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)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-3 (March 2014) . - p.281-285 Titre : Evaluation of the concurrent validity of a skills assessment for autism treatment Type de document : Texte imprimé et/ou numérique Auteurs : Angela PERSICKE, Auteur ; Michele R. BISHOP, Auteur ; Christine M. COFFMAN, Auteur ; Adel C. NAJDOWSKI, Auteur ; Jonathan TARBOX, Auteur ; Kellee CHI, Auteur ; Dennis R. DIXON, Auteur ; Doreen GRANPEESHEH, Auteur ; Amanda N. ADAMS, Auteur ; Jina JANG, Auteur ; Jennifer RANICK, Auteur ; Megan ST. CLAIR, Auteur ; Amy KENZER, Auteur ; Sara S. SHARAF, Auteur ; Amanda DEERING, Auteur Article en page(s) : p.281-285 Langues : Anglais (eng) Mots-clés : Skills assessment  Curriculum  Validity Index. décimale : PER Périodiques Résumé : Abstract Accurate assessment is a critical prerequisite to meaningful curriculum programming for skill acquisition with children with autism spectrum disorder. The purpose of this study was to determine the validity of an indirect skills assessment. Concurrent validity of the assessment was evaluated by contrasting parent responses to participants’ abilities, as indicated by direct observation of those skills. The degree to which parent report and direct observation were in agreement was measured by Pearson correlation coefficient for each curriculum area. Results indicated moderate to very high levels of agreement between parent report and direct observation of the behaviors. Results are discussed in terms of implications for efficiency of assessment and treatment. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.12.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=224 [article] Evaluation of the concurrent validity of a skills assessment for autism treatment [Texte imprimé et/ou numérique] / Angela PERSICKE, Auteur ; Michele R. BISHOP, Auteur ; Christine M. COFFMAN, Auteur ; Adel C. NAJDOWSKI, Auteur ; Jonathan TARBOX, Auteur ; Kellee CHI, Auteur ; Dennis R. DIXON, Auteur ; Doreen GRANPEESHEH, Auteur ; Amanda N. ADAMS, Auteur ; Jina JANG, Auteur ; Jennifer RANICK, Auteur ; Megan ST. CLAIR, Auteur ; Amy KENZER, Auteur ; Sara S. SHARAF, Auteur ; Amanda DEERING, Auteur . - p.281-285. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-3 (March 2014) . - p.281-285 Mots-clés : Skills assessment  Curriculum  Validity Index. décimale : PER Périodiques Résumé : Abstract Accurate assessment is a critical prerequisite to meaningful curriculum programming for skill acquisition with children with autism spectrum disorder. The purpose of this study was to determine the validity of an indirect skills assessment. Concurrent validity of the assessment was evaluated by contrasting parent responses to participants’ abilities, as indicated by direct observation of those skills. The degree to which parent report and direct observation were in agreement was measured by Pearson correlation coefficient for each curriculum area. Results indicated moderate to very high levels of agreement between parent report and direct observation of the behaviors. Results are discussed in terms of implications for efficiency of assessment and treatment. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.12.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=224

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

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-12 (December 2013) . - p.1551-1557 Titre : Teaching children with autism to attend to socially relevant stimuli Type de document : Texte imprimé et/ou numérique Auteurs : Angela PERSICKE, Auteur ; Megan ST. CLAIR, Auteur ; Jonathan TARBOX, Auteur ; Adel NAJDOWSKI, Auteur ; Jennifer RANICK, Auteur ; Yue YU, Auteur ; Yanicka L. DE NOCKER, Auteur Article en page(s) : p.1551-1557 Langues : Anglais (eng) Mots-clés : Autism  Attention  Shifting attention  Executive function  Social stimuli Index. décimale : PER Périodiques Résumé : Abstract Research has shown that children with autism often fail to attend to relevant stimuli in social situations, likely resulting in unsuccessful or absent social interactions. The purpose of this study was to teach children with autism to attend to stimuli with socially relevant features. Specifically, this study evaluated a teaching package including rules, modeling, role play, and specific feedback across multiple exemplars to teach children with autism to attend and respond to others’ bids for social attention (e.g., “Whoa!” or “Ouch!”). Three participants successfully learned to shift attention toward others and emit a response to gain more information in response to a socially relevant stimulus. Furthermore, generalization was observed across novel exemplars and people. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.09.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219 [article] Teaching children with autism to attend to socially relevant stimuli [Texte imprimé et/ou numérique] / Angela PERSICKE, Auteur ; Megan ST. CLAIR, Auteur ; Jonathan TARBOX, Auteur ; Adel NAJDOWSKI, Auteur ; Jennifer RANICK, Auteur ; Yue YU, Auteur ; Yanicka L. DE NOCKER, Auteur . - p.1551-1557. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-12 (December 2013) . - p.1551-1557 Mots-clés : Autism  Attention  Shifting attention  Executive function  Social stimuli Index. décimale : PER Périodiques Résumé : Abstract Research has shown that children with autism often fail to attend to relevant stimuli in social situations, likely resulting in unsuccessful or absent social interactions. The purpose of this study was to teach children with autism to attend to stimuli with socially relevant features. Specifically, this study evaluated a teaching package including rules, modeling, role play, and specific feedback across multiple exemplars to teach children with autism to attend and respond to others’ bids for social attention (e.g., “Whoa!” or “Ouch!”). Three participants successfully learned to shift attention toward others and emit a response to gain more information in response to a socially relevant stimulus. Furthermore, generalization was observed across novel exemplars and people. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.09.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219

