A teaching procedure to help children with autistic spectrum disorder to label emotions / Kevin CONALLEN in Research in Autism Spectrum Disorders, 23 (March 2016)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 23 (March 2016) . - p.63-72 Titre : A teaching procedure to help children with autistic spectrum disorder to label emotions Type de document : Texte imprimé et/ou numérique Auteurs : Kevin CONALLEN, Auteur ; Phil REED, Auteur Article en page(s) : p.63-72 Langues : Anglais (eng) Mots-clés : Emotions  Tacting  Private events  ASD Index. décimale : PER Périodiques Résumé : Abstract This study explored a teaching procedure designed to enable children with autistic spectrum disorder Autism Spectrum Disorder (ASD) to label (tact) the emotions of others. Ten children, aged between 6.1 and 9.6 years, were taught the relevant vocabulary to label a set of emotions (e.g., happy, sad, angry), to match these tacts to illustrated situations, to generalize these tacts to novel situations, and to tact their own emotions. At baseline, participants showed no ability to match emotion cards to situations in which those emotions would occur. Participants were taught to tact these emotions by first matching-to-sample the facial expressions of happy, sad and angry to illustrations of situations which reflected each emotion. This was followed by a tacting phase, during which participants were taught to match emotion cards to particular situation cards. In the first of two generalization probes, participants were able to tact happy, sad, or angry when shown untrained situation cards (probe 1), and could choose those things that made them happy, sad or angry from an additional set of untrained illustrations (probe 2), showing an improved understanding of their own emotions and those of other, than was found during baseline. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.11.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282 [article] A teaching procedure to help children with autistic spectrum disorder to label emotions [Texte imprimé et/ou numérique] / Kevin CONALLEN, Auteur ; Phil REED, Auteur . - p.63-72. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 23 (March 2016) . - p.63-72 Mots-clés : Emotions  Tacting  Private events  ASD Index. décimale : PER Périodiques Résumé : Abstract This study explored a teaching procedure designed to enable children with autistic spectrum disorder Autism Spectrum Disorder (ASD) to label (tact) the emotions of others. Ten children, aged between 6.1 and 9.6 years, were taught the relevant vocabulary to label a set of emotions (e.g., happy, sad, angry), to match these tacts to illustrated situations, to generalize these tacts to novel situations, and to tact their own emotions. At baseline, participants showed no ability to match emotion cards to situations in which those emotions would occur. Participants were taught to tact these emotions by first matching-to-sample the facial expressions of happy, sad and angry to illustrations of situations which reflected each emotion. This was followed by a tacting phase, during which participants were taught to match emotion cards to particular situation cards. In the first of two generalization probes, participants were able to tact happy, sad, or angry when shown untrained situation cards (probe 1), and could choose those things that made them happy, sad or angry from an additional set of untrained illustrations (probe 2), showing an improved understanding of their own emotions and those of other, than was found during baseline. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.11.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282

The effects of a conversation prompt procedure on independent play / Kevin CONALLEN in Research in Autism Spectrum Disorders, 6-1 (January-March 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-1 (January-March 2012) . - p.365-377 Titre : The effects of a conversation prompt procedure on independent play Type de document : Texte imprimé et/ou numérique Auteurs : Kevin CONALLEN, Auteur ; Phil REED, Auteur Année de publication : 2012 Article en page(s) : p.365-377 Langues : Anglais (eng) Mots-clés : Conversation prompt  Conditioned reinforcement  Non-preferred play  Private events Index. décimale : PER Périodiques Résumé : This study used a multiple baseline design (ABCAD) to determine whether teaching children with autistic spectrum disorders (ASD) to tact private events would function as a conditioned reinforcer for teaching non-preferred play activities. In this study, 10 children, aged between 5.3 and 8.9 years of age, were taught to tact a set of private events (e.g., fun, bored, easy, hard) after engaging in selected preferred, and non-preferred, play activities. These ‘typical’ language exchanges were built into existing individual activity play schedules, and were designed to prompt a conversational unit after a play period of up to 10 min. This conversational unit was designed to serve as a conditioned reinforcer for the activity under observation. The results show that having access to a set of tacts for putatively private events could function as a conditioned reinforcer when teaching non-preferred play activities, reduced off-task play behavior, while revealing a measurable increase in spontaneous language, emitted both during the targeted play sessions. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.06.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146 [article] The effects of a conversation prompt procedure on independent play [Texte imprimé et/ou numérique] / Kevin CONALLEN, Auteur ; Phil REED, Auteur . - 2012 . - p.365-377. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-1 (January-March 2012) . - p.365-377 Mots-clés : Conversation prompt  Conditioned reinforcement  Non-preferred play  Private events Index. décimale : PER Périodiques Résumé : This study used a multiple baseline design (ABCAD) to determine whether teaching children with autistic spectrum disorders (ASD) to tact private events would function as a conditioned reinforcer for teaching non-preferred play activities. In this study, 10 children, aged between 5.3 and 8.9 years of age, were taught to tact a set of private events (e.g., fun, bored, easy, hard) after engaging in selected preferred, and non-preferred, play activities. These ‘typical’ language exchanges were built into existing individual activity play schedules, and were designed to prompt a conversational unit after a play period of up to 10 min. This conversational unit was designed to serve as a conditioned reinforcer for the activity under observation. The results show that having access to a set of tacts for putatively private events could function as a conditioned reinforcer when teaching non-preferred play activities, reduced off-task play behavior, while revealing a measurable increase in spontaneous language, emitted both during the targeted play sessions. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.06.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146

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