An evaluation of the components of a Social Stories™ intervention package / Jeannette M. ISKANDER in Research in Autism Spectrum Disorders, 7-1 (January 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-1 (January 2013) . - p.1-8 Titre : An evaluation of the components of a Social Stories™ intervention package Type de document : Texte imprimé et/ou numérique Auteurs : Jeannette M. ISKANDER, Auteur ; Rocio ROSALES, Auteur Année de publication : 2013 Article en page(s) : p.1-8 Langues : Anglais (eng) Mots-clés : Social Story  Intervention package  Differential reinforcement Index. décimale : PER Périodiques Résumé : The present study examined the effectiveness of Social Stories™, and Social Stories paired with a differential reinforcement procedure on disruptive behaviors of two elementary school children diagnosed with pervasive developmental disorder-not otherwise specified (PDD-NOS) and attention deficit hyperactivity disorder (ADHD). We implemented a multiple-baseline design across target behaviors, whereby the Social Story was implemented first, followed by the pairing of the story and a differential reinforcement of zero behavior (DRO) procedure. Results indicate that while the use of a Social Story was effective in decreasing problem behavior when compared to baseline levels, the pairing of the story with a DRO procedure resulted in lower average levels of the target behaviors across both participants. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.06.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179 [article] An evaluation of the components of a Social Stories™ intervention package [Texte imprimé et/ou numérique] / Jeannette M. ISKANDER, Auteur ; Rocio ROSALES, Auteur . - 2013 . - p.1-8. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-1 (January 2013) . - p.1-8 Mots-clés : Social Story  Intervention package  Differential reinforcement Index. décimale : PER Périodiques Résumé : The present study examined the effectiveness of Social Stories™, and Social Stories paired with a differential reinforcement procedure on disruptive behaviors of two elementary school children diagnosed with pervasive developmental disorder-not otherwise specified (PDD-NOS) and attention deficit hyperactivity disorder (ADHD). We implemented a multiple-baseline design across target behaviors, whereby the Social Story was implemented first, followed by the pairing of the story and a differential reinforcement of zero behavior (DRO) procedure. Results indicate that while the use of a Social Story was effective in decreasing problem behavior when compared to baseline levels, the pairing of the story with a DRO procedure resulted in lower average levels of the target behaviors across both participants. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.06.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179

Comparison of methods for varying item presentation during noncontingent reinforcement / Rocio ROSALES in Research in Autism Spectrum Disorders, 4-3 (July-September 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-3 (July-September 2010) . - p.367-376 Titre : Comparison of methods for varying item presentation during noncontingent reinforcement Type de document : Texte imprimé et/ou numérique Auteurs : Rocio ROSALES, Auteur ; April S. WORSDELL, Auteur ; Maranda TRAHAN, Auteur Année de publication : 2010 Article en page(s) : p.367-376 Langues : Anglais (eng) Mots-clés : Noncontingent-reinforcement Item-presentation Stimulus-preference-assessment Index. décimale : PER Périodiques Résumé : The purpose of the present investigation was to evaluate the relative effectiveness of three item presentation methods during noncontingent reinforcement (NCR). Four individuals with developmental disabilities and problem behavior maintained by automatic reinforcement were recruited for the study. Single-item stimulus preference assessments were conducted to identify a variety of preferred items associated with low levels of problem behavior. During the treatment analysis, a multielement design embedded within a reversal design was utilized, and the following NCR conditions were compared: (a) presenting preferred items one at a time, (b) presenting multiple items simultaneously, and (c) rotating single items after a predetermined time period. Results indicate that all three NCR presentations methods were effective in decreasing problem behavior, but the single-item condition resulted in the lowest levels of problem behavior for three of the four participants. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.10.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=100 [article] Comparison of methods for varying item presentation during noncontingent reinforcement [Texte imprimé et/ou numérique] / Rocio ROSALES, Auteur ; April S. WORSDELL, Auteur ; Maranda TRAHAN, Auteur . - 2010 . - p.367-376. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-3 (July-September 2010) . - p.367-376 Mots-clés : Noncontingent-reinforcement Item-presentation Stimulus-preference-assessment Index. décimale : PER Périodiques Résumé : The purpose of the present investigation was to evaluate the relative effectiveness of three item presentation methods during noncontingent reinforcement (NCR). Four individuals with developmental disabilities and problem behavior maintained by automatic reinforcement were recruited for the study. Single-item stimulus preference assessments were conducted to identify a variety of preferred items associated with low levels of problem behavior. During the treatment analysis, a multielement design embedded within a reversal design was utilized, and the following NCR conditions were compared: (a) presenting preferred items one at a time, (b) presenting multiple items simultaneously, and (c) rotating single items after a predetermined time period. Results indicate that all three NCR presentations methods were effective in decreasing problem behavior, but the single-item condition resulted in the lowest levels of problem behavior for three of the four participants. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.10.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=100

