Acquisition of peer manding and listener responding in young children with autism / Elizabeth R. LORAH in Research in Autism Spectrum Disorders, 8-2 (February 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-2 (February 2014) . - p.61-67 Titre : Acquisition of peer manding and listener responding in young children with autism Type de document : texte imprimé Auteurs : Elizabeth R. LORAH, Auteur ; Shawn P. GILROY, Auteur ; Philip N. HINELINE, Auteur Article en page(s) : p.61-67 Langues : Anglais (eng) Mots-clés : Mand  Listener responding  Picture communication  Peer manding  Autism Index. décimale : PER Périodiques Résumé : Abstract Individuals diagnosed with an autism spectrum disorder demonstrate impairments in communication and social interaction. The importance of acquiring those skills, especially as young children, has been well established in the literature. Peer-mediated interventions have recently received much attention; however, its use is contingent upon access to typically developing peers, which is not always the case in all educational settings. Thus, it is often necessary for specific instruction to occur for matched peers when conducting instruction for peer-mediated communication. However, strategies for teaching these skills have not adequately addressed the role of the listener, especially that of a matched peer, within the instructional setting. Listener responding is a required component for teaching this type of behavior, for without it these emerging skills may not produce reinforcement. Once taught, the communicative skills will require reinforcement from peer-listeners if those skills are to be maintained beyond the instructional setting. The current study arranged for young children with autism to play both the speaking and listening roles in the acquisition of peer-mediated communication (i.e., mand) skills, within a multiple baseline design. The study resulted in increases in independent peer manding and listener responding in all three children. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.10.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=221 [article] Acquisition of peer manding and listener responding in young children with autism [texte imprimé] / Elizabeth R. LORAH, Auteur ; Shawn P. GILROY, Auteur ; Philip N. HINELINE, Auteur . - p.61-67. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-2 (February 2014) . - p.61-67 Mots-clés : Mand  Listener responding  Picture communication  Peer manding  Autism Index. décimale : PER Périodiques Résumé : Abstract Individuals diagnosed with an autism spectrum disorder demonstrate impairments in communication and social interaction. The importance of acquiring those skills, especially as young children, has been well established in the literature. Peer-mediated interventions have recently received much attention; however, its use is contingent upon access to typically developing peers, which is not always the case in all educational settings. Thus, it is often necessary for specific instruction to occur for matched peers when conducting instruction for peer-mediated communication. However, strategies for teaching these skills have not adequately addressed the role of the listener, especially that of a matched peer, within the instructional setting. Listener responding is a required component for teaching this type of behavior, for without it these emerging skills may not produce reinforcement. Once taught, the communicative skills will require reinforcement from peer-listeners if those skills are to be maintained beyond the instructional setting. The current study arranged for young children with autism to play both the speaking and listening roles in the acquisition of peer-mediated communication (i.e., mand) skills, within a multiple baseline design. The study resulted in increases in independent peer manding and listener responding in all three children. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.10.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=221

Establishing deictic repertoires in autism / Shawn P. GILROY in Research in Autism Spectrum Disorders, 19 (November 2015)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 19 (November 2015) . - p.82-92 Titre : Establishing deictic repertoires in autism Type de document : texte imprimé Auteurs : Shawn P. GILROY, Auteur ; Elizabeth R. LORAH, Auteur ; Jessica DODGE, Auteur ; Catherine A. FIORELLO, Auteur Article en page(s) : p.82-92 Langues : Anglais (eng) Mots-clés : Relational responding  Perspective-taking  Autism  Relational Frame Theory Index. décimale : PER Périodiques Résumé : Derived relational responding is an increasingly researched topic in the behavioral sciences. Deictic frames, among other forms of relational responding, have been found to underlie complex behavior, including perspective-taking. Researchers have developed procedures for training children, with and without disabilities, to demonstrate relational responding. Recent extensions of these teaching procedures incorporated more