An Evaluation of a Behaviorally Based Social Skills Group for Individuals Diagnosed with Autism Spectrum Disorder / Justin B. LEAF in Journal of Autism and Developmental Disorders, 47-2 (February 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-2 (February 2017) . - p.243-259 Titre : An Evaluation of a Behaviorally Based Social Skills Group for Individuals Diagnosed with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Justin B. LEAF, Auteur ; Jeremy A. LEAF, Auteur ; Christine MILNE, Auteur ; Mitchell TAUBMAN, Auteur ; Misty OPPENHEIM-LEAF, Auteur ; Norma TORRES, Auteur ; Donna TOWNLEY-COCHRAN, Auteur ; Ronald LEAF, Auteur ; John MCEACHIN, Auteur ; Paul J. YODER, Auteur Article en page(s) : p.243-259 Langues : Anglais (eng) Mots-clés : Autism  Applied behavior analysis  Progressive ABA  Social skills  Social skills groups Index. décimale : PER Périodiques Résumé : In this study we evaluated a social skills group which employed a progressive applied behavior analysis model for individuals diagnosed with autism spectrum disorder. A randomized control trial was utilized; eight participants were randomly assigned to a treatment group and seven participants were randomly assigned to a waitlist control group. The social skills group consisted of 32, 2 h sessions. Teachers implemented a variety of behaviorally based procedures. A blind evaluator measured participants’ behavior immediately prior to intervention, immediately following intervention, and during 16 and 32-week maintenance probes. Results of the study demonstrated that participants made significant improvements with their social behavior (p? En ligne : http://dx.doi.org/10.1007/s10803-016-2949-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303 [article] An Evaluation of a Behaviorally Based Social Skills Group for Individuals Diagnosed with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Justin B. LEAF, Auteur ; Jeremy A. LEAF, Auteur ; Christine MILNE, Auteur ; Mitchell TAUBMAN, Auteur ; Misty OPPENHEIM-LEAF, Auteur ; Norma TORRES, Auteur ; Donna TOWNLEY-COCHRAN, Auteur ; Ronald LEAF, Auteur ; John MCEACHIN, Auteur ; Paul J. YODER, Auteur . - p.243-259. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-2 (February 2017) . - p.243-259 Mots-clés : Autism  Applied behavior analysis  Progressive ABA  Social skills  Social skills groups Index. décimale : PER Périodiques Résumé : In this study we evaluated a social skills group which employed a progressive applied behavior analysis model for individuals diagnosed with autism spectrum disorder. A randomized control trial was utilized; eight participants were randomly assigned to a treatment group and seven participants were randomly assigned to a waitlist control group. The social skills group consisted of 32, 2 h sessions. Teachers implemented a variety of behaviorally based procedures. A blind evaluator measured participants’ behavior immediately prior to intervention, immediately following intervention, and during 16 and 32-week maintenance probes. Results of the study demonstrated that participants made significant improvements with their social behavior (p? En ligne : http://dx.doi.org/10.1007/s10803-016-2949-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303

Comparing Paired-Stimulus Preference Assessments With In-the-Moment Reinforcer Analysis on Skill Acquisition: A Preliminary Investigation / Justin B. LEAF in Focus on Autism and Other Developmental Disabilities, 33-1 (March 2018)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 33-1 (March 2018) . - p.14-24 Titre : Comparing Paired-Stimulus Preference Assessments With In-the-Moment Reinforcer Analysis on Skill Acquisition: A Preliminary Investigation Type de document : Texte imprimé et/ou numérique Auteurs : Justin B. LEAF, Auteur ; Ronald LEAF, Auteur ; Jeremy A. LEAF, Auteur ; Aditt ALCALAY, Auteur ; Daniel RAVID, Auteur ; Stephanie DALE, Auteur ; Alyne KASSARDJIAN, Auteur ; Kathleen TSUJI, Auteur ; Mitchell TAUBMAN, Auteur ; John MCEACHIN, Auteur ; Misty L. OPPENHEIM-LEAF, Auteur Article en page(s) : p.14-24 Langues : Anglais (eng) Mots-clés : autism,paired-preference assessment,preference,reinforcement Index. décimale : PER Périodiques Résumé : Today, the use of formal preference assessments, including paired-stimulus preference assessments, is widely utilized to help determine which items to use as reinforcers during intervention. A second way to determine potential reinforcers is to analyze multiple dimensions of a stimulus in the moment, a procedure known as in-the-moment reinforcer analysis. Although paired-stimulus preference assessments are widely used, there is no experimental evidence that extensive advance preference assessments actually produce higher rates of learning than in-the-moment reinforcer analysis. The present study compared rates of learning on a simple expressive labeling task when correct responses were reinforced with items selected based on extensive formal paired-preference assessments versus items selected by a teacher using in-the-moment analysis of reinforcer effects. The results indicated no clear difference in skill acquisition, but there were clear differences in terms of efficiency and maintenance. En ligne : https://doi.org/10.1177/1088357616645329 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=336 [article] Comparing Paired-Stimulus Preference Assessments With In-the-Moment Reinforcer Analysis on Skill Acquisition: A Preliminary Investigation [Texte imprimé et/ou numérique] / Justin B. LEAF, Auteur ; Ronald LEAF, Auteur ; Jeremy A. LEAF, Auteur ; Aditt ALCALAY, Auteur ; Daniel RAVID, Auteur ; Stephanie DALE, Auteur ; Alyne KASSARDJIAN, Auteur ; Kathleen TSUJI, Auteur ; Mitchell TAUBMAN, Auteur ; John MCEACHIN, Auteur ; Misty L. OPPENHEIM-LEAF, Auteur . - p.14-24. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 33-1 (March 2018) . - p.14-24 Mots-clés : autism,paired-preference assessment,preference,reinforcement Index. décimale : PER Périodiques Résumé : Today, the use of formal preference assessments, including paired-stimulus preference assessments, is widely utilized to help determine which items to use as reinforcers during intervention. A second way to determine potential reinforcers is to analyze multiple dimensions of a stimulus in the moment, a procedure known as in-the-moment reinforcer analysis. Although paired-stimulus preference assessments are widely used, there is no experimental evidence that extensive advance preference assessments actually produce higher rates of learning than in-the-moment reinforcer analysis. The present study compared rates of learning on a simple expressive labeling task when correct responses were reinforced with items selected based on extensive formal paired-preference assessments versus items selected by a teacher using in-the-moment analysis of reinforcer effects. The results indicated no clear difference in skill acquisition, but there were clear differences in terms of efficiency and maintenance. En ligne : https://doi.org/10.1177/1088357616645329 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=336

