Group teaching of conversational skills to adolescents on the autism spectrum / Wesley H. DOTSON 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.199-209 Titre : Group teaching of conversational skills to adolescents on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Wesley H. DOTSON, Auteur ; Justin B. LEAF, Auteur ; Jan B. SHELDON, Auteur ; James A. SHERMAN, Auteur Année de publication : 2010 Article en page(s) : p.199-209 Langues : Anglais (eng) Mots-clés : Autism Social-skills Group-instruction Adolescents Index. décimale : PER Périodiques Résumé : Adolescents with autism struggle with developing meaningful social relationships. Learning appropriate conversational skills can be an important first step in creating friendships. A procedure that has been effective in teaching conversational skills to typically developing adolescents is the teaching interaction procedure, which involves describing the target behavior, why it should be used, when it should be used, and the steps in the skill, modeling the behavior, and having the learner role-play. Throughout the teaching process, feedback is given to the adolescent. The purpose of this study was to investigate whether the teaching interaction procedure could be used to teach adolescents with autism conversational skills in a group setting. Five children, four on the autism spectrum and one with ADHD, were taught conversational basics, how to give positive feedback to a speaker, and how to answer and ask open-ended questions. A multiple-probe design across behaviors and replicated across participants revealed that four of the five participants mastered all three conversational skills, while the fifth participant mastered two of the skills. While no participants fully generalized the skills to interactions with a typical peer, participants showed some generalization to those interactions. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.09.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=973 [article] Group teaching of conversational skills to adolescents on the autism spectrum [Texte imprimé et/ou numérique] / Wesley H. DOTSON, Auteur ; Justin B. LEAF, Auteur ; Jan B. SHELDON, Auteur ; James A. SHERMAN, Auteur . - 2010 . - p.199-209. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-2 (April-June 2010) . - p.199-209 Mots-clés : Autism Social-skills Group-instruction Adolescents Index. décimale : PER Périodiques Résumé : Adolescents with autism struggle with developing meaningful social relationships. Learning appropriate conversational skills can be an important first step in creating friendships. A procedure that has been effective in teaching conversational skills to typically developing adolescents is the teaching interaction procedure, which involves describing the target behavior, why it should be used, when it should be used, and the steps in the skill, modeling the behavior, and having the learner role-play. Throughout the teaching process, feedback is given to the adolescent. The purpose of this study was to investigate whether the teaching interaction procedure could be used to teach adolescents with autism conversational skills in a group setting. Five children, four on the autism spectrum and one with ADHD, were taught conversational basics, how to give positive feedback to a speaker, and how to answer and ask open-ended questions. A multiple-probe design across behaviors and replicated across participants revealed that four of the five participants mastered all three conversational skills, while the fifth participant mastered two of the skills. While no participants fully generalized the skills to interactions with a typical peer, participants showed some generalization to those interactions. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.09.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=973

