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 et/ou numérique 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 et/ou numérique] / 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 et/ou numérique Auteurs : Shawn P. GILROY, Auteur ; Elizabeth R. LORAH, Auteur ; Jessica DODGE, Auteur ; Catherine 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 et/ou numérique] / Shawn P. GILROY, Auteur ; Elizabeth R. LORAH, Auteur ; Jessica DODGE, Auteur ; Catherine 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

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 et/ou numérique 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 et/ou numérique] / 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

---

1 (1 - 3 / 3)