Adaptive / Jonathan TARBOX  

Public ISBD in Evidence-Based Treatment for Children with Autism. The CARD Model / Doreen GRANPEESHEH Titre : Adaptive Type de document : Texte imprimé et/ou numérique Auteurs : Jonathan TARBOX, Auteur ; Angela PERSICKE, Auteur ; Ryan M. BERGSTROM, Auteur Année de publication : 2014 Importance : p.243-260 Langues : Anglais (eng) Mots-clés : autism  teaching  daily living skills  practical guidance  task analysis  safety skills  community skills Index. décimale : AUT-F AUT-F - L'Autisme - Soins Résumé : This chapter describes the Center for Autism and Related Disorders (CARD) approach to teaching daily living skills, including personal, domestic, safety, and community skills. Practical guidance is given on teaching a variety of daily living skills, and sample task analyses are provided. En ligne : http://dx.doi.org/10.1016/B978-0-12-411603-0.00013-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300 in Evidence-Based Treatment for Children with Autism. The CARD Model / Doreen GRANPEESHEH Adaptive [Texte imprimé et/ou numérique] / Jonathan TARBOX, Auteur ; Angela PERSICKE, Auteur ; Ryan M. BERGSTROM, Auteur . - 2014 . - p.243-260. Langues : Anglais (eng) Mots-clés : autism  teaching  daily living skills  practical guidance  task analysis  safety skills  community skills Index. décimale : AUT-F AUT-F - L'Autisme - Soins Résumé : This chapter describes the Center for Autism and Related Disorders (CARD) approach to teaching daily living skills, including personal, domestic, safety, and community skills. Practical guidance is given on teaching a variety of daily living skills, and sample task analyses are provided. En ligne : http://dx.doi.org/10.1016/B978-0-12-411603-0.00013-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300

Exemplaires

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Brief Report: An Evaluation of TAGteach Components to Decrease Toe-Walking in a 4-Year-Old Child with Autism / Angela PERSICKE in Journal of Autism and Developmental Disorders, 44-4 (April 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-4 (April 2014) . - p.965-968 Titre : Brief Report: An Evaluation of TAGteach Components to Decrease Toe-Walking in a 4-Year-Old Child with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Angela PERSICKE, Auteur ; Marianne JACKSON, Auteur ; Amanda N. ADAMS, Auteur Année de publication : 2014 Article en page(s) : p.965-968 Langues : Anglais (eng) Mots-clés : Toe-walking  TAGteach  Autism  Conditioned reinforcement Index. décimale : PER Périodiques Résumé : The current study evaluated the effectiveness of using a modified TAGteach™ procedure and correction to decrease toe-walking in a 4-year-old boy with autism. Two conditions were analyzed: correction alone and correction with an audible conditioned reinforcing stimulus. Correction alone produced minimal and inconsistent decreases in toe-walking but correction with an audible conditioned stimulus proved most effective in reducing this behavior. This has implications for decreasing toe-walking in other children with autism and may be easily used by teachers and parents. En ligne : http://dx.doi.org/10.1007/s10803-013-1934-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=228 [article] Brief Report: An Evaluation of TAGteach Components to Decrease Toe-Walking in a 4-Year-Old Child with Autism [Texte imprimé et/ou numérique] / Angela PERSICKE, Auteur ; Marianne JACKSON, Auteur ; Amanda N. ADAMS, Auteur . - 2014 . - p.965-968. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-4 (April 2014) . - p.965-968 Mots-clés : Toe-walking  TAGteach  Autism  Conditioned reinforcement Index. décimale : PER Périodiques Résumé : The current study evaluated the effectiveness of using a modified TAGteach™ procedure and correction to decrease toe-walking in a 4-year-old boy with autism. Two conditions were analyzed: correction alone and correction with an audible conditioned reinforcing stimulus. Correction alone produced minimal and inconsistent decreases in toe-walking but correction with an audible conditioned stimulus proved most effective in reducing this behavior. This has implications for decreasing toe-walking in other children with autism and may be easily used by teachers and parents. En ligne : http://dx.doi.org/10.1007/s10803-013-1934-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=228

