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Auteur Dawn BUFFINGTON TOWNSEND |
Documents disponibles écrits par cet auteur (4)



Analysis of social referencing skills among children with autism / Devorah BRIM in Research in Autism Spectrum Disorders, 3-4 (October-December 2009)
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[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 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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[article]
inResearch in Autism Spectrum Disorders > 2-2 (April-June 2008) . - p.341-352
Titre : Increasing the use of empathic statements in the presence of a non-verbal affective stimulus in adolescents with autism Type de document : Texte imprimé et/ou numérique Auteurs : Paul ARGOTT, Auteur ; Peter STURMEY, Auteur ; Claire L. POULSON, Auteur ; Dawn BUFFINGTON TOWNSEND, Auteur Année de publication : 2008 Article en page(s) : p.341-352 Langues : Anglais (eng) Mots-clés : Autism Empathy Script-fading Non-verbal-stimuli Index. décimale : PER Périodiques Résumé : Previous studies have shown that most individuals with autism do not show empathic responding. The present study is an attempt to teach such skills. Script-fading procedures have been used to teach other social-interaction skills, so they are applied here to teach empathic responding. This study included three adolescents with autism, two males and one female. A non-verbal affective stimulus was presented and students’ empathic responding was recorded. Data were collected on scripted and unscripted verbal statements of empathy in the presence of training discriminative stimuli and on unscripted verbal statements of empathy in the presence of non-training discriminative stimuli. A multiple-baseline-across-participants experimental design was used to assess the effectiveness of a script-fading procedure on increasing verbal statements of empathy. With the successive introduction of scripts and a script-fading procedure across participants, the percentage of opportunities on which scripted and unscripted statements of empathy occurred, in the presence of the training stimuli, increased systematically. Additionally, an increase in the percentage of opportunities on which an unscripted statement of empathy occurred in the presence of generalization stimuli was observed. These data show that adolescents with autism can learn to differentiate non-verbal affective stimuli and display differential empathic responses with behavioral interventions. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.08.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425 [article] Increasing the use of empathic statements in the presence of a non-verbal affective stimulus in adolescents with autism [Texte imprimé et/ou numérique] / Paul ARGOTT, Auteur ; Peter STURMEY, Auteur ; Claire L. POULSON, Auteur ; Dawn BUFFINGTON TOWNSEND, Auteur . - 2008 . - p.341-352.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 2-2 (April-June 2008) . - p.341-352
Mots-clés : Autism Empathy Script-fading Non-verbal-stimuli Index. décimale : PER Périodiques Résumé : Previous studies have shown that most individuals with autism do not show empathic responding. The present study is an attempt to teach such skills. Script-fading procedures have been used to teach other social-interaction skills, so they are applied here to teach empathic responding. This study included three adolescents with autism, two males and one female. A non-verbal affective stimulus was presented and students’ empathic responding was recorded. Data were collected on scripted and unscripted verbal statements of empathy in the presence of training discriminative stimuli and on unscripted verbal statements of empathy in the presence of non-training discriminative stimuli. A multiple-baseline-across-participants experimental design was used to assess the effectiveness of a script-fading procedure on increasing verbal statements of empathy. With the successive introduction of scripts and a script-fading procedure across participants, the percentage of opportunities on which scripted and unscripted statements of empathy occurred, in the presence of the training stimuli, increased systematically. Additionally, an increase in the percentage of opportunities on which an unscripted statement of empathy occurred in the presence of generalization stimuli was observed. These data show that adolescents with autism can learn to differentiate non-verbal affective stimuli and display differential empathic responses with behavioral interventions. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.08.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425 Teaching adolescents with autism to describe a problem and request assistance during simulated vocational tasks / Kim M. DOTTO-FOJUT in Research in Autism Spectrum Disorders, 5-2 (April-June 2011)
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[article]
inResearch in Autism Spectrum Disorders > 5-2 (April-June 2011) . - p.826-833
Titre : Teaching adolescents with autism to describe a problem and request assistance during simulated vocational tasks Type de document : Texte imprimé et/ou numérique Auteurs : Kim M. DOTTO-FOJUT, Auteur ; Kenneth F. REEVE, Auteur ; Dawn BUFFINGTON TOWNSEND, Auteur ; Patrick R. PROGAR, Auteur Année de publication : 2011 Article en page(s) : p.826-833 Langues : Anglais (eng) Mots-clés : Autism Graduated guidance Scripts Script fading Vocational skills Index. décimale : PER Périodiques Résumé : Previous research suggests that vocational skills training for individuals with autism may increase the likelihood that they may be effectively employed. In the present study, a multiple-baseline-across-participants design was used to assess the effects of graduated guidance, scripts, and script fading to teach four adolescents with autism in a simulated vocational setting to approach an instructor, describe a work-related problem, and request assistance. Although none of the participants emitted these skills during baseline, the introduction of the teaching procedure resulted in all participants learning these skills. Generalization measures indicated that the participants also learned to emit the target skills in the presence of work-related materials not directly associated with training. In addition, pre- and post-treatment measures showed that the participants learned to emit the target skills in a different setting not associated with training. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.09.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114 [article] Teaching adolescents with autism to describe a problem and request assistance during simulated vocational tasks [Texte imprimé et/ou numérique] / Kim M. DOTTO-FOJUT, Auteur ; Kenneth F. REEVE, Auteur ; Dawn BUFFINGTON TOWNSEND, Auteur ; Patrick R. PROGAR, Auteur . - 2011 . - p.826-833.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 5-2 (April-June 2011) . - p.826-833
Mots-clés : Autism Graduated guidance Scripts Script fading Vocational skills Index. décimale : PER Périodiques Résumé : Previous research suggests that vocational skills training for individuals with autism may increase the likelihood that they may be effectively employed. In the present study, a multiple-baseline-across-participants design was used to assess the effects of graduated guidance, scripts, and script fading to teach four adolescents with autism in a simulated vocational setting to approach an instructor, describe a work-related problem, and request assistance. Although none of the participants emitted these skills during baseline, the introduction of the teaching procedure resulted in all participants learning these skills. Generalization measures indicated that the participants also learned to emit the target skills in the presence of work-related materials not directly associated with training. In addition, pre- and post-treatment measures showed that the participants learned to emit the target skills in a different setting not associated with training. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.09.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114 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)
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[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