Comparing Paired-Stimulus Preference Assessments With In-the-Moment Reinforcer Analysis on Skill Acquisition: A Preliminary Investigation / Justin B. LEAF in Focus on Autism and Other Developmental Disabilities, 33-1 (March 2018)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 33-1 (March 2018) . - p.14-24 Titre : Comparing Paired-Stimulus Preference Assessments With In-the-Moment Reinforcer Analysis on Skill Acquisition: A Preliminary Investigation Type de document : Texte imprimé et/ou numérique Auteurs : Justin B. LEAF, Auteur ; Ronald LEAF, Auteur ; Jeremy A. LEAF, Auteur ; Aditt ALCALAY, Auteur ; Daniel RAVID, Auteur ; Stephanie DALE, Auteur ; Alyne KASSARDJIAN, Auteur ; Kathleen TSUJI, Auteur ; Mitchell TAUBMAN, Auteur ; John MCEACHIN, Auteur ; Misty L. OPPENHEIM-LEAF, Auteur Article en page(s) : p.14-24 Langues : Anglais (eng) Mots-clés : autism,paired-preference assessment,preference,reinforcement Index. décimale : PER Périodiques Résumé : Today, the use of formal preference assessments, including paired-stimulus preference assessments, is widely utilized to help determine which items to use as reinforcers during intervention. A second way to determine potential reinforcers is to analyze multiple dimensions of a stimulus in the moment, a procedure known as in-the-moment reinforcer analysis. Although paired-stimulus preference assessments are widely used, there is no experimental evidence that extensive advance preference assessments actually produce higher rates of learning than in-the-moment reinforcer analysis. The present study compared rates of learning on a simple expressive labeling task when correct responses were reinforced with items selected based on extensive formal paired-preference assessments versus items selected by a teacher using in-the-moment analysis of reinforcer effects. The results indicated no clear difference in skill acquisition, but there were clear differences in terms of efficiency and maintenance. En ligne : https://doi.org/10.1177/1088357616645329 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=336 [article] Comparing Paired-Stimulus Preference Assessments With In-the-Moment Reinforcer Analysis on Skill Acquisition: A Preliminary Investigation [Texte imprimé et/ou numérique] / Justin B. LEAF, Auteur ; Ronald LEAF, Auteur ; Jeremy A. LEAF, Auteur ; Aditt ALCALAY, Auteur ; Daniel RAVID, Auteur ; Stephanie DALE, Auteur ; Alyne KASSARDJIAN, Auteur ; Kathleen TSUJI, Auteur ; Mitchell TAUBMAN, Auteur ; John MCEACHIN, Auteur ; Misty L. OPPENHEIM-LEAF, Auteur . - p.14-24. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 33-1 (March 2018) . - p.14-24 Mots-clés : autism,paired-preference assessment,preference,reinforcement Index. décimale : PER Périodiques Résumé : Today, the use of formal preference assessments, including paired-stimulus preference assessments, is widely utilized to help determine which items to use as reinforcers during intervention. A second way to determine potential reinforcers is to analyze multiple dimensions of a stimulus in the moment, a procedure known as in-the-moment reinforcer analysis. Although paired-stimulus preference assessments are widely used, there is no experimental evidence that extensive advance preference assessments actually produce higher rates of learning than in-the-moment reinforcer analysis. The present study compared rates of learning on a simple expressive labeling task when correct responses were reinforced with items selected based on extensive formal paired-preference assessments versus items selected by a teacher using in-the-moment analysis of reinforcer effects. The results indicated no clear difference in skill acquisition, but there were clear differences in terms of efficiency and maintenance. En ligne : https://doi.org/10.1177/1088357616645329 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=336

