The role of joint control in teaching listener responding to children with autism and other developmental disabilities / Kaitlin G. CAUSIN in Research in Autism Spectrum Disorders, 7-9 (September 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-9 (September 2013) . - p.997-1011 Titre : The role of joint control in teaching listener responding to children with autism and other developmental disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Kaitlin G. CAUSIN, Auteur ; Kristin M. ALBERT, Auteur ; Vincent J. CARBONE, Auteur ; Emily J. SWEENEY-KERWIN, Auteur Article en page(s) : p.997-1011 Langues : Anglais (eng) Mots-clés : Autism  Joint control  Listener behavior  Verbal behavior Index. décimale : PER Périodiques Résumé : Abstract This study evaluated the effectiveness of a teaching procedure derived from the analysis of joint control in increasing listener responses for three children with autism using a multiple probe design across participants. One nonvocal and two vocal children with autism were taught to select multiple pictures of items from a large array in the order in which they were requested (e.g., “Give me the ball, cup, and spoon”) using the joint control teaching procedure. The effect of these procedures on the emission of accurate selection responses to both trained and novel stimulus sets was measured. The results indicated that listener responses to trained stimuli increased following the implementation of the independent variable and untrained responses across novel stimulus sets also emerged. Implications for designing language training programs for children with autism based on an analysis of joint control are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.04.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=210 [article] The role of joint control in teaching listener responding to children with autism and other developmental disabilities [Texte imprimé et/ou numérique] / Kaitlin G. CAUSIN, Auteur ; Kristin M. ALBERT, Auteur ; Vincent J. CARBONE, Auteur ; Emily J. SWEENEY-KERWIN, Auteur . - p.997-1011. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-9 (September 2013) . - p.997-1011 Mots-clés : Autism  Joint control  Listener behavior  Verbal behavior Index. décimale : PER Périodiques Résumé : Abstract This study evaluated the effectiveness of a teaching procedure derived from the analysis of joint control in increasing listener responses for three children with autism using a multiple probe design across participants. One nonvocal and two vocal children with autism were taught to select multiple pictures of items from a large array in the order in which they were requested (e.g., “Give me the ball, cup, and spoon”) using the joint control teaching procedure. The effect of these procedures on the emission of accurate selection responses to both trained and novel stimulus sets was measured. The results indicated that listener responses to trained stimuli increased following the implementation of the independent variable and untrained responses across novel stimulus sets also emerged. Implications for designing language training programs for children with autism based on an analysis of joint control are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.04.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=210

The Role of the Reflexive-Conditioned Motivating Operation (CMO-R) During Discrete Trial Instruction of Children With Autism / Vincent J. CARBONE in Focus on Autism and Other Developmental Disabilities, 25-2 (June 2010)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 25-2 (June 2010) . - p.110-124 Titre : The Role of the Reflexive-Conditioned Motivating Operation (CMO-R) During Discrete Trial Instruction of Children With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Vincent J. CARBONE, Auteur ; Barry MORGENSTERN, Auteur ; Gina ZECCHIN-TIRRI, Auteur ; Laura KOLBERG, Auteur Année de publication : 2010 Article en page(s) : p.110-124 Langues : Anglais (eng) Mots-clés : motivating-operations establishing-operations autism escape-and-avoidance-behavior discrete-trial-instruction Index. décimale : PER Périodiques Résumé : The principle of motivation has resurfaced as an independent variable in the field of behavior analysis over the past 20 years.The increased interest is the result of refinements of the concept of the motivating operation and its application to the learning needs of persons with developmental disabilities. Notwithstanding the increased emphasis upon modification of motivating operations to reduce problem behavior, there is limited recognition of this important behavioral variable in autism treatment literature. An overview of antecedent-based instructional modifications that lead to a reduction of escape and avoidance behavior of children with autism during instruction is provided. An analysis of these instructional methods as motivating operations is proposed. A conceptually systematic analysis of the influence of instructional methods is offered as a tool for improving the selection and implementation of effective teaching procedures. En ligne : http://dx.doi.org/10.1177/1088357610364393 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 [article] The Role of the Reflexive-Conditioned Motivating Operation (CMO-R) During Discrete Trial Instruction of Children With Autism [Texte imprimé et/ou numérique] / Vincent J. CARBONE, Auteur ; Barry MORGENSTERN, Auteur ; Gina ZECCHIN-TIRRI, Auteur ; Laura KOLBERG, Auteur . - 2010 . - p.110-124. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 25-2 (June 2010) . - p.110-124 Mots-clés : motivating-operations establishing-operations autism escape-and-avoidance-behavior discrete-trial-instruction Index. décimale : PER Périodiques Résumé : The principle of motivation has resurfaced as an independent variable in the field of behavior analysis over the past 20 years.The increased interest is the result of refinements of the concept of the motivating operation and its application to the learning needs of persons with developmental disabilities. Notwithstanding the increased emphasis upon modification of motivating operations to reduce problem behavior, there is limited recognition of this important behavioral variable in autism treatment literature. An overview of antecedent-based instructional modifications that lead to a reduction of escape and avoidance behavior of children with autism during instruction is provided. An analysis of these instructional methods as motivating operations is proposed. A conceptually systematic analysis of the influence of instructional methods is offered as a tool for improving the selection and implementation of effective teaching procedures. En ligne : http://dx.doi.org/10.1177/1088357610364393 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102

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