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

Teaching Independent Living Skills to Children with ASD / Bridget A. TAYLOR

Public ISBD in Handbook of Early Intervention for Autism Spectrum Disorders / Jonathan TARBOX Titre : Teaching Independent Living Skills to Children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Bridget A. TAYLOR, Auteur ; Jaime Ann DEQUINZIO, Auteur ; Jaime STINE, Auteur Année de publication : 2014 Importance : p.373-392 Langues : Anglais (eng) Mots-clés : Self-care  Activities of daily living  Independent living Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=265 in Handbook of Early Intervention for Autism Spectrum Disorders / Jonathan TARBOX Teaching Independent Living Skills to Children with ASD [Texte imprimé et/ou numérique] / Bridget A. TAYLOR, Auteur ; Jaime Ann DEQUINZIO, Auteur ; Jaime STINE, Auteur . - 2014 . - p.373-392. Langues : Anglais (eng) Mots-clés : Self-care  Activities of daily living  Independent living Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=265

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The effects of forward chaining and contingent social interaction on the acquisition of complex sharing responses by children with autism / Jaime Ann DEQUINZIO 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.264-275 Titre : The effects of forward chaining and contingent social interaction on the acquisition of complex sharing responses by children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Jaime Ann DEQUINZIO, Auteur ; Dawn BUFFINGTON TOWNSEND, Auteur Année de publication : 2008 Article en page(s) : p.264-275 Langues : Anglais (eng) Mots-clés : Forward-chaining Complex-prosocial-responses Differential-reinforcement Index. décimale : PER Périodiques Résumé : Children with autism have deficits in social interaction, including the failure to engage in sharing responses. Four children with autism were taught a sharing response chain. The treatment package (manual guidance, auditory prompts, and contingent access to toy play and social interaction with the recipient instructor) was introduced successively across participants in a multiple-baseline design. None of the participants engaged in the sharing response chain during baseline. Systematic increases in responding occurred for all four participants in the presence of training stimuli. In addition, there were systematic increases in responding to non-trained probe stimuli. Also, during pre- and post-test measures, the participants demonstrated sharing in the presence of peers in a non-training classroom containing non-trained toys. Furthermore, social validity measures indicated that judges scored more post-treatment responses than baseline responses as “sharing.” En ligne : http://dx.doi.org/10.1016/j.rasd.2007.06.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=424 [article] The effects of forward chaining and contingent social interaction on the acquisition of complex sharing responses by children with autism [Texte imprimé et/ou numérique] / Jaime Ann DEQUINZIO, Auteur ; Dawn BUFFINGTON TOWNSEND, Auteur . - 2008 . - p.264-275. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 2-2 (April-June 2008) . - p.264-275 Mots-clés : Forward-chaining Complex-prosocial-responses Differential-reinforcement Index. décimale : PER Périodiques Résumé : Children with autism have deficits in social interaction, including the failure to engage in sharing responses. Four children with autism were taught a sharing response chain. The treatment package (manual guidance, auditory prompts, and contingent access to toy play and social interaction with the recipient instructor) was introduced successively across participants in a multiple-baseline design. None of the participants engaged in the sharing response chain during baseline. Systematic increases in responding occurred for all four participants in the presence of training stimuli. In addition, there were systematic increases in responding to non-trained probe stimuli. Also, during pre- and post-test measures, the participants demonstrated sharing in the presence of peers in a non-training classroom containing non-trained toys. Furthermore, social validity measures indicated that judges scored more post-treatment responses than baseline responses as “sharing.” En ligne : http://dx.doi.org/10.1016/j.rasd.2007.06.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=424

Video Modeling / Bridget A. TAYLOR

Public ISBD in Teaching and Behavior Support for Children and Adults with Autism Spectrum Disorder / James K. LUISELLI Titre : Video Modeling Type de document : Texte imprimé et/ou numérique Auteurs : Bridget A. TAYLOR, Auteur ; Jaime Ann DEQUINZIO, Auteur Année de publication : 2011 Importance : p.204-211 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=140 in Teaching and Behavior Support for Children and Adults with Autism Spectrum Disorder / James K. LUISELLI Video Modeling [Texte imprimé et/ou numérique] / Bridget A. TAYLOR, Auteur ; Jaime Ann DEQUINZIO, Auteur . - 2011 . - p.204-211. 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=140

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