Centering Autistic Perspectives: Social Acceptability of Goals, Learning Contexts, and Procedures for Young Autistic Children / Kate T. CHAZIN in Journal of Autism and Developmental Disorders, 55-3 (March 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-3 (March 2025) . - p.812-831 Titre : Centering Autistic Perspectives: Social Acceptability of Goals, Learning Contexts, and Procedures for Young Autistic Children Type de document : Texte imprimé et/ou numérique Auteurs : Kate T. CHAZIN, Auteur ; Jennifer R. LEDFORD, Auteur ; Jane M. WILSON-MOSES, Auteur ; Adithyan RAJARAMAN, Auteur ; A. Pablo JUAREZ, Auteur Article en page(s) : p.812-831 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Despite the importance of centering autistic perspectives in educational decision-making for autistic children, few studies have directly assessed autistic perspectives on the social acceptability of early childhood practices. We conducted an online survey to recruit perspectives of autistic adults on a current, comprehensive range of educational practices typically employed with autistic children. We also extended the survey to caregivers and early childhood practitioners, to identify commonalities and discrepancies between shareholder groups. We conducted a descriptive survey study to assess social acceptability of goals, learning contexts, and procedures typically implemented with young autistic children. We received responses from 660 individuals, 226 of whom identified as autistic. For Likert scale and ranked items, we reported median rating and ranking for each item, by shareholder group. For open-ended questions, we conducted open and axial coding, to determine consistent themes within and across shareholder groups. Respondents reported (a) high acceptability for goals promoting self-determination and low social validity for goals promoting masking; (b) high acceptability for antecedent interventions and low social validity for some forms of extinction; (c) that appropriate learning environments are highly context dependent, varying with individual needs; and (d) that the child is the most important shareholder in educational decision-making. We make recommendations to practitioners in response to survey results, including (a) respecting autistic culture and characteristics in selecting goals; (b) considering social, emotional, and psychological needs in selecting procedures; and (c) individualizing goals, learning contexts, and procedures based on the child?s perspectives and unique needs. En ligne : https://doi.org/10.1007/s10803-024-06242-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=548 [article] Centering Autistic Perspectives: Social Acceptability of Goals, Learning Contexts, and Procedures for Young Autistic Children [Texte imprimé et/ou numérique] / Kate T. CHAZIN, Auteur ; Jennifer R. LEDFORD, Auteur ; Jane M. WILSON-MOSES, Auteur ; Adithyan RAJARAMAN, Auteur ; A. Pablo JUAREZ, Auteur . - p.812-831. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-3 (March 2025) . - p.812-831 Index. décimale : PER Périodiques Résumé : Despite the importance of centering autistic perspectives in educational decision-making for autistic children, few studies have directly assessed autistic perspectives on the social acceptability of early childhood practices. We conducted an online survey to recruit perspectives of autistic adults on a current, comprehensive range of educational practices typically employed with autistic children. We also extended the survey to caregivers and early childhood practitioners, to identify commonalities and discrepancies between shareholder groups. We conducted a descriptive survey study to assess social acceptability of goals, learning contexts, and procedures typically implemented with young autistic children. We received responses from 660 individuals, 226 of whom identified as autistic. For Likert scale and ranked items, we reported median rating and ranking for each item, by shareholder group. For open-ended questions, we conducted open and axial coding, to determine consistent themes within and across shareholder groups. Respondents reported (a) high acceptability for goals promoting self-determination and low social validity for goals promoting masking; (b) high acceptability for antecedent interventions and low social validity for some forms of extinction; (c) that appropriate learning environments are highly context dependent, varying with individual needs; and (d) that the child is the most important shareholder in educational decision-making. We make recommendations to practitioners in response to survey results, including (a) respecting autistic culture and characteristics in selecting goals; (b) considering social, emotional, and psychological needs in selecting procedures; and (c) individualizing goals, learning contexts, and procedures based on the child?s perspectives and unique needs. En ligne : https://doi.org/10.1007/s10803-024-06242-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=548