Comparing the Teaching Interaction Procedure to Social Stories: A Replication Study / Alyne KASSARDJIAN in Journal of Autism and Developmental Disorders, 44-9 (September 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2329-2340 Titre : Comparing the Teaching Interaction Procedure to Social Stories: A Replication Study Type de document : Texte imprimé et/ou numérique Auteurs : Alyne KASSARDJIAN, Auteur ; Justin B. LEAF, Auteur ; Daniel RAVID, Auteur ; Jeremy A. LEAF, Auteur ; Aditt ALCALAY, Auteur ; Stephanie DALE, Auteur ; Kathleen TSUJI, Auteur ; Mitchell TAUBMAN, Auteur ; Ronald LEAF, Auteur ; John MCEACHIN, Auteur ; Misty L. OPPENHEIM-LEAF, Auteur Article en page(s) : p.2329-2340 Langues : Anglais (eng) Mots-clés : Autism  Behavioral skills training  Social skills  Social skills groups  Social stories  Teaching interaction procedure Index. décimale : PER Périodiques Résumé : This study compared the teaching interaction procedure to social stories implemented in a group setting to teach social skills to three children diagnosed with autism spectrum disorder. The researchers taught each participant one social skill with the teaching interaction procedure, one social skill with the social story procedure, and one social skill was assigned to a no intervention condition. The teaching interaction procedure consisted of didactic questions, teacher demonstration, and role-play; the social story procedure consisted of reading a book and answering comprehension questions. The researchers measured participants’ performances during probes, responses to comprehension questions, and responding during role-plays. The results indicated that the teaching interaction procedure was more efficacious than the social story procedure across all three participants. En ligne : http://dx.doi.org/10.1007/s10803-014-2103-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] Comparing the Teaching Interaction Procedure to Social Stories: A Replication Study [Texte imprimé et/ou numérique] / Alyne KASSARDJIAN, Auteur ; Justin B. LEAF, Auteur ; Daniel RAVID, Auteur ; Jeremy A. LEAF, Auteur ; Aditt ALCALAY, Auteur ; Stephanie DALE, Auteur ; Kathleen TSUJI, Auteur ; Mitchell TAUBMAN, Auteur ; Ronald LEAF, Auteur ; John MCEACHIN, Auteur ; Misty L. OPPENHEIM-LEAF, Auteur . - p.2329-2340. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2329-2340 Mots-clés : Autism  Behavioral skills training  Social skills  Social skills groups  Social stories  Teaching interaction procedure Index. décimale : PER Périodiques Résumé : This study compared the teaching interaction procedure to social stories implemented in a group setting to teach social skills to three children diagnosed with autism spectrum disorder. The researchers taught each participant one social skill with the teaching interaction procedure, one social skill with the social story procedure, and one social skill was assigned to a no intervention condition. The teaching interaction procedure consisted of didactic questions, teacher demonstration, and role-play; the social story procedure consisted of reading a book and answering comprehension questions. The researchers measured participants’ performances during probes, responses to comprehension questions, and responding during role-plays. The results indicated that the teaching interaction procedure was more efficacious than the social story procedure across all three participants. En ligne : http://dx.doi.org/10.1007/s10803-014-2103-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

Increasing social skills and pro-social behavior for three children diagnosed with autism through the use of a teaching package / Justin B. LEAF in Research in Autism Spectrum Disorders, 3-1 (January 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-1 (January 2009) . - p.275-289 Titre : Increasing social skills and pro-social behavior for three children diagnosed with autism through the use of a teaching package Type de document : Texte imprimé et/ou numérique Auteurs : Justin B. LEAF, Auteur ; Ron LEAF, Auteur ; John MCEACHIN, Auteur ; Mitchell TAUBMAN, Auteur ; Stephanie BLOOMFIELD, Auteur ; Leticia PALOS-RAFUSE, Auteur ; Misty L. OPPENHEIM, Auteur Année de publication : 2009 Article en page(s) : p.275-289 Langues : Anglais (eng) Mots-clés : Autism Social-skills Teaching-interaction Behavior-therapy Behavioral-skills-training Early-intervention Index. décimale : PER Périodiques Résumé : This study assessed the effectiveness of a Teaching Interaction procedure for four social skills across three participants diagnosed with autism. All social skills fell into four broad domains (i.e., social-communication, play, emotion skills, and choice/selection skills). In addition, a teaching package was used to increase communication between the three participants and three selected target peers. The teaching package consisted of the Teaching Interaction procedure, reinforcement, and priming of participants to demonstrate social skills and to engage with their target peers. Prior to intervention, participants displayed near zero levels of the four social skills that were targeted; after intervention, all three participants were able to demonstrate these skills. Prior to intervention, participants did not communicate or play with their selected target peer; after intervention, participants were able to increase the amount of play and communication. A multiple baseline design showed that the teaching package was effective in teaching both the targeted social skills and in increasing the development of initial associations that could lead to friendships for three children diagnosed with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.07.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=649 [article] Increasing social skills and pro-social behavior for three children diagnosed with autism through the use of a teaching package [Texte imprimé et/ou numérique] / Justin B. LEAF, Auteur ; Ron LEAF, Auteur ; John MCEACHIN, Auteur ; Mitchell TAUBMAN, Auteur ; Stephanie BLOOMFIELD, Auteur ; Leticia PALOS-RAFUSE, Auteur ; Misty L. OPPENHEIM, Auteur . - 2009 . - p.275-289. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.275-289 Mots-clés : Autism Social-skills Teaching-interaction Behavior-therapy Behavioral-skills-training Early-intervention Index. décimale : PER Périodiques Résumé : This study assessed the effectiveness of a Teaching Interaction procedure for four social skills across three participants diagnosed with autism. All social skills fell into four broad domains (i.e., social-communication, play, emotion skills, and choice/selection skills). In addition, a teaching package was used to increase communication between the three participants and three selected target peers. The teaching package consisted of the Teaching Interaction procedure, reinforcement, and priming of participants to demonstrate social skills and to engage with their target peers. Prior to intervention, participants displayed near zero levels of the four social skills that were targeted; after intervention, all three participants were able to demonstrate these skills. Prior to intervention, participants did not communicate or play with their selected target peer; after intervention, participants were able to increase the amount of play and communication. A multiple baseline design showed that the teaching package was effective in teaching both the targeted social skills and in increasing the development of initial associations that could lead to friendships for three children diagnosed with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.07.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=649

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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