Contingent imitation increases verbal interaction in children with autism spectrum disorders / Yuka ISHIZUKA in Autism, 20-8 (November 2016)  

Public ISBD [article]  inAutism > 20-8 (November 2016) . - p.1011-1020 Titre : Contingent imitation increases verbal interaction in children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Yuka ISHIZUKA, Auteur ; Jun-ichi YAMAMOTO, Auteur Article en page(s) : p.1011-1020 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  communication and language  contingent imitation  development  imitation  verbal interaction  vocal imitation  vocal turn-taking Index. décimale : PER Périodiques Résumé : Several studies have suggested that contingent adult imitation increase nonverbal communication, such as attention and proximity to adults, in children with autism spectrum disorders. However, few studies have shown the effect of contingent imitation on verbal communication. This study examined whether children with autism were able to promote verbal interaction such as vocal imitation, vocalization, and vocal turn-taking via contingent imitation. We used an alternating treatment design composed of the conditions of contingent imitation and control for six children with autism (aged 33–63?months). For contingent imitation condition, adults imitated children’s vocalization immediately. For control condition, adults did not imitate but gave a vocal response immediately. Results showed that in contingent imitation condition, all children increased the number of vocal imitations and vocal turn-takings compared with control condition. The number of vocalizations increased in both condition for all children. Overall, it is suggested that all children promote verbal interaction via contingent imitation. En ligne : http://dx.doi.org/10.1177/1362361315622856 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294 [article] Contingent imitation increases verbal interaction in children with autism spectrum disorders [Texte imprimé et/ou numérique] / Yuka ISHIZUKA, Auteur ; Jun-ichi YAMAMOTO, Auteur . - p.1011-1020. Langues : Anglais (eng) in Autism > 20-8 (November 2016) . - p.1011-1020 Mots-clés : autism spectrum disorder  communication and language  contingent imitation  development  imitation  verbal interaction  vocal imitation  vocal turn-taking Index. décimale : PER Périodiques Résumé : Several studies have suggested that contingent adult imitation increase nonverbal communication, such as attention and proximity to adults, in children with autism spectrum disorders. However, few studies have shown the effect of contingent imitation on verbal communication. This study examined whether children with autism were able to promote verbal interaction such as vocal imitation, vocalization, and vocal turn-taking via contingent imitation. We used an alternating treatment design composed of the conditions of contingent imitation and control for six children with autism (aged 33–63?months). For contingent imitation condition, adults imitated children’s vocalization immediately. For control condition, adults did not imitate but gave a vocal response immediately. Results showed that in contingent imitation condition, all children increased the number of vocal imitations and vocal turn-takings compared with control condition. The number of vocalizations increased in both condition for all children. Overall, it is suggested that all children promote verbal interaction via contingent imitation. En ligne : http://dx.doi.org/10.1177/1362361315622856 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294

