Evaluation of the iPad in the acquisition of requesting skills for children with autism spectrum disorder / Melissa L. KING in Research in Autism Spectrum Disorders, 8-9 (September 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-9 (September 2014) . - p.1107-1120 Titre : Evaluation of the iPad in the acquisition of requesting skills for children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Melissa L. KING, Auteur ; Kazu TAKEGUCHI, Auteur ; Shaina E. BARRY, Auteur ; Ruth Anne REHFELDT, Auteur ; Valerie E. BOYER, Auteur ; Therese L. MATHEWS, Auteur Article en page(s) : p.1107-1120 Langues : Anglais (eng) Mots-clés : Autism  Requesting skills  iPad®  Picture-based communication system Index. décimale : PER Périodiques Résumé : Abstract The iPad® with the Proloquo2Go™ application is designed to function as a speech-generating device (SGD). This study evaluates whether children with autism spectrum disorder (ASD) can acquire requesting skills using the iPad® with the Proloquo2Go™ application. Participants included three children with ASD between the ages of three and five. A multiple probe design across participants was used. Intervention phases were adapted and modified from the picture exchange communication system (PECS) (Bondy amp; Frost, 1994; Frost amp; Bondy, 2002). Results of this study support that children diagnosed with ASD can acquire skills needed to request preferred items using the iPad® with the Proloquo2Go™ application with training of a picture-based communication system. In addition, vocal requesting increased for the participants during the training phases in comparison to baseline probes. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.05.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] Evaluation of the iPad in the acquisition of requesting skills for children with autism spectrum disorder [Texte imprimé et/ou numérique] / Melissa L. KING, Auteur ; Kazu TAKEGUCHI, Auteur ; Shaina E. BARRY, Auteur ; Ruth Anne REHFELDT, Auteur ; Valerie E. BOYER, Auteur ; Therese L. MATHEWS, Auteur . - p.1107-1120. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-9 (September 2014) . - p.1107-1120 Mots-clés : Autism  Requesting skills  iPad®  Picture-based communication system Index. décimale : PER Périodiques Résumé : Abstract The iPad® with the Proloquo2Go™ application is designed to function as a speech-generating device (SGD). This study evaluates whether children with autism spectrum disorder (ASD) can acquire requesting skills using the iPad® with the Proloquo2Go™ application. Participants included three children with ASD between the ages of three and five. A multiple probe design across participants was used. Intervention phases were adapted and modified from the picture exchange communication system (PECS) (Bondy amp; Frost, 1994; Frost amp; Bondy, 2002). Results of this study support that children diagnosed with ASD can acquire skills needed to request preferred items using the iPad® with the Proloquo2Go™ application with training of a picture-based communication system. In addition, vocal requesting increased for the participants during the training phases in comparison to baseline probes. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.05.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

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 - 2 / 2)