Cognition / Adel C. NAJDOWSKI  

Public ISBD in Evidence-Based Treatment for Children with Autism. The CARD Model / Doreen GRANPEESHEH Titre : Cognition Type de document : Texte imprimé et/ou numérique Auteurs : Adel C. NAJDOWSKI, Auteur ; Angela PERSICKE, Auteur ; Evelyn KUNG, Auteur Année de publication : 2014 Importance : p.317-353 Langues : Anglais (eng) Mots-clés : autism  teaching  perspective-taking skills  Theory of Mind (ToM)  private event  applied behavior analysis Index. décimale : AUT-F AUT-F - L'Autisme - Soins Résumé : This chapter describes the Center for Autism and Related Disorders (CARD) approach to teaching learners with autism spectrum disorder (ASD) to identify and respond appropriately to their own and others’ private events, that is, perspective-taking skills. The traditional cognitive terms that encompass these behaviors include metacognition (knowledge about one’s own mental states) and social cognition (knowledge about others’ mental states). Using the Theory of Mind (ToM) framework of basic types of “mental states,” or what behavior analysts refer to as “private events,” combined with the principles and procedures of applied behavior analysis (ABA), this chapter describes strategies for teaching perspective-taking skills across 11 major areas: 1) desires, 2) preferences, 3) emotions, 4) physical states, 5) sensory perspective taking, 6) knowledge, 7) beliefs, 8) deception, 9) thoughts, 10) sarcasm, and 11) intentions. En ligne : http://dx.doi.org/10.1016/B978-0-12-411603-0.00017-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300 in Evidence-Based Treatment for Children with Autism. The CARD Model / Doreen GRANPEESHEH Cognition [Texte imprimé et/ou numérique] / Adel C. NAJDOWSKI, Auteur ; Angela PERSICKE, Auteur ; Evelyn KUNG, Auteur . - 2014 . - p.317-353. Langues : Anglais (eng) Mots-clés : autism  teaching  perspective-taking skills  Theory of Mind (ToM)  private event  applied behavior analysis Index. décimale : AUT-F AUT-F - L'Autisme - Soins Résumé : This chapter describes the Center for Autism and Related Disorders (CARD) approach to teaching learners with autism spectrum disorder (ASD) to identify and respond appropriately to their own and others’ private events, that is, perspective-taking skills. The traditional cognitive terms that encompass these behaviors include metacognition (knowledge about one’s own mental states) and social cognition (knowledge about others’ mental states). Using the Theory of Mind (ToM) framework of basic types of “mental states,” or what behavior analysts refer to as “private events,” combined with the principles and procedures of applied behavior analysis (ABA), this chapter describes strategies for teaching perspective-taking skills across 11 major areas: 1) desires, 2) preferences, 3) emotions, 4) physical states, 5) sensory perspective taking, 6) knowledge, 7) beliefs, 8) deception, 9) thoughts, 10) sarcasm, and 11) intentions. En ligne : http://dx.doi.org/10.1016/B978-0-12-411603-0.00017-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300

Exemplaires

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Economics of Autism Spectrum Disorders: An Overview of Treatment and Research Funding / Julie KORNACK

Public ISBD in Handbook of Early Intervention for Autism Spectrum Disorders / Jonathan TARBOX Titre : Economics of Autism Spectrum Disorders: An Overview of Treatment and Research Funding Type de document : Texte imprimé et/ou numérique Auteurs : Julie KORNACK, Auteur ; Angela PERSICKE, Auteur ; Paige E. CERVANTES, Auteur ; Jina JANG, Auteur ; Dennis R. DIXON, Auteur Année de publication : 2014 Importance : p.165-178 Langues : Anglais (eng) Mots-clés : Funding  Insurance  Third party payment Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=265 in Handbook of Early Intervention for Autism Spectrum Disorders / Jonathan TARBOX Economics of Autism Spectrum Disorders: An Overview of Treatment and Research Funding [Texte imprimé et/ou numérique] / Julie KORNACK, Auteur ; Angela PERSICKE, Auteur ; Paige E. CERVANTES, Auteur ; Jina JANG, Auteur ; Dennis R. DIXON, Auteur . - 2014 . - p.165-178. Langues : Anglais (eng) Mots-clés : Funding  Insurance  Third party payment Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=265