Comparing the Teaching Interaction Procedure to Social Stories: A Replication Study / Alyne KASSARDJIAN in Journal of Autism and Developmental Disorders, 44-9 (September 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2329-2340 Titre : Comparing the Teaching Interaction Procedure to Social Stories: A Replication Study Type de document : Texte imprimé et/ou numérique Auteurs : Alyne KASSARDJIAN, Auteur ; Justin B. LEAF, Auteur ; Daniel RAVID, Auteur ; Jeremy A. LEAF, Auteur ; Aditt ALCALAY, Auteur ; Stephanie DALE, Auteur ; Kathleen TSUJI, Auteur ; Mitchell TAUBMAN, Auteur ; Ronald LEAF, Auteur ; John MCEACHIN, Auteur ; Misty L. OPPENHEIM-LEAF, Auteur Article en page(s) : p.2329-2340 Langues : Anglais (eng) Mots-clés : Autism  Behavioral skills training  Social skills  Social skills groups  Social stories  Teaching interaction procedure Index. décimale : PER Périodiques Résumé : This study compared the teaching interaction procedure to social stories implemented in a group setting to teach social skills to three children diagnosed with autism spectrum disorder. The researchers taught each participant one social skill with the teaching interaction procedure, one social skill with the social story procedure, and one social skill was assigned to a no intervention condition. The teaching interaction procedure consisted of didactic questions, teacher demonstration, and role-play; the social story procedure consisted of reading a book and answering comprehension questions. The researchers measured participants’ performances during probes, responses to comprehension questions, and responding during role-plays. The results indicated that the teaching interaction procedure was more efficacious than the social story procedure across all three participants. En ligne : http://dx.doi.org/10.1007/s10803-014-2103-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] Comparing the Teaching Interaction Procedure to Social Stories: A Replication Study [Texte imprimé et/ou numérique] / Alyne KASSARDJIAN, Auteur ; Justin B. LEAF, Auteur ; Daniel RAVID, Auteur ; Jeremy A. LEAF, Auteur ; Aditt ALCALAY, Auteur ; Stephanie DALE, Auteur ; Kathleen TSUJI, Auteur ; Mitchell TAUBMAN, Auteur ; Ronald LEAF, Auteur ; John MCEACHIN, Auteur ; Misty L. OPPENHEIM-LEAF, Auteur . - p.2329-2340. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2329-2340 Mots-clés : Autism  Behavioral skills training  Social skills  Social skills groups  Social stories  Teaching interaction procedure Index. décimale : PER Périodiques Résumé : This study compared the teaching interaction procedure to social stories implemented in a group setting to teach social skills to three children diagnosed with autism spectrum disorder. The researchers taught each participant one social skill with the teaching interaction procedure, one social skill with the social story procedure, and one social skill was assigned to a no intervention condition. The teaching interaction procedure consisted of didactic questions, teacher demonstration, and role-play; the social story procedure consisted of reading a book and answering comprehension questions. The researchers measured participants’ performances during probes, responses to comprehension questions, and responding during role-plays. The results indicated that the teaching interaction procedure was more efficacious than the social story procedure across all three participants. En ligne : http://dx.doi.org/10.1007/s10803-014-2103-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

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