Contriving motivating operations to evoke mands for information in preschoolers with autism / Katie ENDICOTT in Research in Autism Spectrum Disorders, 1-3 (July/September 2007)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 1-3 (July/September 2007) . - p.210-217 Titre : Contriving motivating operations to evoke mands for information in preschoolers with autism Type de document : Texte imprimé et/ou numérique Auteurs : Katie ENDICOTT, Auteur ; Thomas S. HIGBEE, Auteur Année de publication : 2007 Article en page(s) : p.210-217 Langues : Anglais (eng) Mots-clés : Mands-for-information Motivating-operations Autism Index. décimale : PER Périodiques Résumé : Four preschoolers with autism participated in the study. Stimulus preference assessments were conducted to identify high and low preferred items, which were then hidden or given to an adult in order to contrive motivation for the information about the location of the items. The first experiment involved the manipulation of motivating operations to evoke the mand “Where is it?” Upon successful acquisition of this initial mand for information, students participated in a second experiment involving the manipulation of a motivating operation to evoke the mand “Who has it?” All participants successfully acquired the ability to mand for information. En ligne : http://dx.doi.org/10.1016/j.rasd.2006.10.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=147 [article] Contriving motivating operations to evoke mands for information in preschoolers with autism [Texte imprimé et/ou numérique] / Katie ENDICOTT, Auteur ; Thomas S. HIGBEE, Auteur . - 2007 . - p.210-217. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 1-3 (July/September 2007) . - p.210-217 Mots-clés : Mands-for-information Motivating-operations Autism Index. décimale : PER Périodiques Résumé : Four preschoolers with autism participated in the study. Stimulus preference assessments were conducted to identify high and low preferred items, which were then hidden or given to an adult in order to contrive motivation for the information about the location of the items. The first experiment involved the manipulation of motivating operations to evoke the mand “Where is it?” Upon successful acquisition of this initial mand for information, students participated in a second experiment involving the manipulation of a motivating operation to evoke the mand “Who has it?” All participants successfully acquired the ability to mand for information. En ligne : http://dx.doi.org/10.1016/j.rasd.2006.10.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=147

Effects of varied levels of treatment integrity on appropriate toy manipulation in children with autism / Nicole C. GROSKREUTZ in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1358-1369 Titre : Effects of varied levels of treatment integrity on appropriate toy manipulation in children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Nicole C. GROSKREUTZ, Auteur ; Mark P. GROSKREUTZ, Auteur ; Thomas S. HIGBEE, Auteur Année de publication : 2011 Article en page(s) : p.1358-1369 Langues : Anglais (eng) Mots-clés : Treatment integrity  Autism  Play skills  Toy manipulation Index. décimale : PER Périodiques Résumé : We assessed the effects of varying the treatment integrity of a prompting procedure on appropriate toy manipulation in two preschool-aged children with autism. Following an assessment to identify toys with high levels of inappropriate toy manipulation, each of three toys was associated with implementation of the prompting procedure at a different integrity level (10%, 50%, or 100%). For one participant, only the 100% integrity condition produced increases in appropriate toy manipulation. For the second participant, both the 50% and 100% integrity conditions produced increases in appropriate toy manipulation. These results suggest that integrity errors negatively impacted the acquisition of appropriate toy manipulation in children with autism, although the necessary level of treatment integrity varied across participants. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.018 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Effects of varied levels of treatment integrity on appropriate toy manipulation in children with autism [Texte imprimé et/ou numérique] / Nicole C. GROSKREUTZ, Auteur ; Mark P. GROSKREUTZ, Auteur ; Thomas S. HIGBEE, Auteur . - 2011 . - p.1358-1369. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1358-1369 Mots-clés : Treatment integrity  Autism  Play skills  Toy manipulation Index. décimale : PER Périodiques Résumé : We assessed the effects of varying the treatment integrity of a prompting procedure on appropriate toy manipulation in two preschool-aged children with autism. Following an assessment to identify toys with high levels of inappropriate toy manipulation, each of three toys was associated with implementation of the prompting procedure at a different integrity level (10%, 50%, or 100%). For one participant, only the 100% integrity condition produced increases in appropriate toy manipulation. For the second participant, both the 50% and 100% integrity conditions produced increases in appropriate toy manipulation. These results suggest that integrity errors negatively impacted the acquisition of appropriate toy manipulation in children with autism, although the necessary level of treatment integrity varied across participants. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.018 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Julia Moor: Playing, Laughing and Learning with Children on the Autism Spectrum: A Practical Resource of Play Ideas for Parents and Carers (Second Edition) / Tyra SELLERS in Journal of Autism and Developmental Disorders, 40-4 (April 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-4 (April 2010) . - p.520-521 Titre : Julia Moor: Playing, Laughing and Learning with Children on the Autism Spectrum: A Practical Resource of Play Ideas for Parents and Carers (Second Edition) : Jessica Kingsley Publishers, London, UK & Philadelphia, PA, 2008, 304 pp, ISBN 978-1-84310-608-1, $21.95 (paperback) Type de document : Texte imprimé et/ou numérique Auteurs : Tyra SELLERS, Auteur ; Thomas S. HIGBEE, Auteur Année de publication : 2010 Article en page(s) : p.520-521 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-009-0828-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=993 [article] Julia Moor: Playing, Laughing and Learning with Children on the Autism Spectrum: A Practical Resource of Play Ideas for Parents and Carers (Second Edition) : Jessica Kingsley Publishers, London, UK & Philadelphia, PA, 2008, 304 pp, ISBN 978-1-84310-608-1, $21.95 (paperback) [Texte imprimé et/ou numérique] / Tyra SELLERS, Auteur ; Thomas S. HIGBEE, Auteur . - 2010 . - p.520-521. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-4 (April 2010) . - p.520-521 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-009-0828-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=993

