Brief Report: Clustered Forward Chaining with Embedded Mastery Probes to Teach Recipe Following / Kate T. CHAZIN in Journal of Autism and Developmental Disorders, 47-4 (April 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-4 (April 2017) . - p.1249-1255 Titre : Brief Report: Clustered Forward Chaining with Embedded Mastery Probes to Teach Recipe Following Type de document : texte imprimé Auteurs : Kate T. CHAZIN, Auteur ; Danielle N. BARTELMAY, Auteur ; Joseph M. LAMBERT, Auteur ; Nealetta J. HOUCHINS-JUAREZ, Auteur Article en page(s) : p.1249-1255 Langues : Anglais (eng) Mots-clés : Cooking  Chaining  Task analysis  Autism  Vocational training Index. décimale : PER Périodiques Résumé : This study evaluated the effectiveness of a clustered forward chaining (CFC) procedure to teach a 23-year-old male with autism to follow written recipes. CFC incorporates elements of forward chaining (FC) and total task chaining (TTC) by teaching a small number of steps (i.e., units) using TTC, introducing new units sequentially (akin to FC), and prompting through untrained steps. Results indicated that CFC was effective for teaching the participant to follow written recipes. Results maintained with therapist support for 3–5 weeks for all recipes, and maintained when therapist support was removed. En ligne : http://dx.doi.org/10.1007/s10803-017-3038-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305 [article] Brief Report: Clustered Forward Chaining with Embedded Mastery Probes to Teach Recipe Following [texte imprimé] / Kate T. CHAZIN, Auteur ; Danielle N. BARTELMAY, Auteur ; Joseph M. LAMBERT, Auteur ; Nealetta J. HOUCHINS-JUAREZ, Auteur . - p.1249-1255. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-4 (April 2017) . - p.1249-1255 Mots-clés : Cooking  Chaining  Task analysis  Autism  Vocational training Index. décimale : PER Périodiques Résumé : This study evaluated the effectiveness of a clustered forward chaining (CFC) procedure to teach a 23-year-old male with autism to follow written recipes. CFC incorporates elements of forward chaining (FC) and total task chaining (TTC) by teaching a small number of steps (i.e., units) using TTC, introducing new units sequentially (akin to FC), and prompting through untrained steps. Results indicated that CFC was effective for teaching the participant to follow written recipes. Results maintained with therapist support for 3–5 weeks for all recipes, and maintained when therapist support was removed. En ligne : http://dx.doi.org/10.1007/s10803-017-3038-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305

Decreasing Food Stealing of Child with Prader-Willi Syndrome Through Function-Based Differential Reinforcement / Joseph M. LAMBERT in Journal of Autism and Developmental Disorders, 49-2 (February 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-2 (February 2019) . - p.721-728 Titre : Decreasing Food Stealing of Child with Prader-Willi Syndrome Through Function-Based Differential Reinforcement Type de document : texte imprimé Auteurs : Joseph M. LAMBERT, Auteur ; Naomi PARIKH, Auteur ; Kristen C. STANKIEWICZ, Auteur ; Nealetta J. HOUCHINS-JUAREZ, Auteur ; Vivian A. MORALES, Auteur ; Erin M. SWEENEY, Auteur ; Molly E. MILAM, Auteur Article en page(s) : p.721-728 Langues : Anglais (eng) Mots-clés : Differential reinforcement  Functional analysis  Latency  Prader-Willi syndrome  Tokens Index. décimale : PER Périodiques Résumé : Challenging behaviors involving food are common for individuals with Prader-Willi syndrome (PWS) and often lead to obesity and other chronic health conditions. Efforts to decrease these behaviors, such as isolation during meals and strict monitoring of food consumption, can be stigmatizing. To decrease the food stealing of a 7 year-old girl with PWS, therapists conducted a latency-based functional analysis in a clinic setting before implementing a function-based intervention to facilitate her inclusion at the family dinner table. Intervention components entailed differential reinforcement procedures which incorporated a token board and schedule thinning. The intervention successfully generalized to the home setting and across food preferences and implementers. En ligne : http://dx.doi.org/10.1007/s10803-018-3747-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=382 [article] Decreasing Food Stealing of Child with Prader-Willi Syndrome Through Function-Based Differential Reinforcement [texte imprimé] / Joseph M. LAMBERT, Auteur ; Naomi PARIKH, Auteur ; Kristen C. STANKIEWICZ, Auteur ; Nealetta J. HOUCHINS-JUAREZ, Auteur ; Vivian A. MORALES, Auteur ; Erin M. SWEENEY, Auteur ; Molly E. MILAM, Auteur . - p.721-728. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-2 (February 2019) . - p.721-728 Mots-clés : Differential reinforcement  Functional analysis  Latency  Prader-Willi syndrome  Tokens Index. décimale : PER Périodiques Résumé : Challenging behaviors involving food are common for individuals with Prader-Willi syndrome (PWS) and often lead to obesity and other chronic health conditions. Efforts to decrease these behaviors, such as isolation during meals and strict monitoring of food consumption, can be stigmatizing. To decrease the food stealing of a 7 year-old girl with PWS, therapists conducted a latency-based functional analysis in a clinic setting before implementing a function-based intervention to facilitate her inclusion at the family dinner table. Intervention components entailed differential reinforcement procedures which incorporated a token board and schedule thinning. The intervention successfully generalized to the home setting and across food preferences and implementers. En ligne : http://dx.doi.org/10.1007/s10803-018-3747-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=382