naturalistic contexts as an avenue for establishing these repertoires, but the efficacy of these new procedures for children with disabilities and the degree to which these improvements generalize have not yet been explored. The purpose of this study was to determine if relational repertoires could be established using newer, more naturalistic teaching procedures in children diagnosed with an autism spectrum disorder and to what degree improvements would generalize to another adult. Results indicated that all participants met criteria for mastery on all levels of relational complexity. Additionally, all three children demonstrated generalization of these repertoires to a novel adult following training to mastery. The results suggest that an intervention approach utilizing a Barnes-Holmes protocol in a story reading context was effective for establishing deictic repertoires in children diagnosed with an autism spectrum disorder. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.04.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 [article] Establishing deictic repertoires in autism [texte imprimé] / Shawn P. GILROY, Auteur ; Elizabeth R. LORAH, Auteur ; Jessica DODGE, Auteur ; Catherine A. FIORELLO, Auteur . - p.82-92. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 19 (November 2015) . - p.82-92 Mots-clés : Relational responding  Perspective-taking  Autism  Relational Frame Theory Index. décimale : PER Périodiques Résumé : Derived relational responding is an increasingly researched topic in the behavioral sciences. Deictic frames, among other forms of relational responding, have been found to underlie complex behavior, including perspective-taking. Researchers have developed procedures for training children, with and without disabilities, to demonstrate relational responding. Recent extensions of these teaching procedures incorporated more naturalistic contexts as an avenue for establishing these repertoires, but the efficacy of these new procedures for children with disabilities and the degree to which these improvements generalize have not yet been explored. The purpose of this study was to determine if relational repertoires could be established using newer, more naturalistic teaching procedures in children diagnosed with an autism spectrum disorder and to what degree improvements would generalize to another adult. Results indicated that all participants met criteria for mastery on all levels of relational complexity. Additionally, all three children demonstrated generalization of these repertoires to a novel adult following training to mastery. The results suggest that an intervention approach utilizing a Barnes-Holmes protocol in a story reading context was effective for establishing deictic repertoires in children diagnosed with an autism spectrum disorder. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.04.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270

Feeding Problems, Gastrointestinal Symptoms, Challenging Behavior and Sensory Issues in Children and Adolescents with Autism Spectrum Disorder / Geraldine LEADER in Journal of Autism and Developmental Disorders, 50-4 (April 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-4 (April 2020) . - p.1401-1410 Titre : Feeding Problems, Gastrointestinal Symptoms, Challenging Behavior and Sensory Issues in Children and Adolescents with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Geraldine LEADER, Auteur ; Elaine TUOHY, Auteur ; June L. CHEN, Auteur ; Arlene MANNION, Auteur ; Shawn P. GILROY, Auteur Article en page(s) : p.1401-1410 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Challenging behavior  Comorbid psychopathology  Comorbidity  Feeding problems  Gastrointestinal symptoms  Sensory issues Index. décimale : PER Périodiques Résumé : Frequency of feeding problems, gastrointestinal (GI) symptoms, challenging behavior, sensory problems and comorbid psychopathology were assessed using the following questionnaires: Screening Tool for Feeding Problems for Children, GI Symptoms Inventory, Behavior Problems Inventory Short Form, Short Sensory Profile, and Autism Spectrum Disorder-Comorbidity Child (ASD-CC) in 136 children and adolescents with ASD. Eighty-four percent had food selectivity, followed by food refusal (78.7%), rapid eating (76.5%), chewing problems (60.3%), food stealing (49.3%) and vomiting (19.1%). Higher rates of GI symptoms, challenging behavior, and sensory issues were found in those who presented with rapid eating, food refusal and food stealing than those without these problems. Comorbid psychopathology predicted rapid eating, food selectivity and food refusal. En ligne : http://dx.doi.org/10.1007/s10803-019-04357-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421 [article] Feeding Problems, Gastrointestinal Symptoms, Challenging Behavior and Sensory Issues in Children and Adolescents with Autism Spectrum Disorder [texte imprimé] / Geraldine LEADER, Auteur ; Elaine TUOHY, Auteur ; June L. CHEN, Auteur ; Arlene MANNION, Auteur ; Shawn P. GILROY, Auteur . - p.1401-1410. