Discriminating which fork to use: Teaching selective imitation to people with autism / Ann K. BROWN in Research in Autism Spectrum Disorders, 2-2 (April-June 2008)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 2-2 (April-June 2008) . - p.199-208 Titre : Discriminating which fork to use: Teaching selective imitation to people with autism Type de document : Texte imprimé et/ou numérique Auteurs : Ann K. BROWN, Auteur ; John L. BROWN, Auteur ; Claire L. POULSON, Auteur Année de publication : 2008 Article en page(s) : p.199-208 Langues : Anglais (eng) Mots-clés : Autism Generalized-imitation Imitation Observing-response Index. décimale : PER Périodiques Résumé : Little empirical research has focused on teaching of imitation to learners with autism in ordinary environments. Typically-developing individuals imitate the behavior of others in ordinary social environments. One possible reason that learners with autism do not imitate in ordinary environments is they are not observing relevant discriminative stimuli that should set the occasion for imitative responding. This paper will review the operant research on generalized imitation with the goal of identifying procedures to teach learners with autism to imitate in ordinary environments. A stimulus-control account of imitation in ordinary environments is included with the goal of the development of effective teaching procedures. Imitation in ordinary environments is discussed in relation to the discriminative stimuli that occasion imitative responding. The use of differential observing responses to increase discrimination of relevant stimuli in ordinary environments is suggested as a possible strategy to increase imitation among individuals with autism in ordinary environments. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.06.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=424 [article] Discriminating which fork to use: Teaching selective imitation to people with autism [Texte imprimé et/ou numérique] / Ann K. BROWN, Auteur ; John L. BROWN, Auteur ; Claire L. POULSON, Auteur . - 2008 . - p.199-208. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 2-2 (April-June 2008) . - p.199-208 Mots-clés : Autism Generalized-imitation Imitation Observing-response Index. décimale : PER Périodiques Résumé : Little empirical research has focused on teaching of imitation to learners with autism in ordinary environments. Typically-developing individuals imitate the behavior of others in ordinary social environments. One possible reason that learners with autism do not imitate in ordinary environments is they are not observing relevant discriminative stimuli that should set the occasion for imitative responding. This paper will review the operant research on generalized imitation with the goal of identifying procedures to teach learners with autism to imitate in ordinary environments. A stimulus-control account of imitation in ordinary environments is included with the goal of the development of effective teaching procedures. Imitation in ordinary environments is discussed in relation to the discriminative stimuli that occasion imitative responding. The use of differential observing responses to increase discrimination of relevant stimuli in ordinary environments is suggested as a possible strategy to increase imitation among individuals with autism in ordinary environments. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.06.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=424

Friendship in High-functioning Children with Autism Spectrum Disorder: Mixed and Non-mixed Dyads / Nirit BAUMINGER in Journal of Autism and Developmental Disorders, 38-7 (August 2008)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 38-7 (August 2008) . - p.1211-1229 Titre : Friendship in High-functioning Children with Autism Spectrum Disorder: Mixed and Non-mixed Dyads Type de document : Texte imprimé et/ou numérique Auteurs : Nirit BAUMINGER, Auteur ; John L. BROWN, Auteur ; Marjorie SOLOMON, Auteur ; Anat AVIEZER, Auteur ; Kelly HEUNG, Auteur ; Sally J ROGERS, Auteur Année de publication : 2008 Article en page(s) : p.1211-1229 Langues : Anglais (eng) Mots-clés : High-functioning-children-with-ASD Asperger-syndrome Friendship Social-emotional-functioning Index. décimale : PER Périodiques Résumé : Friendships containing a child with autism and a friend with typical development (“mixed” friendships, n = 26) and those of children with autism and a friend with a disability (“non-mixed,” n = 16) were contrasted with friendships of typically developing subjects and their friends (n = 31). Measures included dyadic interaction samples, and interview and questionnaire data from subjects, friends, and parents. Mixed friendship interactions resembled typical friendships. Participants in mixed friendships were more responsive to one another, had stronger receptive language skills, exhibited greater positive social orientation and cohesion, and demonstrated more complex coordinated play than in the non-mixed dyads. Exposure to typical peers appears to have significant effects on friendship behaviors. En ligne : http://dx.doi.org/10.1007/s10803-007-0501-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=535 [article] Friendship in High-functioning Children with Autism Spectrum Disorder: Mixed and Non-mixed Dyads [Texte imprimé et/ou numérique] / Nirit BAUMINGER, Auteur ; John L. BROWN, Auteur ; Marjorie SOLOMON, Auteur ; Anat AVIEZER, Auteur ; Kelly HEUNG, Auteur ; Sally J ROGERS, Auteur . - 2008 . - p.1211-1229. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 38-7 (August 2008) . - p.1211-1229 Mots-clés : High-functioning-children-with-ASD Asperger-syndrome Friendship Social-emotional-functioning Index. décimale : PER Périodiques Résumé : Friendships containing a child with autism and a friend with typical development (“mixed” friendships, n = 26) and those of children with autism and a friend with a disability (“non-mixed,” n = 16) were contrasted with friendships of typically developing subjects and their friends (n = 31). Measures included dyadic interaction samples, and interview and questionnaire data from subjects, friends, and parents. Mixed friendship interactions resembled typical friendships. Participants in mixed friendships were more responsive to one another, had stronger receptive language skills, exhibited greater positive social orientation and cohesion, and demonstrated more complex coordinated play than in the non-mixed dyads. Exposure to typical peers appears to have significant effects on friendship behaviors. En ligne : http://dx.doi.org/10.1007/s10803-007-0501-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=535