Improvement in Social Deficits in Autism Spectrum Disorders Using a Theatre-Based, Peer-Mediated Intervention / Blythe A. CORBETT in Autism Research, 7-1 (February 2014)  

Public ISBD [article]  inAutism Research > 7-1 (February 2014) . - p.4-16 Titre : Improvement in Social Deficits in Autism Spectrum Disorders Using a Theatre-Based, Peer-Mediated Intervention Type de document : texte imprimé Auteurs : Blythe A. CORBETT, Auteur ; Deanna M. SWAIN, Auteur ; Catherine COKE, Auteur ; David SIMON, Auteur ; Cassandra R. NEWSOM, Auteur ; Nealetta J. HOUCHINS-JUAREZ, Auteur ; Ashley JENSON, Auteur ; Lily WANG, Auteur ; Yanna SONG, Auteur Article en page(s) : p.4-16 Langues : Anglais (eng) Mots-clés : autism  social interaction  face processing  theatre  cortisol Index. décimale : PER Périodiques Résumé : Social Emotional NeuroScience Endocrinology Theatre is a novel intervention program aimed at improving reciprocal social interaction in youth with autism spectrum disorder (ASD) using behavioral strategies and theatrical techniques in a peer-mediated model. Previous research using a 3-month model showed improvement in face perception, social interaction, and reductions in stress. The current study assessed a 2-week summer camp model. Typically developing peers were trained and paired with ASD youth (8–17 years). Social perception and interaction skills were measured before and after treatment using neuropsychological and parental measures. Behavioral coding by reliable, independent raters was conducted within the treatment context (theatre) and outside the setting (playground). Salivary cortisol levels to assess physiological arousal were measured across contexts (home, theatre, and playground). A pretest–posttest design for within-group comparisons was used, and prespecified pairwise comparisons were achieved using a nonparametric Wilcoxon signed-rank test. Significant differences were observed in face processing, social awareness, and social cognition (P  0.05). Duration of interaction with familiar peers increased significantly over the course of treatment (P  0.05), while engagement with novel peers outside the treatment setting remained stable. Cortisol levels rose on the first day of camp compared with home values yet declined by the end of treatment and further reduced during posttreatment play with peers. Results corroborate previous findings that the peer-mediated theatre program contributes to improvement in core social deficits in ASD using a short-term, summer camp treatment model. Future studies will explore treatment length and peer familiarity to optimize and generalize gains. En ligne : http://dx.doi.org/10.1002/aur.1341 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=227 [article] Improvement in Social Deficits in Autism Spectrum Disorders Using a Theatre-Based, Peer-Mediated Intervention [texte imprimé] / Blythe A. CORBETT, Auteur ; Deanna M. SWAIN, Auteur ; Catherine COKE, Auteur ; David SIMON, Auteur ; Cassandra R. NEWSOM, Auteur ; Nealetta J. HOUCHINS-JUAREZ, Auteur ; Ashley JENSON, Auteur ; Lily WANG, Auteur ; Yanna SONG, Auteur . - p.4-16. Langues : Anglais (eng) in Autism Research > 7-1 (February 2014) . - p.4-16 Mots-clés : autism  social interaction  face processing  theatre  cortisol Index. décimale : PER Périodiques Résumé : Social Emotional NeuroScience Endocrinology Theatre is a novel intervention program aimed at improving reciprocal social interaction in youth with autism spectrum disorder (ASD) using behavioral strategies and theatrical techniques in a peer-mediated model. Previous research using a 3-month model showed improvement in face perception, social interaction, and reductions in stress. The current study assessed a 2-week summer camp model. Typically developing peers were trained and paired with ASD youth (8–17 years). Social perception and interaction skills were measured before and after treatment using neuropsychological and parental measures. Behavioral coding by reliable, independent raters was conducted within the treatment context (theatre) and outside the setting (playground). Salivary cortisol levels to assess physiological arousal were measured across contexts (home, theatre, and playground). A pretest–posttest design for within-group comparisons was used, and prespecified pairwise comparisons were achieved using a nonparametric Wilcoxon signed-rank test. Significant differences were observed in face processing, social awareness, and social cognition (P  0.05). Duration of interaction with familiar peers increased significantly over the course of treatment (P  0.05), while engagement with novel peers outside the treatment setting remained stable. Cortisol levels rose on the first day of camp compared with home values yet declined by the end of treatment and further reduced during posttreatment play with peers. Results corroborate previous findings that the peer-mediated theatre program contributes to improvement in core social deficits in ASD using a short-term, summer camp treatment model. Future studies will explore treatment length and peer familiarity to optimize and generalize gains. En ligne : http://dx.doi.org/10.1002/aur.1341 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=227

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