Potential Applications of Behavioral Fluency for Students With Autism / Richard M. Jr KUBINA in Exceptionality - A Special Education Journal, 13-1 (2005)

Public ISBD [article]  inExceptionality - A Special Education Journal > 13-1 (2005) . - p.35-44 Titre : Potential Applications of Behavioral Fluency for Students With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Richard M. Jr KUBINA, Auteur ; Pamela WOLFE, Auteur Année de publication : 2008 Article en page(s) : p.35-44 Langues : Anglais (eng) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Résumé : Curricula for students with autism do not take into account levels of learning such as behavioral fluency. Behavioral fluency addresses accuracy as well as speed of response. We posit that fluency increases the functionality of skills for students with autism and should be systematically programmed into a curriculum. To discuss the application of fluency for students with autism, we present background related to response competence, critical learning outcomes associated with behavioral fluency, and how fluency fits into a hierarchy of learning. We apply the concept of behavioral fluency to individuals with autism and suggest that research continue. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Potential Applications of Behavioral Fluency for Students With Autism [Texte imprimé et/ou numérique] / Richard M. Jr KUBINA, Auteur ; Pamela WOLFE, Auteur . - 2008 . - p.35-44. Langues : Anglais (eng) in Exceptionality - A Special Education Journal > 13-1 (2005) . - p.35-44 Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Résumé : Curricula for students with autism do not take into account levels of learning such as behavioral fluency. Behavioral fluency addresses accuracy as well as speed of response. We posit that fluency increases the functionality of skills for students with autism and should be systematically programmed into a curriculum. To discuss the application of fluency for students with autism, we present background related to response competence, critical learning outcomes associated with behavioral fluency, and how fluency fits into a hierarchy of learning. We apply the concept of behavioral fluency to individuals with autism and suggest that research continue. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

Preface: Autism and Applied Behavior Analysis / Pamela WOLFE in Exceptionality - A Special Education Journal, 13-1 (2005)

Public ISBD [article]  inExceptionality - A Special Education Journal > 13-1 (2005) . - p.1-2 Titre : Preface: Autism and Applied Behavior Analysis Type de document : Texte imprimé et/ou numérique Auteurs : Pamela WOLFE, Auteur ; John T. NEISWORTH, Auteur Année de publication : 2008 Article en page(s) : p.1-2 Langues : Anglais (eng) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Preface: Autism and Applied Behavior Analysis [Texte imprimé et/ou numérique] / Pamela WOLFE, Auteur ; John T. NEISWORTH, Auteur . - 2008 . - p.1-2. Langues : Anglais (eng) in Exceptionality - A Special Education Journal > 13-1 (2005) . - p.1-2 Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

Teaching Preschool Children With Autism Spectrum Disorders to Expressively Discriminate Between “What’s That?” and “Where Is It?” / Cheryl OSTRYN in Focus on Autism and Other Developmental Disabilities, 26-4 (December 2011)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 26-4 (December 2011) . - p.195-205 Titre : Teaching Preschool Children With Autism Spectrum Disorders to Expressively Discriminate Between “What’s That?” and “Where Is It?” Type de document : Texte imprimé et/ou numérique Auteurs : Cheryl OSTRYN, Auteur ; Pamela WOLFE, Auteur Année de publication : 2011 Article en page(s) : p.195-205 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  establishing operations  wh-questions  prompting Index. décimale : PER Périodiques Résumé : Discrimination of question-asking is a critical conversational skill with considerable practical importance. Children with autism spectrum disorders (ASD) must be taught this skill to become competent communicators and function in everyday communicative situations. In previous question-asking literature, researchers have focused on teaching wh-questions in isolation. This study is an extension of previous research and conducted to investigate the ability of three preschool children with ASD to learn and discriminate when to use the two wh-questions, “What’s that?” and “Where is it?” Results are interpreted to conclude that all three children learned to ask and discriminate between the questions within 6 to 16 instructional sessions, and learned novel vocabulary after asking “What’s that?” This study supports using a prompting procedure for teaching these two wh-questions, and the importance of identifying individualized establishing operations to increase attending behavior, as well as conducting detailed prerequisite skill assessments to maximize learning of wh-questions. En ligne : http://dx.doi.org/10.1177/1088357611421504 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=148 [article] Teaching Preschool Children With Autism Spectrum Disorders to Expressively Discriminate Between “What’s That?” and “Where Is It?” [Texte imprimé et/ou numérique] / Cheryl OSTRYN, Auteur ; Pamela WOLFE, Auteur . - 2011 . - p.195-205. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 26-4 (December 2011) . - p.195-205 Mots-clés : autism spectrum disorders  establishing operations  wh-questions  prompting Index. décimale : PER Périodiques Résumé : Discrimination of question-asking is a critical conversational skill with considerable practical importance. Children with autism spectrum disorders (ASD) must be taught this skill to become competent communicators and function in everyday communicative situations. In previous question-asking literature, researchers have focused on teaching wh-questions in isolation. This study is an extension of previous research and conducted to investigate the ability of three preschool children with ASD to learn and discriminate when to use the two wh-questions, “What’s that?” and “Where is it?” Results are interpreted to conclude that all three children learned to ask and discriminate between the questions within 6 to 16 instructional sessions, and learned novel vocabulary after asking “What’s that?” This study supports using a prompting procedure for teaching these two wh-questions, and the importance of identifying individualized establishing operations to increase attending behavior, as well as conducting detailed prerequisite skill assessments to maximize learning of wh-questions. En ligne : http://dx.doi.org/10.1177/1088357611421504 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=148

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