Analysis of social referencing skills among children with autism / Devorah BRIM in Research in Autism Spectrum Disorders, 3-4 (October-December 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-4 (October-December 2009) . - p.942-958 Titre : Analysis of social referencing skills among children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Devorah BRIM, Auteur ; Claire L. POULSON, Auteur ; Jaime Ann DEQUINZIO, Auteur ; Dawn BUFFINGTON TOWNSEND, Auteur Année de publication : 2009 Article en page(s) : p.942-958 Langues : Anglais (eng) Mots-clés : Autism Social-referencing Index. décimale : PER Périodiques Résumé : Social referencing, a form of nonverbal communication, involves seeking out discriminative stimuli provided by others about contingencies in an ambiguous context in order to respond in a manner that produces reinforcement. Although demonstrated by typically developing infants, social referencing is notably absent or impaired in individuals with autism. In this study, behavioral procedures including verbal, visual, and manual prompting and reinforcement were used to teach four children with autism to exhibit a social referencing response chain composed of an observing response and a conditional discriminative response in the presence of variants of standard academic materials. Observing was defined as looking at the experimenter when presented with unfamiliar handwriting materials, verbal models, and video models. Conditional discriminative responding was defined as completing the handwriting task or imitating the verbal and video models in the presence of a head nod and a smile, and placing the handwriting materials or Language Master cards aside, or remaining seated in a chair in the presence of a headshake and a frown. All four children learned to exhibit social referencing. The ambiguous materials were then interspersed among the standard materials. One of the children showed discriminated social referencing, observing in the presence of the ambiguous stimuli and not in the presence of the standard materials. The other children were taught to discriminate the ambiguous and standard stimuli and to exhibit social referencing only in the presence of the ambiguous materials. The effectiveness of the teaching procedures used is discussed in the context of a learning theory analogue of social referencing. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.04.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=817 [article] Analysis of social referencing skills among children with autism [Texte imprimé et/ou numérique] / Devorah BRIM, Auteur ; Claire L. POULSON, Auteur ; Jaime Ann DEQUINZIO, Auteur ; Dawn BUFFINGTON TOWNSEND, Auteur . - 2009 . - p.942-958. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-4 (October-December 2009) . - p.942-958 Mots-clés : Autism Social-referencing Index. décimale : PER Périodiques Résumé : Social referencing, a form of nonverbal communication, involves seeking out discriminative stimuli provided by others about contingencies in an ambiguous context in order to respond in a manner that produces reinforcement. Although demonstrated by typically developing infants, social referencing is notably absent or impaired in individuals with autism. In this study, behavioral procedures including verbal, visual, and manual prompting and reinforcement were used to teach four children with autism to exhibit a social referencing response chain composed of an observing response and a conditional discriminative response in the presence of variants of standard academic materials. Observing was defined as looking at the experimenter when presented with unfamiliar handwriting materials, verbal models, and video models. Conditional discriminative responding was defined as completing the handwriting task or imitating the verbal and video models in the presence of a head nod and a smile, and placing the handwriting materials or Language Master cards aside, or remaining seated in a chair in the presence of a headshake and a frown. All four children learned to exhibit social referencing. The ambiguous materials were then interspersed among the standard materials. One of the children showed discriminated social referencing, observing in the presence of the ambiguous stimuli and not in the presence of the standard materials. The other children were taught to discriminate the ambiguous and standard stimuli and to exhibit social referencing only in the presence of the ambiguous materials. The effectiveness of the teaching procedures used is discussed in the context of a learning theory analogue of social referencing. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.04.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=817

Analysis of three components of affective behavior in children with autism / Nidal DAOU in Research in Autism Spectrum Disorders, 8-5 (May 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-5 (May 2014) . - p.480-501 Titre : Analysis of three components of affective behavior in children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Nidal DAOU, Auteur ; Susan M. VENER, Auteur ; Claire L. POULSON, Auteur Article en page(s) : p.480-501 Mots-clés : Affective behavior  Applied behavior analysis  Autism  Emotion  Facial expression  Vocal intonation Index. décimale : PER Périodiques Résumé : Affective behavior is a crucial ingredient for appropriate, sustainable social interactions. People with autism have deficits in social interaction that are apparent in nonverbal behavior. Few studies have applied behavioral procedures to increase appropriate affective responding in people with autism. This study adds to that literature by examining three components of affective behavior, thus reinforcing the notion that it is not only what the learner says (verbal responding), but also how she says it (vocal intonation); not only whether the learner makes eye contact with his conversation partner, but also how he presents himself (facial expression). A multiple-baseline design evaluated the effects of an affect-training program on the percentage of appropriate responding emitted by three children with autism. The program consisted of reinforcement, prompting, script-fading, and shaping procedures. The percentage of appropriate affective responding emitted by participants across categories increased systematically following treatment; so did performance on nonreinforced probes. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.01.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229 [article] Analysis of three components of affective behavior in children with autism [Texte imprimé et/ou numérique] / Nidal DAOU, Auteur ; Susan M. VENER, Auteur ; Claire L. POULSON, Auteur . - p.480-501. in Research in Autism Spectrum Disorders > 8-5 (May 2014) . - p.480-501 Mots-clés : Affective behavior  Applied behavior analysis  Autism  Emotion  Facial expression  Vocal intonation Index. décimale : PER Périodiques Résumé : Affective behavior is a crucial ingredient for appropriate, sustainable social interactions. People with autism have deficits in social interaction that are apparent in nonverbal behavior. Few studies have applied behavioral procedures to increase appropriate affective responding in people with autism. This study adds to that literature by examining three components of affective behavior, thus reinforcing the notion that it is not only what the learner says (verbal responding), but also how she says it (vocal intonation); not only whether the learner makes eye contact with his conversation partner, but also how he presents himself (facial expression). A multiple-baseline design evaluated the effects of an affect-training program on the percentage of appropriate responding emitted by three children with autism. The program consisted of reinforcement, prompting, script-fading, and shaping procedures. The percentage of appropriate affective responding emitted by participants across categories increased systematically following treatment; so did performance on nonreinforced probes. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.01.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229