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

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-4 (April 2013) . - p.503-508 Titre : Teaching children with autism to detect and respond to deceptive statements Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer RANICK, Auteur ; Angela PERSICKE, Auteur ; Jonathan TARBOX, Auteur ; Jake A. KORNACK, Auteur Article en page(s) : p.503-508 Langues : Anglais (eng) Mots-clés : Deception  Non-literal language  Multiple exemplar training  Bullying  Relational Frame Theory Index. décimale : PER Périodiques Résumé : Previous research has shown that children with autism often have deficits in deception, both in the ability to lie to others and in the ability to detect when they are being lied to. Additionally, children with autism are frequently the victims of bullying and difficulty with understanding deception likely makes the population more vulnerable to bullying. The purpose of this study was to teach individuals with autism to identify when others were lying to them, specifically to exclude them or to take their possessions. The treatment package consisted of multiple exemplar training, including rules, modeling, role-play, and immediate feedback. The results indicated that the procedure was effective for all three participants. Additionally, generalization was demonstrated to novel, untrained lies and to same-age peer confederates who were not involved in training. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.12.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192 [article] Teaching children with autism to detect and respond to deceptive statements [Texte imprimé et/ou numérique] / Jennifer RANICK, Auteur ; Angela PERSICKE, Auteur ; Jonathan TARBOX, Auteur ; Jake A. KORNACK, Auteur . - p.503-508. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-4 (April 2013) . - p.503-508 Mots-clés : Deception  Non-literal language  Multiple exemplar training  Bullying  Relational Frame Theory Index. décimale : PER Périodiques Résumé : Previous research has shown that children with autism often have deficits in deception, both in the ability to lie to others and in the ability to detect when they are being lied to. Additionally, children with autism are frequently the victims of bullying and difficulty with understanding deception likely makes the population more vulnerable to bullying. The purpose of this study was to teach individuals with autism to identify when others were lying to them, specifically to exclude them or to take their possessions. The treatment package consisted of multiple exemplar training, including rules, modeling, role-play, and immediate feedback. The results indicated that the procedure was effective for all three participants. Additionally, generalization was demonstrated to novel, untrained lies and to same-age peer confederates who were not involved in training. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.12.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192

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

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-1 (January 2013) . - p.193–198 Titre : Teaching children with autism to detect and respond to sarcasm 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 : 2013 Article en page(s) : p.193–198 Langues : Anglais (eng) Mots-clés : Sarcasm  Irony  Multiple exemplar training  Relational frame theory Index. décimale : PER Périodiques Résumé : Previous research has demonstrated that children with autism often have difficulty using and understanding non-literal language (e.g., irony, sarcasm, deception, humor, and metaphors). Irony and sarcasm may be especially difficult for children with autism because the meaning of an utterance is the opposite of what is stated. The current study evaluated the effectiveness of a training package, including rules and in vivo multiple exemplar training, to teach three children with autism to detect and respond appropriately to sarcastic statements. The training package was effective and generalization was obtained across novel exemplars, settings, and people. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.08.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=181 [article] Teaching children with autism to detect and respond to sarcasm [Texte imprimé et/ou numérique] / Angela PERSICKE, Auteur ; Jonathan TARBOX, Auteur ; Jennifer RANICK, Auteur ; Megan SAINT CLAIR, Auteur . - 2013 . - p.193–198. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-1 (January 2013) . - p.193–198 Mots-clés : Sarcasm  Irony  Multiple exemplar training  Relational frame theory Index. décimale : PER Périodiques Résumé : Previous research has demonstrated that children with autism often have difficulty using and understanding non-literal language (e.g., irony, sarcasm, deception, humor, and metaphors). Irony and sarcasm may be especially difficult for children with autism because the meaning of an utterance is the opposite of what is stated. The current study evaluated the effectiveness of a training package, including rules and in vivo multiple exemplar training, to teach three children with autism to detect and respond appropriately to sarcastic statements. The training package was effective and generalization was obtained across novel exemplars, settings, and people. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.08.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=181

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