Does mastery of ABLA Level 6 make it easier for children with autism to learn to name objects? / Jonathan VIEL in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1370-1377 Titre : Does mastery of ABLA Level 6 make it easier for children with autism to learn to name objects? Type de document : Texte imprimé et/ou numérique Auteurs : Jonathan VIEL, Auteur ; Jade WIGHTMAN, Auteur ; Carole MARION, Auteur ; Brigitte JEANSON, Auteur ; Garry L. MARTIN, Auteur ; Dickie C.T. YU, Auteur ; A. AYNSLEY-GREEN, Auteur Année de publication : 2011 Article en page(s) : p.1370-1377 Langues : Anglais (eng) Mots-clés : ABLA  Autism  Tacts  Language development Index. décimale : PER Périodiques Résumé : The Assessment of Basic Learning Abilities (ABLA) was developed to assess the ease or difficulty with which individuals with intellectual disabilities are able to learn an imitation task and five 2-choice discriminations, called levels. Level 6 is an auditory–visual discrimination. We examined whether children with autism who passed ABLA Level 6 (Group 1) would more readily learn to name objects than children with autism who failed Level 6 (Group 2). The 2 groups were matched on the communication subscale of the Vineland Adaptive Behavior Scale. Group 1 learned more object names, and in significantly fewer trials, than Group 2. The implications for language training are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.019 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Does mastery of ABLA Level 6 make it easier for children with autism to learn to name objects? [Texte imprimé et/ou numérique] / Jonathan VIEL, Auteur ; Jade WIGHTMAN, Auteur ; Carole MARION, Auteur ; Brigitte JEANSON, Auteur ; Garry L. MARTIN, Auteur ; Dickie C.T. YU, Auteur ; A. AYNSLEY-GREEN, Auteur . - 2011 . - p.1370-1377. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1370-1377 Mots-clés : ABLA  Autism  Tacts  Language development Index. décimale : PER Périodiques Résumé : The Assessment of Basic Learning Abilities (ABLA) was developed to assess the ease or difficulty with which individuals with intellectual disabilities are able to learn an imitation task and five 2-choice discriminations, called levels. Level 6 is an auditory–visual discrimination. We examined whether children with autism who passed ABLA Level 6 (Group 1) would more readily learn to name objects than children with autism who failed Level 6 (Group 2). The 2 groups were matched on the communication subscale of the Vineland Adaptive Behavior Scale. Group 1 learned more object names, and in significantly fewer trials, than Group 2. The implications for language training are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.019 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Teaching children with Autism Spectrum Disorder to mand “What is it?” / Carole MARION in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1584-1597 Titre : Teaching children with Autism Spectrum Disorder to mand “What is it?” Type de document : Texte imprimé et/ou numérique Auteurs : Carole MARION, Auteur ; Garry L. MARTIN, Auteur ; C.T. YU, Auteur ; Charissa BUHLER, Auteur Année de publication : 2011 Article en page(s) : p.1584-1597 Langues : Anglais (eng) Mots-clés : Mand for information  Autism  Verbal behaviour  Motivating operation establishing operation Index. décimale : PER Périodiques Résumé : In general terms a mand is a requesting response. Teaching children with autism to mand for information is often a difficult task given their language deficits. The present study examined a procedure consisting of contrived motivating operations, prompt fading, manded consequences, error correction, and a brief preference assessment for teaching the mand “What is it?” A modified multiple-baseline design across situations was used to evaluate the teaching procedure. Each of three children with Autism Spectrum Disorder learned the mands and generalized to situations, activities, scripts, the natural environment, and over time. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.03.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126 [article] Teaching children with Autism Spectrum Disorder to mand “What is it?” [Texte imprimé et/ou numérique] / Carole MARION, Auteur ; Garry L. MARTIN, Auteur ; C.T. YU, Auteur ; Charissa BUHLER, Auteur . - 2011 . - p.1584-1597. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1584-1597 Mots-clés : Mand for information  Autism  Verbal behaviour  Motivating operation establishing operation Index. décimale : PER Périodiques Résumé : In general terms a mand is a requesting response. Teaching children with autism to mand for information is often a difficult task given their language deficits. The present study examined a procedure consisting of contrived motivating operations, prompt fading, manded consequences, error correction, and a brief preference assessment for teaching the mand “What is it?” A modified multiple-baseline design across situations was used to evaluate the teaching procedure. Each of three children with Autism Spectrum Disorder learned the mands and generalized to situations, activities, scripts, the natural environment, and over time. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.03.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126

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