading procedure is an effective behavior-analytic strategy for teaching social-interaction skills to people with autism. Within the script-fading literature, however, few researchers have established cues in the natural environment as the discriminative stimuli for social interactions. Method The purpose of this study was to replicate the script-fading procedure used by Brown, Krantz, McClannahan, and Poulson (2008) to teach children with autism to interact with each other, and to assess generalization across untrained stimuli. The three participants, ages 6–9 years, demonstrated deficits in peer-interaction skills. Results During the baseline condition, the participants either did not interact with one another or emitted a variable and unreliable number of interactions. With the introduction of the script-fading procedure, however, interactions increased systematically. Moreover, stimulus generalization data indicated that the script-fading procedure effectively transferred the discriminative control for interacting from the scripts to stimuli in the natural environment. Conclusions These findings demonstrated the effectiveness of the script-fading procedure in teaching children with autism to interact with their peers. In addition, this study showed that establishing cues in the natural environment as discriminative stimuli for social interactions is a successful strategy to teach social-interaction skills to people with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.03.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=285

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

---

1 (1 - 5 / 5)