Behavioral theory and language acquisition / Claire L. POULSON

Public ISBD contenu dans Language and Autism / Adrienne FITZER Titre : Behavioral theory and language acquisition Type de document : Texte imprimé et/ou numérique Auteurs : Claire L. POULSON, Auteur Année de publication : 2009 Importance : p.51-77 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 Behavioral theory and language acquisition [Texte imprimé et/ou numérique] / Claire L. POULSON, Auteur . - 2009 . - p.51-77. 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

Exemplaires

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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

Increasing behavior incompatible with catatonia in a young adolescent girl with autism spectrum disorder / Susan M. VENER in Research in Autism Spectrum Disorders, 57 (January 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 57 (January 2019) . - p.7-18 Titre : Increasing behavior incompatible with catatonia in a young adolescent girl with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Susan M. VENER, Auteur ; Alison M. WICHNICK-GILLIS, Auteur ; Diamante BADALA, Auteur ; Claire L. POULSON, Auteur Article en page(s) : p.7-18 Langues : Anglais (eng) Mots-clés : Autism  Catatonia  Prompt fading  Transfer of training Index. décimale : PER Périodiques Résumé : Catatonia is a syndrome of motor disturbances and is characterized as a cluster of abnormalities in speech, movement and overall behavior. A common treatment of catatonic symptoms is lorazepam and/or electroconvulsive therapy. Only three papers were found that reportedly used behavioral interventions. Nevertheless, treatment procedures were often partially described, and outcomes were often based on clinician impressions, as opposed to objective measures. The following is an experimental analysis of the effects of a prompt-fading behavioral treatment package on the daily living skills of an adolescent girl with autism spectrum disorder and catatonia. Data were collected on the completion of four activities: blow drying hair; using a hair barrette; vacuuming a rug; and using a paper shredder. Initially, following the verbal direction to engage in the target activity, the instructor provided full manual guidance to assist the participant to complete each component response in the task analysis. Over time, manual prompts were faded. A functional relation between prompt fading and the percentage of independent responses completed across four activities was demonstrated in this paper. As manual prompts were systematically faded, independent responding emerged. Future researchers will want to investigate the effectiveness of prompt fading across different educational settings and across different individuals with similar profiles or with more or less severe symptoms of catatonia. En ligne : https://doi.org/10.1016/j.rasd.2018.09.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371 [article] Increasing behavior incompatible with catatonia in a young adolescent girl with autism spectrum disorder [Texte imprimé et/ou numérique] / Susan M. VENER, Auteur ; Alison M. WICHNICK-GILLIS, Auteur ; Diamante BADALA, Auteur ; Claire L. POULSON, Auteur . - p.7-18. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 57 (January 2019) . - p.7-18 Mots-clés : Autism  Catatonia  Prompt fading  Transfer of training Index. décimale : PER Périodiques Résumé : Catatonia is a syndrome of motor disturbances and is characterized as a cluster of abnormalities in speech, movement and overall behavior. A common treatment of catatonic symptoms is lorazepam and/or electroconvulsive therapy. Only three papers were found that reportedly used behavioral interventions. Nevertheless, treatment procedures were often partially described, and outcomes were often based on clinician impressions, as opposed to objective measures. The following is an experimental analysis of the effects of a prompt-fading behavioral treatment package on the daily living skills of an adolescent girl with autism spectrum disorder and catatonia. Data were collected on the completion of four activities: blow drying hair; using a hair barrette; vacuuming a rug; and using a paper shredder. Initially, following the verbal direction to engage in the target activity, the instructor provided full manual guidance to assist the participant to complete each component response in the task analysis. Over time, manual prompts were faded. A functional relation between prompt fading and the percentage of independent responses completed across four activities was demonstrated in this paper. As manual prompts were systematically faded, independent responding emerged. Future researchers will want to investigate the effectiveness of prompt fading across different educational settings and across different individuals with similar profiles or with more or less severe symptoms of catatonia. En ligne : https://doi.org/10.1016/j.rasd.2018.09.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371

Increasing the use of empathic statements in the presence of a non-verbal affective stimulus in adolescents with autism / Paul ARGOTT in Research in Autism Spectrum Disorders, 2-2 (April-June 2008)  

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Speech prosody intervention in autism / John L. BROWN

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Task interspersal and performance of matching tasks by preschoolers with autism / Christian A. BENAVIDES in Research in Autism Spectrum Disorders, 3-3 (July-September 2009)  

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The effect of a script-fading procedure on responses to peer initiations among young children with autism / Alison M. WICHNICK in Research in Autism Spectrum Disorders, 4-2 (April-June 2010)  

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The effect of a script-fading procedure on social interactions among young children with autism / Alison M. WICHNICK-GILLIS in Research in Autism Spectrum Disorders, 26 (June 2016)  

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The effect of a script-fading procedure on unscripted social initiations and novel utterances among young children with autism / Alison M. WICHNICK in Research in Autism Spectrum Disorders, 4-1 (January-March 2010)  

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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)  

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