Teaching typically developing children to promote social play with their siblings with autism / Misty L. OPPENHEIM-LEAF in Research in Autism Spectrum Disorders, 6-2 (April-June 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-2 (April-June 2012) . - p.777-791 Titre : Teaching typically developing children to promote social play with their siblings with autism Type de document : Texte imprimé et/ou numérique Auteurs : Misty L. OPPENHEIM-LEAF, Auteur ; Justin B. LEAF, Auteur ; Claudia L. DOZIER, Auteur ; Jan B. SHELDON, Auteur ; James A. SHERMAN, Auteur Année de publication : 2012 Article en page(s) : p.777-791 Langues : Anglais (eng) Mots-clés : Autism  Peer interaction  Play skills  Social interaction  Peer-mediated treatment Index. décimale : PER Périodiques Résumé : Siblings are important “peers” for children. Unfortunately, children with autism often do not play or interact often with their typically developing siblings. The purpose of this study was to teach three typically developing children (ages 4–6) skills that were likely to increase the amount and quality of social play interactions with their brothers who have autism. A teacher used the teaching interaction procedure to teach typically developing children to provide clear instructions and prompt and reinforce appropriate play behavior such as joining into a play activity, sharing toys, and engaging in appropriate toy play. All three typically developing children learned the targeted skills during role-plays with a teacher and, to a large part, generalized the skills when they played with their brothers with autism. In addition, some children who learned these skills increased their positive interactions and decreased negative interactions during a free-play period with their sibling with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.10.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=150 [article] Teaching typically developing children to promote social play with their siblings with autism [Texte imprimé et/ou numérique] / Misty L. OPPENHEIM-LEAF, Auteur ; Justin B. LEAF, Auteur ; Claudia L. DOZIER, Auteur ; Jan B. SHELDON, Auteur ; James A. SHERMAN, Auteur . - 2012 . - p.777-791. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-2 (April-June 2012) . - p.777-791 Mots-clés : Autism  Peer interaction  Play skills  Social interaction  Peer-mediated treatment Index. décimale : PER Périodiques Résumé : Siblings are important “peers” for children. Unfortunately, children with autism often do not play or interact often with their typically developing siblings. The purpose of this study was to teach three typically developing children (ages 4–6) skills that were likely to increase the amount and quality of social play interactions with their brothers who have autism. A teacher used the teaching interaction procedure to teach typically developing children to provide clear instructions and prompt and reinforce appropriate play behavior such as joining into a play activity, sharing toys, and engaging in appropriate toy play. All three typically developing children learned the targeted skills during role-plays with a teacher and, to a large part, generalized the skills when they played with their brothers with autism. In addition, some children who learned these skills increased their positive interactions and decreased negative interactions during a free-play period with their sibling with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.10.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=150

The effectiveness of a group teaching interaction procedure for teaching social skills to young children with a pervasive developmental disorder / Justin B. LEAF 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.186-198 Titre : The effectiveness of a group teaching interaction procedure for teaching social skills to young children with a pervasive developmental disorder Type de document : Texte imprimé et/ou numérique Auteurs : Justin B. LEAF, Auteur ; Misty L. OPPENHEIM, Auteur ; Wesley H. DOTSON, Auteur ; Jan B. SHELDON, Auteur ; James A. SHERMAN, Auteur Année de publication : 2010 Article en page(s) : p.186-198 Langues : Anglais (eng) Mots-clés : Autism Social-skills Teaching-interaction Behavioral-intervention Discrete-trial-teaching Behavioral-skills-training Index. décimale : PER Périodiques Résumé : Deficits in social skills are characteristic of children with autism. Clinicians often include teaching these skills as part of comprehensive curriculum. One method of developing social skills for children with autism is the teaching interaction procedure. This procedure involves describing the behavior, providing a rational and cues when to use the behavior, dividing the skill into smaller steps, demonstrating the behavior, having the learner role play the behavior, and providing feedback. This study implemented a teaching interaction procedure as part of group social-skills instruction for five children diagnosed with an autism spectrum disorder. A multiple-probe design across behaviors and replicated across participants was used. All five participants acquired the social skills taught to them and generalization was promoted. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.09.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=973 [article] The effectiveness of a group teaching interaction procedure for teaching social skills to young children with a pervasive developmental disorder [Texte imprimé et/ou numérique] / Justin B. LEAF, Auteur ; Misty L. OPPENHEIM, Auteur ; Wesley H. DOTSON, Auteur ; Jan B. SHELDON, Auteur ; James A. SHERMAN, Auteur . - 2010 . - p.186-198. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-2 (April-June 2010) . - p.186-198 Mots-clés : Autism Social-skills Teaching-interaction Behavioral-intervention Discrete-trial-teaching Behavioral-skills-training Index. décimale : PER Périodiques Résumé : Deficits in social skills are characteristic of children with autism. Clinicians often include teaching these skills as part of comprehensive curriculum. One method of developing social skills for children with autism is the teaching interaction procedure. This procedure involves describing the behavior, providing a rational and cues when to use the behavior, dividing the skill into smaller steps, demonstrating the behavior, having the learner role play the behavior, and providing feedback. This study implemented a teaching interaction procedure as part of group social-skills instruction for five children diagnosed with an autism spectrum disorder. A multiple-probe design across behaviors and replicated across participants was used. All five participants acquired the social skills taught to them and generalization was promoted. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.09.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=973

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