Exemplaires

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Establishing metaphorical reasoning in children with autism / Angela PERSICKE 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.913-920 Titre : Establishing metaphorical reasoning in children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Angela PERSICKE, Auteur ; Jonathan TARBOX, Auteur ; Jennifer RANICK, Auteur ; Megan SAINT CLAIR, Auteur Année de publication : 2012 Article en page(s) : p.913-920 Langues : Anglais (eng) Mots-clés : Metaphors  Non-literal language  Verbal behavior  Relational frame theory  Multiple exemplar training Index. décimale : PER Périodiques Résumé : Researchers have shown that children with autism have difficulty with non-literal language, such as irony, sarcasm, deception, humor, and metaphors. To date, few studies have attempted to remediate these deficits, and no studies of which we are aware have attempted to teach children with autism to understand metaphors. Metaphorical reasoning consists of complex verbal behavior, involving relations of coordination, hierarchy, and distinction, at a minimum. The purpose of the current study was to evaluate multiple exemplar training for teaching children with autism to attend to relevant features of the context in which a metaphor is used and to engage in the required relational responding in order to respond correctly to metaphorical questions. Participants included three children, ages 5–7. Results suggest that multiple exemplar training is effective for teaching children with autism to understand metaphors. Furthermore, generalization to untrained metaphors was found for all participants. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.12.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=150 [article] Establishing metaphorical reasoning in children with autism [Texte imprimé et/ou numérique] / Angela PERSICKE, Auteur ; Jonathan TARBOX, Auteur ; Jennifer RANICK, Auteur ; Megan SAINT CLAIR, Auteur . - 2012 . - p.913-920. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-2 (April-June 2012) . - p.913-920 Mots-clés : Metaphors  Non-literal language  Verbal behavior  Relational frame theory  Multiple exemplar training Index. décimale : PER Périodiques Résumé : Researchers have shown that children with autism have difficulty with non-literal language, such as irony, sarcasm, deception, humor, and metaphors. To date, few studies have attempted to remediate these deficits, and no studies of which we are aware have attempted to teach children with autism to understand metaphors. Metaphorical reasoning consists of complex verbal behavior, involving relations of coordination, hierarchy, and distinction, at a minimum. The purpose of the current study was to evaluate multiple exemplar training for teaching children with autism to attend to relevant features of the context in which a metaphor is used and to engage in the required relational responding in order to respond correctly to metaphorical questions. Participants included three children, ages 5–7. Results suggest that multiple exemplar training is effective for teaching children with autism to understand metaphors. Furthermore, generalization to untrained metaphors was found for all participants. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.12.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=150

Evaluation of the concurrent validity of a skills assessment for autism treatment / Angela PERSICKE in Research in Autism Spectrum Disorders, 8-3 (March 2014)  

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Executive Functions / Adel C. NAJDOWSKI  

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Generalization and Maintenance / Angela PERSICKE  

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Play / Jonathan TARBOX  

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Recovery and Prevention / Doreen GRANPEESHEH

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Teaching children with autism to attend to socially relevant stimuli / Angela PERSICKE in Research in Autism Spectrum Disorders, 7-12 (December 2013)  

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Teaching children with autism to detect and respond to deceptive statements / Jennifer RANICK in Research in Autism Spectrum Disorders, 7-4 (April 2013)  

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Teaching children with autism to detect and respond to sarcasm / Angela PERSICKE in Research in Autism Spectrum Disorders, 7-1 (January 2013)  

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