Effects of declarative language and an indirect reward system on participation in adult-selected activities in an autistic child with features of pathological demand avoidance / Elizabeth A. DONOVAN in Research in Autism, 138 (October 2026)  

Public ISBD [article]  inResearch in Autism > 138 (October 2026) . - p.203011 Titre : Effects of declarative language and an indirect reward system on participation in adult-selected activities in an autistic child with features of pathological demand avoidance Type de document : texte imprimé Auteurs : Elizabeth A. DONOVAN, Auteur ; Ya-yu LO, Auteur ; Rebecca A. PAYTON, Auteur Article en page(s) : p.203011 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Pathological demand avoidance  Declarative language  Indirect reward  Single-case research methodology Index. décimale : PER Périodiques Résumé : Pathological Demand Avoidance (PDA) is a behavioral profile that is often associated with autism spectrum disorder and has received increased attention in the field of child psychiatry, child neurology, and pediatrics. Despite its prevalence, autistic children with a PDA profile often do not respond to many evidence-based interventions recommended for individuals on the autism spectrum. Scarce but available research, coupled by practical guidelines from the PDA Society and PDA North America, suggests the use of low or indirect demands and prioritizing the individual’s autonomy. Using an experimental, single-case, concurrent multiple baseline across activities design, we examined the effects of declarative language and an indirect reward system on participation in adult-selected activities in an autistic child with PDA. Results showed a robust functional relation between the intervention package and the child’s participation in adult-selected activities. Interventionists and the participant’s caregiver positively reported the social importance, appropriateness, and effectiveness of the intervention package. Contributions, limitations, and implications for research and practice are discussed. En ligne : https://dx.doi.org/https://doi.org/10.1016/j.reia.2026.203011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=594 [article] Effects of declarative language and an indirect reward system on participation in adult-selected activities in an autistic child with features of pathological demand avoidance [texte imprimé] / Elizabeth A. DONOVAN, Auteur ; Ya-yu LO, Auteur ; Rebecca A. PAYTON, Auteur . - p.203011. Langues : Anglais (eng) in Research in Autism > 138 (October 2026) . - p.203011 Mots-clés : Autism spectrum disorder  Pathological demand avoidance  Declarative language  Indirect reward  Single-case research methodology Index. décimale : PER Périodiques Résumé : Pathological Demand Avoidance (PDA) is a behavioral profile that is often associated with autism spectrum disorder and has received increased attention in the field of child psychiatry, child neurology, and pediatrics. Despite its prevalence, autistic children with a PDA profile often do not respond to many evidence-based interventions recommended for individuals on the autism spectrum. Scarce but available research, coupled by practical guidelines from the PDA Society and PDA North America, suggests the use of low or indirect demands and prioritizing the individual’s autonomy. Using an experimental, single-case, concurrent multiple baseline across activities design, we examined the effects of declarative language and an indirect reward system on participation in adult-selected activities in an autistic child with PDA. Results showed a robust functional relation between the intervention package and the child’s participation in adult-selected activities. Interventionists and the participant’s caregiver positively reported the social importance, appropriateness, and effectiveness of the intervention package. Contributions, limitations, and implications for research and practice are discussed. En ligne : https://dx.doi.org/https://doi.org/10.1016/j.reia.2026.203011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=594

Teaching Functional Play Skills to a Young Child with Autism Spectrum Disorder through Video Self-Modeling / Sharon Y. LEE in Journal of Autism and Developmental Disorders, 47-8 (August 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-8 (August 2017) . - p.2295-2306 Titre : Teaching Functional Play Skills to a Young Child with Autism Spectrum Disorder through Video Self-Modeling Type de document : texte imprimé Auteurs : Sharon Y. LEE, Auteur ; Ya-yu LO, Auteur ; Yafen LO, Auteur Article en page(s) : p.2295-2306 Langues : Anglais (eng) Mots-clés : Video self-modeling  Autism spectrum disorder  Functional play skills  Generalization Index. décimale : PER Périodiques Résumé : The researchers used a single-case, multiple probe design across three sets of toys (i.e., farm toy, doctor’s clinic toy, and rescue toy) to examine the effects of video self-modeling (VSM) on the functional play skills of a 5-year-old child with autism spectrum disorder. The findings showed a functional relation between VSM and increased percentages of functional play actions across the toy sets. The participant’s percentages of the targeted functional play skills for the intervention toys remained high 1 week and 2 weeks after the intervention ceased. Additionally, preliminary generalization results showed slight improvement in the percentages of functional play actions with the generalization toys that were not directly taught. Limitations, practical implications, and directions for future research are discussed. En ligne : https://doi.org/10.1007/s10803-017-3147-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=314 [article] Teaching Functional Play Skills to a Young Child with Autism Spectrum Disorder through Video Self-Modeling [texte imprimé] / Sharon Y. LEE, Auteur ; Ya-yu LO, Auteur ; Yafen LO, Auteur . - p.2295-2306. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-8 (August 2017) . - p.2295-2306 Mots-clés : Video self-modeling  Autism spectrum disorder  Functional play skills  Generalization Index. décimale : PER Périodiques Résumé : The researchers used a single-case, multiple probe design across three sets of toys (i.e., farm toy, doctor’s clinic toy, and rescue toy) to examine the effects of video self-modeling (VSM) on the functional play skills of a 5-year-old child with autism spectrum disorder. The findings showed a functional relation between VSM and increased percentages of functional play actions across the toy sets. The participant’s percentages of the targeted functional play skills for the intervention toys remained high 1 week and 2 weeks after the intervention ceased. Additionally, preliminary generalization results showed slight improvement in the percentages of functional play actions with the generalization toys that were not directly taught. Limitations, practical implications, and directions for future research are discussed. En ligne : https://doi.org/10.1007/s10803-017-3147-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=314

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