Intervention for tact as reporting in children with autism / Nozomi NAOI 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.174-184 Titre : Intervention for tact as reporting in children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Nozomi NAOI, Auteur ; Kumiko YOKOYAMA, Auteur ; Jun-ichi YAMAMOTO, Auteur Année de publication : 2007 Article en page(s) : p.174-184 Langues : Anglais (eng) Mots-clés : Tact Reporting Verbal-behavior Children-with-autism Index. décimale : PER Périodiques Résumé : Many children with autism have severe difficulty in ‘reporting’ on events at schools to mothers at home despite their ability to tact some objects and actions in discrete trial setting. Many studies have attempted to establish tact as labeling in children with autism. Few studies, however, have attempted to establish tact as a functional communication skill. The conditions under which children with autism acquired tact regarding objects and events that are remote in time and space from the listener was investigated in three children with autism. A multiple-baseline design was implemented to evaluate intervention effects. Animated cartoons or still pictures were used as stimuli and the children were required to walk to see a stimulus, observe it, walk back to an adult listener, and tact what they had seen. In the baseline condition, no participants were able to sufficiently tact after moving 1-m from the stimulus. Then tacting was trained using vocal prompts. Through this procedure, all children acquired tact for untrained events that were remote in time and space from their mothers. En ligne : http://dx.doi.org/10.1016/j.rasd.2006.08.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=147 [article] Intervention for tact as reporting in children with autism [Texte imprimé et/ou numérique] / Nozomi NAOI, Auteur ; Kumiko YOKOYAMA, Auteur ; Jun-ichi YAMAMOTO, Auteur . - 2007 . - p.174-184. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 1-2 (April/June 2007) . - p.174-184 Mots-clés : Tact Reporting Verbal-behavior Children-with-autism Index. décimale : PER Périodiques Résumé : Many children with autism have severe difficulty in ‘reporting’ on events at schools to mothers at home despite their ability to tact some objects and actions in discrete trial setting. Many studies have attempted to establish tact as labeling in children with autism. Few studies, however, have attempted to establish tact as a functional communication skill. The conditions under which children with autism acquired tact regarding objects and events that are remote in time and space from the listener was investigated in three children with autism. A multiple-baseline design was implemented to evaluate intervention effects. Animated cartoons or still pictures were used as stimuli and the children were required to walk to see a stimulus, observe it, walk back to an adult listener, and tact what they had seen. In the baseline condition, no participants were able to sufficiently tact after moving 1-m from the stimulus. Then tacting was trained using vocal prompts. Through this procedure, all children acquired tact for untrained events that were remote in time and space from their mothers. En ligne : http://dx.doi.org/10.1016/j.rasd.2006.08.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=147

Stimulus pairing training in children with autism spectrum disorder / Kosuke TAKAHASHI in Research in Autism Spectrum Disorders, 5-1 (January-March 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-1 (January-March 2011) . - p.547-553 Titre : Stimulus pairing training in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Kosuke TAKAHASHI, Auteur ; Jun-ichi YAMAMOTO, Auteur ; Fumiyuki NORO, Auteur Année de publication : 2011 Article en page(s) : p.547-553 Langues : Anglais (eng) Mots-clés : Stimulus-pairing-training Matching-to-sample Children-with-autism-spectrum-disorder Index. décimale : PER Périodiques Résumé : In early training for children with autism spectrum disorders (ASDs), matching-to-sample (MTS) tasks are widely used to teach various language and cognitive skills. However, some problems in conducting MTS training for children with developmental disabilities are also recognized. In this study, we examined the effectiveness of stimulus pairing training as a training procedure for children with ASDs. Two boys with ASDs participated in this study. During the stimulus pairing training trial, the children observed only two corresponding stimuli were paired successively. Participant's learning as a result of stimulus pairing training was assessed by MTS tests, which were conducted immediately after the training. In this study, visual–visual and visual–auditory stimulus relations were trained in stimulus pairing training. As a result, both participants could learn the stimulus relations by stimulus pairing training. The effectiveness and efficiency of the pairing training procedure and some issues to be considered in applying this procedure for children with ASDs are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.06.021 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=111 [article] Stimulus pairing training in children with autism spectrum disorder [Texte imprimé et/ou numérique] / Kosuke TAKAHASHI, Auteur ; Jun-ichi YAMAMOTO, Auteur ; Fumiyuki NORO, Auteur . - 2011 . - p.547-553. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-1 (January-March 2011) . - p.547-553 Mots-clés : Stimulus-pairing-training Matching-to-sample Children-with-autism-spectrum-disorder Index. décimale : PER Périodiques Résumé : In early training for children with autism spectrum disorders (ASDs), matching-to-sample (MTS) tasks are widely used to teach various language and cognitive skills. However, some problems in conducting MTS training for children with developmental disabilities are also recognized. In this study, we examined the effectiveness of stimulus pairing training as a training procedure for children with ASDs. Two boys with ASDs participated in this study. During the stimulus pairing training trial, the children observed only two corresponding stimuli were paired successively. Participant's learning as a result of stimulus pairing training was assessed by MTS tests, which were conducted immediately after the training. In this study, visual–visual and visual–auditory stimulus relations were trained in stimulus pairing training. As a result, both participants could learn the stimulus relations by stimulus pairing training. The effectiveness and efficiency of the pairing training procedure and some issues to be considered in applying this procedure for children with ASDs are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.06.021 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=111

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