Speech prosody intervention in autism / John L. BROWN

Public ISBD contenu dans Language and Autism / Adrienne FITZER Titre : Speech prosody intervention in autism Type de document : Texte imprimé et/ou numérique Auteurs : John L. BROWN, Auteur ; Claire L. POULSON, Auteur Année de publication : 2009 Importance : p.251-277 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=104 contenu dans Language and Autism / Adrienne FITZER Speech prosody intervention in autism [Texte imprimé et/ou numérique] / John L. BROWN, Auteur ; Claire L. POULSON, Auteur . - 2009 . - p.251-277. 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=104

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Using script fading to promote natural environment stimulus control of verbal interactions among youths with autism / John L. BROWN in Research in Autism Spectrum Disorders, 2-3 (July / September 2008)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 2-3 (July / September 2008) . - p.480-497 Titre : Using script fading to promote natural environment stimulus control of verbal interactions among youths with autism Type de document : Texte imprimé et/ou numérique Auteurs : John L. BROWN, Auteur ; Lynn E. MCCLANNAHAN, Auteur ; Patricia J. KRANTZ, Auteur ; Claire L. POULSON, Auteur Année de publication : 2008 Article en page(s) : p.480-497 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Script fading was used to teach three youths with autism to initiate and sustain verbal interactions under stimulus control consistent with the natural environment. The youths learned to engage in verbal interactions during simulated shopping trips and during visits to community stores. The effectiveness of script fading was examined using a multiple-baseline-across-settings experimental design. During pre-test trips to community stores and during baseline sessions, all three youths demonstrated near zero rates of verbal interactions. With the introduction of the script-fading procedure, all three youths successfully learned to use the scripted statements in conversations during a series of simulated shopping trips. As the scripts were faded, from last word to first word, rates of unscripted statements systematically increased. All three participants also demonstrated generalization of their newly acquired conversation skills to untrained stimuli. In addition, all three youths demonstrated generalization of their conversation skills during community shopping trips to local retail stores. These results suggest that the script-fading procedure brought verbal interactions under the stimulus control of environmental, as opposed to teacher-controlled stimuli. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.08.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=547 [article] Using script fading to promote natural environment stimulus control of verbal interactions among youths with autism [Texte imprimé et/ou numérique] / John L. BROWN, Auteur ; Lynn E. MCCLANNAHAN, Auteur ; Patricia J. KRANTZ, Auteur ; Claire L. POULSON, Auteur . - 2008 . - p.480-497. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 2-3 (July / September 2008) . - p.480-497 Index. décimale : PER Périodiques Résumé : Script fading was used to teach three youths with autism to initiate and sustain verbal interactions under stimulus control consistent with the natural environment. The youths learned to engage in verbal interactions during simulated shopping trips and during visits to community stores. The effectiveness of script fading was examined using a multiple-baseline-across-settings experimental design. During pre-test trips to community stores and during baseline sessions, all three youths demonstrated near zero rates of verbal interactions. With the introduction of the script-fading procedure, all three youths successfully learned to use the scripted statements in conversations during a series of simulated shopping trips. As the scripts were faded, from last word to first word, rates of unscripted statements systematically increased. All three participants also demonstrated generalization of their newly acquired conversation skills to untrained stimuli. In addition, all three youths demonstrated generalization of their conversation skills during community shopping trips to local retail stores. These results suggest that the script-fading procedure brought verbal interactions under the stimulus control of environmental, as opposed to teacher-controlled stimuli. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.08.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=547

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