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-4 (April 2020) . - p.1401-1410 Mots-clés : Autism spectrum disorder  Challenging behavior  Comorbid psychopathology  Comorbidity  Feeding problems  Gastrointestinal symptoms  Sensory issues Index. décimale : PER Périodiques Résumé : Frequency of feeding problems, gastrointestinal (GI) symptoms, challenging behavior, sensory problems and comorbid psychopathology were assessed using the following questionnaires: Screening Tool for Feeding Problems for Children, GI Symptoms Inventory, Behavior Problems Inventory Short Form, Short Sensory Profile, and Autism Spectrum Disorder-Comorbidity Child (ASD-CC) in 136 children and adolescents with ASD. Eighty-four percent had food selectivity, followed by food refusal (78.7%), rapid eating (76.5%), chewing problems (60.3%), food stealing (49.3%) and vomiting (19.1%). Higher rates of GI symptoms, challenging behavior, and sensory issues were found in those who presented with rapid eating, food refusal and food stealing than those without these problems. Comorbid psychopathology predicted rapid eating, food selectivity and food refusal. En ligne : http://dx.doi.org/10.1007/s10803-019-04357-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421

A pilot community-based randomized comparison of speech generating devices and the picture exchange communication system for children diagnosed with autism spectrum disorder / Shawn P. GILROY in Autism Research, 11-12 (December 2018)  

Public ISBD [article]  inAutism Research > 11-12 (December 2018) . - p.1701-1711 Titre : A pilot community-based randomized comparison of speech generating devices and the picture exchange communication system for children diagnosed with autism spectrum disorder Type de document : texte imprimé Auteurs : Shawn P. GILROY, Auteur ; Geraldine LEADER, Auteur ; Joseph P. MCCLEERY, Auteur Article en page(s) : p.1701-1711 Langues : Anglais (eng) Mots-clés : augmentative and alternative communication  autism spectrum disorder  picture exchange communication system  technology Index. décimale : PER Périodiques Résumé : A pilot community-based randomized controlled trial was conducted to compare the effects of the Picture Exchange Communication System (PECS) to a teaching sequence using a high-tech Speech Generating Device (SGD) to teach social communication behaviors. The two approaches were compared to evaluate the effectiveness of the newer, more high-tech intervention using technology to improve social and communicative behavior of children diagnosed with Autism Spectrum Disorder. A total of 35 school-age children were randomized to either a high-tech (SGD device) or low-tech (PECS cards) form of Augmentative and Alternative Communication (AAC). Study participants received 4 months of communication training delivered in their classrooms, and the primary outcome measures of the trial were several functional communication skills emphasized in the PECS teaching sequence. Results indicated that both high-tech and low-tech AAC approaches resulted in significant improvements in communication, and that these improvements did not differ significantly between the two approaches. These findings support the use of high-tech AAC, and highlight the need for evidence-based guidelines for its use as well as evaluation with individuals with a range impairments and disabilities. Autism Research 2018, 11: 1701-1711. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: This study compared the effectiveness of a free and open-source app for teaching social and communicative behavior to children with autism spectrum disorder (ASD) to traditional picture card approaches. Thirty-five children with ASD were randomized to a picture card or app-based intervention and both treatment approaches resulted in significant improvements in social and communicative behavior. These data indicated that both "high-tech" and "low-tech" interventions were effective for improving behavior and that there was not a significant difference between the two approaches. En ligne : http://dx.doi.org/10.1002/aur.2025 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=372 [article] A pilot community-based randomized comparison of speech generating devices and the picture exchange communication system for children diagnosed with autism spectrum disorder [texte imprimé] / Shawn P. GILROY, Auteur ; Geraldine LEADER, Auteur ; Joseph P. MCCLEERY, Auteur . - p.1701-1711. Langues : Anglais (eng) in Autism Research > 11-12 (December 2018) . - p.1701-1711 Mots-clés : augmentative and alternative communication  autism spectrum disorder  picture exchange communication system  technology Index. décimale : PER Périodiques Résumé : A pilot community-based randomized controlled trial was conducted to compare the effects of the Picture Exchange Communication System (PECS) to a teaching sequence using a high-tech Speech Generating Device (SGD) to teach social communication behaviors. The two approaches were compared to evaluate the