Increasing behavior incompatible with catatonia in a young adolescent girl with autism spectrum disorder / Susan M. VENER in Research in Autism Spectrum Disorders, 57 (January 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 57 (January 2019) . - p.7-18 Titre : Increasing behavior incompatible with catatonia in a young adolescent girl with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Susan M. VENER, Auteur ; Alison M. WICHNICK-GILLIS, Auteur ; Diamante BADALA, Auteur ; Claire L. POULSON, Auteur Article en page(s) : p.7-18 Langues : Anglais (eng) Mots-clés : Autism  Catatonia  Prompt fading  Transfer of training Index. décimale : PER Périodiques Résumé : Catatonia is a syndrome of motor disturbances and is characterized as a cluster of abnormalities in speech, movement and overall behavior. A common treatment of catatonic symptoms is lorazepam and/or electroconvulsive therapy. Only three papers were found that reportedly used behavioral interventions. Nevertheless, treatment procedures were often partially described, and outcomes were often based on clinician impressions, as opposed to objective measures. The following is an experimental analysis of the effects of a prompt-fading behavioral treatment package on the daily living skills of an adolescent girl with autism spectrum disorder and catatonia. Data were collected on the completion of four activities: blow drying hair; using a hair barrette; vacuuming a rug; and using a paper shredder. Initially, following the verbal direction to engage in the target activity, the instructor provided full manual guidance to assist the participant to complete each component response in the task analysis. Over time, manual prompts were faded. A functional relation between prompt fading and the percentage of independent responses completed across four activities was demonstrated in this paper. As manual prompts were systematically faded, independent responding emerged. Future researchers will want to investigate the effectiveness of prompt fading across different educational settings and across different individuals with similar profiles or with more or less severe symptoms of catatonia. En ligne : https://doi.org/10.1016/j.rasd.2018.09.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371 [article] Increasing behavior incompatible with catatonia in a young adolescent girl with autism spectrum disorder [Texte imprimé et/ou numérique] / Susan M. VENER, Auteur ; Alison M. WICHNICK-GILLIS, Auteur ; Diamante BADALA, Auteur ; Claire L. POULSON, Auteur . - p.7-18. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 57 (January 2019) . - p.7-18 Mots-clés : Autism  Catatonia  Prompt fading  Transfer of training Index. décimale : PER Périodiques Résumé : Catatonia is a syndrome of motor disturbances and is characterized as a cluster of abnormalities in speech, movement and overall behavior. A common treatment of catatonic symptoms is lorazepam and/or electroconvulsive therapy. Only three papers were found that reportedly used behavioral interventions. Nevertheless, treatment procedures were often partially described, and outcomes were often based on clinician impressions, as opposed to objective measures. The following is an experimental analysis of the effects of a prompt-fading behavioral treatment package on the daily living skills of an adolescent girl with autism spectrum disorder and catatonia. Data were collected on the completion of four activities: blow drying hair; using a hair barrette; vacuuming a rug; and using a paper shredder. Initially, following the verbal direction to engage in the target activity, the instructor provided full manual guidance to assist the participant to complete each component response in the task analysis. Over time, manual prompts were faded. A functional relation between prompt fading and the percentage of independent responses completed across four activities was demonstrated in this paper. As manual prompts were systematically faded, independent responding emerged. Future researchers will want to investigate the effectiveness of prompt fading across different educational settings and across different individuals with similar profiles or with more or less severe symptoms of catatonia. En ligne : https://doi.org/10.1016/j.rasd.2018.09.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371

The effect of a script-fading procedure on social interactions among young children with autism / Alison M. WICHNICK-GILLIS in Research in Autism Spectrum Disorders, 26 (June 2016)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 26 (June 2016) . - p.1-9 Titre : The effect of a script-fading procedure on social interactions among young children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Alison M. WICHNICK-GILLIS, Auteur ; Susan M. VENER, Auteur ; Claire L. POULSON, Auteur Article en page(s) : p.1-9 Langues : Anglais (eng) Mots-clés : Autism  Script fading  Interactions  Social skills  Generalization Index. décimale : PER Périodiques Résumé : AbstractBackground Autism is a disorder characterized by a severe deficit in social-interaction skills. The script-fading procedure is an effective behavior-analytic strategy for teaching social-interaction skills to people with autism. Within the script-fading literature, however, few researchers have established cues in the natural environment as the discriminative stimuli for social interactions. Method The purpose of this study was to replicate the script-fading procedure used by Brown, Krantz, McClannahan, and Poulson (2008) to teach children with autism to interact with each other, and to assess generalization across untrained stimuli. The three participants, ages 6–9 years, demonstrated deficits in peer-interaction skills. Results During the baseline condition, the participants either did not interact with one another or emitted a variable and unreliable number of interactions. With the introduction of the script-fading procedure, however, interactions increased systematically. Moreover, stimulus generalization data indicated that the script-fading procedure effectively transferred the discriminative control for interacting from the scripts to stimuli in the natural environment. Conclusions These findings demonstrated the effectiveness of the script-fading procedure in teaching children with autism to interact with their peers. In addition, this study showed that establishing cues in the natural environment as discriminative stimuli for social interactions is a successful strategy to teach social-interaction skills to people with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.03.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=285 [article] The effect of a script-fading procedure on social interactions among young children with autism [Texte imprimé et/ou numérique] / Alison M. WICHNICK-GILLIS, Auteur ; Susan M. VENER, Auteur ; Claire L. POULSON, Auteur . - p.1-9. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 26 (June 2016) . - p.1-9 Mots-clés : Autism  Script fading  Interactions  Social skills  Generalization Index. décimale : PER Périodiques Résumé : AbstractBackground Autism is a disorder characterized by a severe deficit in social-interaction skills. The script-fading procedure is an effective behavior-analytic strategy for teaching social-interaction skills to people with autism. Within the script-fading literature, however, few researchers have established cues in the natural environment as the discriminative stimuli for social interactions. Method The purpose of this study was to replicate the script-fading procedure used by Brown, Krantz, McClannahan, and Poulson (2008) to teach children with autism to interact with each other, and to assess generalization across untrained stimuli. The three participants, ages 6–9 years, demonstrated deficits in peer-interaction skills. Results During the baseline condition, the participants either did not interact with one another or emitted a variable and unreliable number of interactions. With the introduction of the script-fading procedure, however, interactions increased systematically. Moreover, stimulus generalization data indicated that the script-fading procedure effectively transferred the discriminative control for interacting from the scripts to stimuli in the natural environment. Conclusions These findings demonstrated the effectiveness of the script-fading procedure in teaching children with autism to interact with their peers. In addition, this study showed that establishing cues in the natural environment as discriminative stimuli for social interactions is a successful strategy to teach social-interaction skills to people with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.03.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=285

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