Effects of superimposition and background fading on the sight-word reading of a boy with autism / Binyamin BIRKAN in Research in Autism Spectrum Disorders, 1-2 (April/June 2007)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 1-2 (April/June 2007) . - p.117-125 Titre : Effects of superimposition and background fading on the sight-word reading of a boy with autism Type de document : Texte imprimé et/ou numérique Auteurs : Binyamin BIRKAN, Auteur ; Lynn E. MCCLANNAHAN, Auteur ; Patricia J. KRANTZ, Auteur Année de publication : 2007 Article en page(s) : p.117-125 Langues : Anglais (eng) Mots-clés : Autism Stimulus-fading Stimulus-superimposition Reading Index. décimale : PER Périodiques Résumé : We used a multiple-baseline design across materials to assess the effects of stimulus superimposition and background fading on the sight-word reading skills of a 6-year-old boy with autism. Before the study began, the boy was taught to make verbal responses when shown 15 photographs of physical education activities and equipment. During baseline and teaching, probes of target words relevant to the photographs (e.g., slide, swing) were conducted in discrete-trial sessions. When teaching began, three sets of target sight words were successively superimposed on photographs of the corresponding activities and backgrounds were then faded by removing portions of the photographs until only the text was visible. After all fading steps were completed, the student correctly read 14–15 of the 15 target words and these skills maintained on a 44-day follow up probe. Further, generalization measures showed that reading skills transferred across text size and color. Superimposition and background fading quickly expanded the sight-word reading repertoire of a youngster with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2006.08.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=147 [article] Effects of superimposition and background fading on the sight-word reading of a boy with autism [Texte imprimé et/ou numérique] / Binyamin BIRKAN, Auteur ; Lynn E. MCCLANNAHAN, Auteur ; Patricia J. KRANTZ, Auteur . - 2007 . - p.117-125. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 1-2 (April/June 2007) . - p.117-125 Mots-clés : Autism Stimulus-fading Stimulus-superimposition Reading Index. décimale : PER Périodiques Résumé : We used a multiple-baseline design across materials to assess the effects of stimulus superimposition and background fading on the sight-word reading skills of a 6-year-old boy with autism. Before the study began, the boy was taught to make verbal responses when shown 15 photographs of physical education activities and equipment. During baseline and teaching, probes of target words relevant to the photographs (e.g., slide, swing) were conducted in discrete-trial sessions. When teaching began, three sets of target sight words were successively superimposed on photographs of the corresponding activities and backgrounds were then faded by removing portions of the photographs until only the text was visible. After all fading steps were completed, the student correctly read 14–15 of the 15 target words and these skills maintained on a 44-day follow up probe. Further, generalization measures showed that reading skills transferred across text size and color. Superimposition and background fading quickly expanded the sight-word reading repertoire of a youngster with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2006.08.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=147

Teaching children with autism spectrum disorders to cooperate with injections / Binyamin BIRKAN in Research in Autism Spectrum Disorders, 5-2 (April-June 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-2 (April-June 2011) . - p.941-948 Titre : Teaching children with autism spectrum disorders to cooperate with injections Type de document : Texte imprimé et/ou numérique Auteurs : Binyamin BIRKAN, Auteur ; Patricia J. KRANTZ, Auteur ; Lynn E. MCCLANNAHAN, Auteur Année de publication : 2011 Article en page(s) : p.941-948 Langues : Anglais (eng) Mots-clés : Injections  Immunizations  Health care  Medical procedures  Stimulus fading  Escape extinction  Cooperation with injections Index. décimale : PER Périodiques Résumé : When injections are necessary, young people with autism spectrum disorders (ASD) may exhibit responses that compromise their health care. Parents often report that their children with ASD struggle or attempt to flee when immunizations or other injections are attempted. This report describes our evaluation of procedures that enable children to cooperate with injections. A changing-criterion design with two replications in the United States and three replications in Turkey was used to assess the performance of five boys and one girl with ASD, ages 8–16. The teaching procedures, conducted in school settings, were relatively errorless. During generalization programming, the participants’ skills transferred to different instructors who played the role of medical practitioner and to different school and community settings. Subsequently, in medical settings, they cooperated with doctors and nurses and successfully received important injections, such as long-overdue diphtheria, tetanus, and pertussis (DTaP) immunizations, tetanus boosters, and influenza and hepatitis B immunizations. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.11.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114 [article] Teaching children with autism spectrum disorders to cooperate with injections [Texte imprimé et/ou numérique] / Binyamin BIRKAN, Auteur ; Patricia J. KRANTZ, Auteur ; Lynn E. MCCLANNAHAN, Auteur . - 2011 . - p.941-948. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-2 (April-June 2011) . - p.941-948 Mots-clés : Injections  Immunizations  Health care  Medical procedures  Stimulus fading  Escape extinction  Cooperation with injections Index. décimale : PER Périodiques Résumé : When injections are necessary, young people with autism spectrum disorders (ASD) may exhibit responses that compromise their health care. Parents often report that their children with ASD struggle or attempt to flee when immunizations or other injections are attempted. This report describes our evaluation of procedures that enable children to cooperate with injections. A changing-criterion design with two replications in the United States and three replications in Turkey was used to assess the performance of five boys and one girl with ASD, ages 8–16. The teaching procedures, conducted in school settings, were relatively errorless. During generalization programming, the participants’ skills transferred to different instructors who played the role of medical practitioner and to different school and community settings. Subsequently, in medical settings, they cooperated with doctors and nurses and successfully received important injections, such as long-overdue diphtheria, tetanus, and pertussis (DTaP) immunizations, tetanus boosters, and influenza and hepatitis B immunizations. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.11.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114

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