Comparison of high and low preferred topographies of contingent attention during discrete trial training / Russell LANG in Research in Autism Spectrum Disorders, 8-10 (October 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1279-1286 Titre : Comparison of high and low preferred topographies of contingent attention during discrete trial training Type de document : texte imprimé Auteurs : Russell LANG, Auteur ; Marije VAN DER WERFF, Auteur ; Katja VERBEEK, Auteur ; Robert DIDDEN, Auteur ; Katy DAVENPORT, Auteur ; Melissa MOORE, Auteur ; Allyson LEE, Auteur ; Mandy RISPOLI, Auteur ; Wendy MACHALICEK, Auteur ; Mark O’REILLY, Auteur ; Jeff SIGAFOOS, Auteur ; Giulio LANCIONI, Auteur Article en page(s) : p.1279-1286 Langues : Anglais (eng) Mots-clés : Autism  Preference assessment  Attention  Discrete trial training Index. décimale : PER Périodiques Résumé : We used the paired-stimulus (PS) and multiple-stimulus without replacement (MSWO) preference assessment procedures to identify high and low preferred topographies of attention for two children with autism spectrum disorders (ASD). Both preference assessment formats identified the same high and low preferred forms of attention. A reinforcer assessment implemented during discrete trial training demonstrated increased correct responding and reduced challenging behavior when the high preferred form of attention was the contingent reinforcer for both participants. These results replicate previous research demonstrating that children with ASD may have preferences for specific forms of social interaction and that highly preferred forms of attention may function as more potent reinforcers than less preferred forms. This study extends previous research by demonstrating correspondence between the MSWO and PS formats when applied to attention. Implications for practitioners and directions for future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.06.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239 [article] Comparison of high and low preferred topographies of contingent attention during discrete trial training [texte imprimé] / Russell LANG, Auteur ; Marije VAN DER WERFF, Auteur ; Katja VERBEEK, Auteur ; Robert DIDDEN, Auteur ; Katy DAVENPORT, Auteur ; Melissa MOORE, Auteur ; Allyson LEE, Auteur ; Mandy RISPOLI, Auteur ; Wendy MACHALICEK, Auteur ; Mark O’REILLY, Auteur ; Jeff SIGAFOOS, Auteur ; Giulio LANCIONI, Auteur . - p.1279-1286. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1279-1286 Mots-clés : Autism  Preference assessment  Attention  Discrete trial training Index. décimale : PER Périodiques Résumé : We used the paired-stimulus (PS) and multiple-stimulus without replacement (MSWO) preference assessment procedures to identify high and low preferred topographies of attention for two children with autism spectrum disorders (ASD). Both preference assessment formats identified the same high and low preferred forms of attention. A reinforcer assessment implemented during discrete trial training demonstrated increased correct responding and reduced challenging behavior when the high preferred form of attention was the contingent reinforcer for both participants. These results replicate previous research demonstrating that children with ASD may have preferences for specific forms of social interaction and that highly preferred forms of attention may function as more potent reinforcers than less preferred forms. This study extends previous research by demonstrating correspondence between the MSWO and PS formats when applied to attention. Implications for practitioners and directions for future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.06.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239

The Effects of a Teacher-Implemented Video-Enhanced Activity Schedule Intervention on the Mathematical Skills and Collateral Behaviors of Students with Autism / Mark O'REILLY ; Laci WATKINS ; Russell LANG ; Nataly LIM ; Katy DAVENPORT ; Caitlin MURPHY in Journal of Autism and Developmental Disorders, 53-2 (February 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-2 (February 2023) . - p.553-568 Titre : The Effects of a Teacher-Implemented Video-Enhanced Activity Schedule Intervention on the Mathematical Skills and Collateral Behaviors of Students with Autism Type de document : texte imprimé Auteurs : Mark O'REILLY, Auteur ; Laci WATKINS, Auteur ; Russell LANG, Auteur ; Nataly LIM, Auteur ; Katy DAVENPORT, Auteur ; Caitlin MURPHY, Auteur Article en page(s) : p.553-568 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study used a multiple probe design to evaluate the effects of a teacher-implemented video-schedule intervention on the mathematical skills and untargeted challenging behaviors of five elementary-school students with autism. Results indicated that the intervention was effective in improving participants' academic performance, and a decrease in the level of challenging behaviors and stereotypy was observed for participants following the introduction of intervention. Additionally, academic gains generalized across academic problems and to a small group setting, suggesting that this technology-based intervention is an efficient use of instructional time. Future research targeting a variety of academic skills and examining intervention implementation by additional practitioners (e.g., teaching assistants) is warranted. En ligne : https://doi.org/10.1007/s10803-020-04495-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=495 [article] The Effects of a Teacher-Implemented Video-Enhanced Activity Schedule Intervention on the Mathematical Skills and Collateral Behaviors of Students with Autism [texte imprimé] / Mark O'REILLY, Auteur ; Laci WATKINS, Auteur ; Russell LANG, Auteur ; Nataly LIM, Auteur ; Katy DAVENPORT, Auteur ; Caitlin MURPHY, Auteur . - p.553-568. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-2 (February 2023) . - p.553-568 Index. décimale : PER Périodiques Résumé : This study used a multiple probe design to evaluate the effects of a teacher-implemented video-schedule intervention on the mathematical skills and untargeted challenging behaviors of five elementary-school students with autism. Results indicated that the intervention was effective in improving participants' academic performance, and a decrease in the level of challenging behaviors and stereotypy was observed for participants following the introduction of intervention. Additionally, academic gains generalized across academic problems and to a small group setting, suggesting that this technology-based intervention is an efficient use of instructional time. Future research targeting a variety of academic skills and examining intervention implementation by additional practitioners (e.g., teaching assistants) is warranted. En ligne : https://doi.org/10.1007/s10803-020-04495-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=495

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