[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