Comparison of Prompting Techniques to Teach Children With Autism to Ask Questions in the Context of a Conversation / Matthew G. SWERDAN in Focus on Autism and Other Developmental Disabilities, 32-2 (June 2017)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 32-2 (June 2017) . - p.93-101 Titre : Comparison of Prompting Techniques to Teach Children With Autism to Ask Questions in the Context of a Conversation Type de document : Texte imprimé et/ou numérique Auteurs : Matthew G. SWERDAN, Auteur ; Rocio ROSALES, Auteur Article en page(s) : p.93-101 Langues : Anglais (eng) Mots-clés : prompt comparison, conversation skills, question-asking, autism Index. décimale : PER Périodiques Résumé : An adapted alternating treatments design was used to compare the efficacy of echoic and textual prompts to teach three students with autism (ages 8?15) to ask questions related to two pre-selected topics of conversation. Participants were first required to answer questions related to the topics to determine whether accurate responses were within their repertoire. This was followed by a transfer of stimulus control procedure to teach participants to ask relevant questions to the experimenter on the same topics. Probes with a novel conversation topic were conducted in the natural environment with a peer, and follow-up probes were conducted after training. Results indicate questions taught using an echoic prompt were acquired in fewer trials to criterion than questions taught using a textual prompt for two of the three participants. Limitations and implications for future research will be discussed. En ligne : http://dx.doi.org/10.1177/1088357615610111 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307 [article] Comparison of Prompting Techniques to Teach Children With Autism to Ask Questions in the Context of a Conversation [Texte imprimé et/ou numérique] / Matthew G. SWERDAN, Auteur ; Rocio ROSALES, Auteur . - p.93-101. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 32-2 (June 2017) . - p.93-101 Mots-clés : prompt comparison, conversation skills, question-asking, autism Index. décimale : PER Périodiques Résumé : An adapted alternating treatments design was used to compare the efficacy of echoic and textual prompts to teach three students with autism (ages 8?15) to ask questions related to two pre-selected topics of conversation. Participants were first required to answer questions related to the topics to determine whether accurate responses were within their repertoire. This was followed by a transfer of stimulus control procedure to teach participants to ask relevant questions to the experimenter on the same topics. Probes with a novel conversation topic were conducted in the natural environment with a peer, and follow-up probes were conducted after training. Results indicate questions taught using an echoic prompt were acquired in fewer trials to criterion than questions taught using a textual prompt for two of the three participants. Limitations and implications for future research will be discussed. En ligne : http://dx.doi.org/10.1177/1088357615610111 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307

Readiness skills / Ruth Anne REHFELDT

Public ISBD contenu dans Autism spectrum disorders / Peter STURMEY Titre : Readiness skills Type de document : Texte imprimé et/ou numérique Auteurs : Ruth Anne REHFELDT, Auteur ; Rocio ROSALES, Auteur Année de publication : 2007 Importance : p.85-101 Langues : Anglais (eng) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=104 contenu dans Autism spectrum disorders / Peter STURMEY Readiness skills [Texte imprimé et/ou numérique] / Ruth Anne REHFELDT, Auteur ; Rocio ROSALES, Auteur . - 2007 . - p.85-101. Langues : Anglais (eng) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=104

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Self-help skills / Ruth Anne REHFELDT

Public ISBD contenu dans Autism spectrum disorders / Peter STURMEY Titre : Self-help skills Type de document : Texte imprimé et/ou numérique Auteurs : Ruth Anne REHFELDT, Auteur ; Rocio ROSALES, Auteur Année de publication : 2007 Importance : p.103-124 Langues : Anglais (eng) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=104 contenu dans Autism spectrum disorders / Peter STURMEY Self-help skills [Texte imprimé et/ou numérique] / Ruth Anne REHFELDT, Auteur ; Rocio ROSALES, Auteur . - 2007 . - p.103-124. Langues : Anglais (eng) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=104

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