Teaching typically developing children to promote social play with their siblings with autism / Misty L. OPPENHEIM-LEAF in Research in Autism Spectrum Disorders, 6-2 (April-June 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-2 (April-June 2012) . - p.777-791 Titre : Teaching typically developing children to promote social play with their siblings with autism Type de document : Texte imprimé et/ou numérique Auteurs : Misty L. OPPENHEIM-LEAF, Auteur ; Justin B. LEAF, Auteur ; Claudia L. DOZIER, Auteur ; Jan B. SHELDON, Auteur ; James A. SHERMAN, Auteur Année de publication : 2012 Article en page(s) : p.777-791 Langues : Anglais (eng) Mots-clés : Autism  Peer interaction  Play skills  Social interaction  Peer-mediated treatment Index. décimale : PER Périodiques Résumé : Siblings are important “peers” for children. Unfortunately, children with autism often do not play or interact often with their typically developing siblings. The purpose of this study was to teach three typically developing children (ages 4–6) skills that were likely to increase the amount and quality of social play interactions with their brothers who have autism. A teacher used the teaching interaction procedure to teach typically developing children to provide clear instructions and prompt and reinforce appropriate play behavior such as joining into a play activity, sharing toys, and engaging in appropriate toy play. All three typically developing children learned the targeted skills during role-plays with a teacher and, to a large part, generalized the skills when they played with their brothers with autism. In addition, some children who learned these skills increased their positive interactions and decreased negative interactions during a free-play period with their sibling with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.10.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=150 [article] Teaching typically developing children to promote social play with their siblings with autism [Texte imprimé et/ou numérique] / Misty L. OPPENHEIM-LEAF, Auteur ; Justin B. LEAF, Auteur ; Claudia L. DOZIER, Auteur ; Jan B. SHELDON, Auteur ; James A. SHERMAN, Auteur . - 2012 . - p.777-791. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-2 (April-June 2012) . - p.777-791 Mots-clés : Autism  Peer interaction  Play skills  Social interaction  Peer-mediated treatment Index. décimale : PER Périodiques Résumé : Siblings are important “peers” for children. Unfortunately, children with autism often do not play or interact often with their typically developing siblings. The purpose of this study was to teach three typically developing children (ages 4–6) skills that were likely to increase the amount and quality of social play interactions with their brothers who have autism. A teacher used the teaching interaction procedure to teach typically developing children to provide clear instructions and prompt and reinforce appropriate play behavior such as joining into a play activity, sharing toys, and engaging in appropriate toy play. All three typically developing children learned the targeted skills during role-plays with a teacher and, to a large part, generalized the skills when they played with their brothers with autism. In addition, some children who learned these skills increased their positive interactions and decreased negative interactions during a free-play period with their sibling with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.10.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=150

Treatment of Multiply Controlled Problem Behavior With Procedural Variations of Differential Reinforcement / Pamela L. NEIDERT in Exceptionality - A Special Education Journal, 13-1 (2005)

Public ISBD [article]  inExceptionality - A Special Education Journal > 13-1 (2005) . - p.45-53 Titre : Treatment of Multiply Controlled Problem Behavior With Procedural Variations of Differential Reinforcement Type de document : Texte imprimé et/ou numérique Auteurs : Pamela L. NEIDERT, Auteur ; Brian A. IWATA, Auteur ; Claudia L. DOZIER, Auteur Année de publication : 2008 Article en page(s) : p.45-53 Langues : Anglais (eng) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Résumé : We describe the assessment and treatment of 2 children with autism spectrum disorder whose problem behaviors (self-injury, aggression, and disruption) were multiply controlled. Results of functional analyses indicated that the children's problem behaviors were maintained by both positive reinforcement (attention) and negative reinforcement (escape from task demands). Subsequently, procedural variations of differential reinforcement and extinction were implemented in different contexts (attention and demand) and were effective in reducing problem behavior, increasing appropriate communication, and increasing compliance. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Treatment of Multiply Controlled Problem Behavior With Procedural Variations of Differential Reinforcement [Texte imprimé et/ou numérique] / Pamela L. NEIDERT, Auteur ; Brian A. IWATA, Auteur ; Claudia L. DOZIER, Auteur . - 2008 . - p.45-53. Langues : Anglais (eng) in Exceptionality - A Special Education Journal > 13-1 (2005) . - p.45-53 Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Résumé : We describe the assessment and treatment of 2 children with autism spectrum disorder whose problem behaviors (self-injury, aggression, and disruption) were multiply controlled. Results of functional analyses indicated that the children's problem behaviors were maintained by both positive reinforcement (attention) and negative reinforcement (escape from task demands). Subsequently, procedural variations of differential reinforcement and extinction were implemented in different contexts (attention and demand) and were effective in reducing problem behavior, increasing appropriate communication, and increasing compliance. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

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