Contingency-based delay to reinforcement following functional communication training for autistic individuals: A multilevel meta-analysis / Reem MUHARIB in Autism, 26-4 (May 2022)  

Public ISBD [article]  inAutism > 26-4 (May 2022) . - p.761-781 Titre : Contingency-based delay to reinforcement following functional communication training for autistic individuals: A multilevel meta-analysis Type de document : Texte imprimé et/ou numérique Auteurs : Reem MUHARIB, Auteur ; Art DOWDY, Auteur ; Adithyan RAJARAMAN, Auteur ; Joshua JESSEL, Auteur Article en page(s) : p.761-781 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Behavior Therapy  Communication  Humans  Reinforcement Schedule  Reinforcement, Psychology  applied behavior analysis  challenging behavior  log response ratio  multilevel meta-analysis  reinforcement schedule thinning Index. décimale : PER Périodiques Résumé : Functional communication training, an intervention for challenging behavior rooted in principles of applied behavior analysis, has copious empirical support dating back to the mid-1980s for autistic individuals. Recently, there has been a concerted effort to thin reinforcement delivery during functional communication training using contingency-based delays that, in turn, are designed to enhance practicality and feasibility while not compromising efficacy. In this synthesis, we meta-analyzed the literature base with the goal of investigating both combined and across type effectiveness of contingency-based delays. We also aimed to investigate moderating variables that might impact intervention outcomes. Findings showed that contingency-based delays were effective for individuals with an autism spectrum disorder diagnosis and most effective when the delay incorporated some form of positive reinforcement. In addition, differential reinforcement of alternative-based delays was overall more effective when compared to differential reinforcement of other behavior-based delays. Noteworthy moderating variables found to impact contingency-based delay efficacy included the intervention dosage and the topography of behavior. We discuss these findings and highlight directions where additional empirical research is warranted to improve our understanding about contingency-based delays for individuals diagnosed with autism spectrum disorder. En ligne : https://dx.doi.org/10.1177/13623613211065540 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 [article] Contingency-based delay to reinforcement following functional communication training for autistic individuals: A multilevel meta-analysis [Texte imprimé et/ou numérique] / Reem MUHARIB, Auteur ; Art DOWDY, Auteur ; Adithyan RAJARAMAN, Auteur ; Joshua JESSEL, Auteur . - p.761-781. Langues : Anglais (eng) in Autism > 26-4 (May 2022) . - p.761-781 Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Behavior Therapy  Communication  Humans  Reinforcement Schedule  Reinforcement, Psychology  applied behavior analysis  challenging behavior  log response ratio  multilevel meta-analysis  reinforcement schedule thinning Index. décimale : PER Périodiques Résumé : Functional communication training, an intervention for challenging behavior rooted in principles of applied behavior analysis, has copious empirical support dating back to the mid-1980s for autistic individuals. Recently, there has been a concerted effort to thin reinforcement delivery during functional communication training using contingency-based delays that, in turn, are designed to enhance practicality and feasibility while not compromising efficacy. In this synthesis, we meta-analyzed the literature base with the goal of investigating both combined and across type effectiveness of contingency-based delays. We also aimed to investigate moderating variables that might impact intervention outcomes. Findings showed that contingency-based delays were effective for individuals with an autism spectrum disorder diagnosis and most effective when the delay incorporated some form of positive reinforcement. In addition, differential reinforcement of alternative-based delays was overall more effective when compared to differential reinforcement of other behavior-based delays. Noteworthy moderating variables found to impact contingency-based delay efficacy included the intervention dosage and the topography of behavior. We discuss these findings and highlight directions where additional empirical research is warranted to improve our understanding about contingency-based delays for individuals diagnosed with autism spectrum disorder. En ligne : https://dx.doi.org/10.1177/13623613211065540 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473

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