effectiveness of the newer, more high-tech intervention using technology to improve social and communicative behavior of children diagnosed with Autism Spectrum Disorder. A total of 35 school-age children were randomized to either a high-tech (SGD device) or low-tech (PECS cards) form of Augmentative and Alternative Communication (AAC). Study participants received 4 months of communication training delivered in their classrooms, and the primary outcome measures of the trial were several functional communication skills emphasized in the PECS teaching sequence. Results indicated that both high-tech and low-tech AAC approaches resulted in significant improvements in communication, and that these improvements did not differ significantly between the two approaches. These findings support the use of high-tech AAC, and highlight the need for evidence-based guidelines for its use as well as evaluation with individuals with a range impairments and disabilities. Autism Research 2018, 11: 1701-1711. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: This study compared the effectiveness of a free and open-source app for teaching social and communicative behavior to children with autism spectrum disorder (ASD) to traditional picture card approaches. Thirty-five children with ASD were randomized to a picture card or app-based intervention and both treatment approaches resulted in significant improvements in social and communicative behavior. These data indicated that both "high-tech" and "low-tech" interventions were effective for improving behavior and that there was not a significant difference between the two approaches. En ligne : http://dx.doi.org/10.1002/aur.2025 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=372

Training Peer Models to Promote Social Skills: Considerations for Practice / Therese L. MATHEWS in Focus on Autism and Other Developmental Disabilities, 33-3 (September 2018)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 33-3 (September 2018) . - p.160-170 Titre : Training Peer Models to Promote Social Skills: Considerations for Practice Type de document : texte imprimé Auteurs : Therese L. MATHEWS, Auteur ; Christopher VATLAND, Auteur ; Ashley M. LUGO, Auteur ; Elizabeth A. KOENIG, Auteur ; Shawn P. GILROY, Auteur Article en page(s) : p.160-170 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Social skills training programs have increasingly enlisted same-age typical peers as instructors in the teaching of social skills to children with high-functioning autism spectrum disorder (ASD). The inclusion of peers in the teaching process has been found to be a critical component in these programs. Despite strong support for incorporating peers in social skills programs, there are few guidelines for training peers. The present study examined a treatment package to teach typical school-aged children skills to become peer models. A multiple baseline across behaviors research design was implemented using components of behavioral skills training to teach (a) initiating verbal interactions, (b) prompting for targeted skills, and (c) delivery of praise. The peer models quickly acquired the skill of initiating verbal interactions; however, posting of data, prompting, and additional contingencies were needed to maintain and generalize prompting for targeted skills and delivery of praise with novel children. En ligne : https://doi.org/10.1177/1088357617735814 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367 [article] Training Peer Models to Promote Social Skills: Considerations for Practice [texte imprimé] / Therese L. MATHEWS, Auteur ; Christopher VATLAND, Auteur ; Ashley M. LUGO, Auteur ; Elizabeth A. KOENIG, Auteur ; Shawn P. GILROY, Auteur . - p.160-170. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 33-3 (September 2018) . - p.160-170 Index. décimale : PER Périodiques Résumé : Social skills training programs have increasingly enlisted same-age typical peers as instructors in the teaching of social skills to children with high-functioning autism spectrum disorder (ASD). The inclusion of peers in the teaching process has been found to be a critical component in these programs. Despite strong support for incorporating peers in social skills programs, there are few guidelines for training peers. The present study examined a treatment package to teach typical school-aged children skills to become peer models. A multiple baseline across behaviors research design was implemented using components of behavioral skills training to teach (a) initiating verbal interactions, (b) prompting for targeted skills, and (c) delivery of praise. The peer models quickly acquired the skill of initiating verbal interactions; however, posting of data, prompting, and additional contingencies were needed to maintain and generalize prompting for targeted skills and delivery of praise with novel children. En ligne : https://doi.org/10.1177/1088357617735814 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367

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