Evaluating the Influence of Intraverbal Topography in Conditional Discrimination Procedures / Lyndsay A. FAIRCHILD in Journal of Autism and Developmental Disorders, 50-2 (February 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-2 (February 2020) . - p.665-669 Titre : Evaluating the Influence of Intraverbal Topography in Conditional Discrimination Procedures Type de document : texte imprimé Auteurs : Lyndsay A. FAIRCHILD, Auteur ; Daniel L. GADKE, Auteur ; Kasee K. STRATTON, Auteur ; Emily S. MATHIS, Auteur ; Alexander B. CLARKE, Auteur Article en page(s) : p.665-669 Langues : Anglais (eng) Mots-clés : Applied behavior analysis  Autism spectrum disorder  Intraverbals  Stimulus equivalence  Verbal behavior Index. décimale : PER Périodiques Résumé : Stimulus equivalence training has been relatively under represented in the research literature for training individuals with autism spectrum disorder (ASD) in early letter-sound correspondence. The primary purpose of the current study was to compare the effectiveness of two different topographies of intraverbals on the emergence of untrained relations between letters and their phonemic sounds for two elementary aged children with ASD. Given frequent difficulties answering WH-questions for children with ASD, assessment and training using questions or statements was compared using a test-train-test sequence. Relations that required auditory-visual match to sample tasks emerged for both participants; however, emergence of untrained intraverbal relations differed based on the topography of assessment and training used. Limitations and future directions are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04275-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416 [article] Evaluating the Influence of Intraverbal Topography in Conditional Discrimination Procedures [texte imprimé] / Lyndsay A. FAIRCHILD, Auteur ; Daniel L. GADKE, Auteur ; Kasee K. STRATTON, Auteur ; Emily S. MATHIS, Auteur ; Alexander B. CLARKE, Auteur . - p.665-669. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-2 (February 2020) . - p.665-669 Mots-clés : Applied behavior analysis  Autism spectrum disorder  Intraverbals  Stimulus equivalence  Verbal behavior Index. décimale : PER Périodiques Résumé : Stimulus equivalence training has been relatively under represented in the research literature for training individuals with autism spectrum disorder (ASD) in early letter-sound correspondence. The primary purpose of the current study was to compare the effectiveness of two different topographies of intraverbals on the emergence of untrained relations between letters and their phonemic sounds for two elementary aged children with ASD. Given frequent difficulties answering WH-questions for children with ASD, assessment and training using questions or statements was compared using a test-train-test sequence. Relations that required auditory-visual match to sample tasks emerged for both participants; however, emergence of untrained intraverbal relations differed based on the topography of assessment and training used. Limitations and future directions are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04275-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416

Raven’s Progressive Matrices 2, Clinical Edition / Albert M. BUGAJ

Public ISBD contenu dans The Twenty-First Mental Measurements Yearbook / Janet F. CARLSON Titre : Raven’s Progressive Matrices 2, Clinical Edition Type de document : texte imprimé Auteurs : Albert M. BUGAJ, Auteur ; Daniel L. GADKE, Auteur ; Margaret B. POWELL, Auteur Année de publication : 2021 Importance : p.592-597 Langues : Anglais (eng) Index. décimale : OUT-A OUT-A - Outils d‘Evaluation - Tests Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=448 contenu dans The Twenty-First Mental Measurements Yearbook / Janet F. CARLSON Raven’s Progressive Matrices 2, Clinical Edition [texte imprimé] / Albert M. BUGAJ, Auteur ; Daniel L. GADKE, Auteur ; Margaret B. POWELL, Auteur . - 2021 . - p.592-597. Langues : Anglais (eng) Index. décimale : OUT-A OUT-A - Outils d‘Evaluation - Tests Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=448

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The effects of animated video modeling on joint attention and social engagement in children with autism spectrum disorder / Tuan Q. HO in Research in Autism Spectrum Disorders, 58 (February 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 58 (February 2019) . - p.83-95 Titre : The effects of animated video modeling on joint attention and social engagement in children with autism spectrum disorder Type de document : texte imprimé Auteurs : Tuan Q. HO, Auteur ; Daniel L. GADKE, Auteur ; Carlen HENINGTON, Auteur ; Tawny N. EVANS-MCCLEON, Auteur ; Cheryl A. JUSTICE, Auteur Article en page(s) : p.83-95 Langues : Anglais (eng) Mots-clés : Video modeling  Autism  Joint attention  Social expressiveness Index. décimale : PER Périodiques Résumé : Background The purpose of this study was to examine the efficacy of animated video modeling (VM) in promoting the acquisition and generalization of joint attention and social engagement in children autism spectrum disorder. Method Participants include six children ranging in age from 7 to 11 years old, each with Autism Spectrum Disorder. A multiple baseline design across participants was used to evaluate the relationship between the independent and dependent variables. Results Visual analysis of the results suggest rapid acquisition of both target skills and generalizing across settings and persons. Additionally, caregivers reported animated VM was a socially valid treatment. Conclusions Findings have several important implications regarding the use of animated VM as an intervention. Most importantly, animated video modeling may contribute to the rapid acquisition of joint attention and social engagement. Limitations and recommendations for future research are presented. En ligne : https://doi.org/10.1016/j.rasd.2018.09.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379 [article] The effects of animated video modeling on joint attention and social engagement in children with autism spectrum disorder [texte imprimé] / Tuan Q. HO, Auteur ; Daniel L. GADKE, Auteur ; Carlen HENINGTON, Auteur ; Tawny N. EVANS-MCCLEON, Auteur ; Cheryl A. JUSTICE, Auteur . - p.83-95. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 58 (February 2019) . - p.83-95 Mots-clés : Video modeling  Autism  Joint attention  Social expressiveness Index. décimale : PER Périodiques Résumé : Background The purpose of this study was to examine the efficacy of animated video modeling (VM) in promoting the acquisition and generalization of joint attention and social engagement in children autism spectrum disorder. Method Participants include six children ranging in age from 7 to 11 years old, each with Autism Spectrum Disorder. A multiple baseline design across participants was used to evaluate the relationship between the independent and dependent variables. Results Visual analysis of the results suggest rapid acquisition of both target skills and generalizing across settings and persons. Additionally, caregivers reported animated VM was a socially valid treatment. Conclusions Findings have several important implications regarding the use of animated VM as an intervention. Most importantly, animated video modeling may contribute to the rapid acquisition of joint attention and social engagement. Limitations and recommendations for future research are presented. En ligne : https://doi.org/10.1016/j.rasd.2018.09.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379

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