Promoting generalization of mands for information used by young children with autism / Alison M. BETZ in Research in Autism Spectrum Disorders, 4-3 (July-September 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-3 (July-September 2010) . - p.501-508 Titre : Promoting generalization of mands for information used by young children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Alison M. BETZ, Auteur ; Thomas S. HIGBEE, Auteur ; Joy S. POLLARD, Auteur Année de publication : 2010 Article en page(s) : p.501-508 Langues : Anglais (eng) Mots-clés : Autism Generalization Establishing-operation Mand Stimulus-control Index. décimale : PER Périodiques Résumé : We investigated the extent to which mands for information taught using structured teaching trials (i.e., verbal discriminative stimulus, verbal prompts, and programmed consequences) while contriving the establishing operations to young children with autism generalized to novel stimuli and settings. Three students with autism participated in this study and were taught to mand for information using “where” during structured teaching trials. We conducted generalization probes in a hierarchical fashion to determine the extent to which generalization occurred. Manding for information did not completely generalize to natural settings when specific verbal cues were removed and that training in the natural setting in the absence of verbal cues was required for all three participants before generalized responding occurred. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.11.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=100 [article] Promoting generalization of mands for information used by young children with autism [Texte imprimé et/ou numérique] / Alison M. BETZ, Auteur ; Thomas S. HIGBEE, Auteur ; Joy S. POLLARD, Auteur . - 2010 . - p.501-508. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-3 (July-September 2010) . - p.501-508 Mots-clés : Autism Generalization Establishing-operation Mand Stimulus-control Index. décimale : PER Périodiques Résumé : We investigated the extent to which mands for information taught using structured teaching trials (i.e., verbal discriminative stimulus, verbal prompts, and programmed consequences) while contriving the establishing operations to young children with autism generalized to novel stimuli and settings. Three students with autism participated in this study and were taught to mand for information using “where” during structured teaching trials. We conducted generalization probes in a hierarchical fashion to determine the extent to which generalization occurred. Manding for information did not completely generalize to natural settings when specific verbal cues were removed and that training in the natural setting in the absence of verbal cues was required for all three participants before generalized responding occurred. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.11.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=100

Using Transfer of Stimulus Control Technology to Promote Generalization and Spontaneity of Language / Trina D. SPENCER in Focus on Autism and Other Developmental Disabilities, 27-4 (December 2012)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 27-4 (December 2012) . - p.225-236 Titre : Using Transfer of Stimulus Control Technology to Promote Generalization and Spontaneity of Language Type de document : Texte imprimé et/ou numérique Auteurs : Trina D. SPENCER, Auteur ; Thomas S. HIGBEE, Auteur Article en page(s) : p.225-236 Langues : Anglais (eng) Mots-clés : script training  generalization  language  autism  conversation Index. décimale : PER Périodiques Résumé : Children with autism often use newly acquired language in restricted contexts and with limited variability. Instructional tactics that embed generalization technology have shown promise for increasing spontaneity, response variation, and the generalized use of language across settings, people, and materials. In this study, we explored the integration of textual scripts and explicit engineering of transfer of stimulus control procedures to facilitate functional conversation skills of a young girl with autism. The generalized use of prepositions, coordinating conjunctions, and subordinating conjunctions was assessed within the context of natural conversation with teachers, parents, and peers. The intentional programming of training contexts has the potential to affect language spontaneity, generalization, and variability without relying on script-fading conventions. En ligne : http://dx.doi.org/10.1177/1088357612460274 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184 [article] Using Transfer of Stimulus Control Technology to Promote Generalization and Spontaneity of Language [Texte imprimé et/ou numérique] / Trina D. SPENCER, Auteur ; Thomas S. HIGBEE, Auteur . - p.225-236. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 27-4 (December 2012) . - p.225-236 Mots-clés : script training  generalization  language  autism  conversation Index. décimale : PER Périodiques Résumé : Children with autism often use newly acquired language in restricted contexts and with limited variability. Instructional tactics that embed generalization technology have shown promise for increasing spontaneity, response variation, and the generalized use of language across settings, people, and materials. In this study, we explored the integration of textual scripts and explicit engineering of transfer of stimulus control procedures to facilitate functional conversation skills of a young girl with autism. The generalized use of prepositions, coordinating conjunctions, and subordinating conjunctions was assessed within the context of natural conversation with teachers, parents, and peers. The intentional programming of training contexts has the potential to affect language spontaneity, generalization, and variability without relying on script-fading conventions. En ligne : http://dx.doi.org/10.1177/1088357612460274 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184

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