Stimulus Over-selectivity in Discrimination Learning / William V. DUBE

Public ISBD contenu dans Behavioral Theories and Interventions for Autism / Phil REED Titre : Stimulus Over-selectivity in Discrimination Learning Type de document : Texte imprimé et/ou numérique Auteurs : William V. DUBE, Auteur Année de publication : 2009 Importance : p.23-46 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=975 contenu dans Behavioral Theories and Interventions for Autism / Phil REED Stimulus Over-selectivity in Discrimination Learning [Texte imprimé et/ou numérique] / William V. DUBE, Auteur . - 2009 . - p.23-46. 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=975

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Teaching discrimination of adult gaze direction to children with autism / Jennifer L. KLEIN in Research in Autism Spectrum Disorders, 3-1 (January 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-1 (January 2009) . - p.42-49 Titre : Teaching discrimination of adult gaze direction to children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer L. KLEIN, Auteur ; Rebecca P.F. MACDONALD, Auteur ; Gretchen VAILLANCOURT, Auteur ; William H. AHEARN, Auteur ; William V. DUBE, Auteur Année de publication : 2009 Article en page(s) : p.42-49 Langues : Anglais (eng) Mots-clés : Joint-attention Gaze-shift Gaze-following Autism Children Index. décimale : PER Périodiques Résumé : Three young children diagnosed with autism did not reliably locate objects in the environment on the basis of an adult's gaze shifts. A training program designed to teach gaze following used the activation of remote controlled mechanical toys as both prompts and consequences. Over several training sessions, toy activation was progressively delayed following the adult's gaze-shift cues. All of the children eventually came to anticipate the toy activation and locate the target object on the basis of the adult's gaze-shift cue alone. Discrimination of another person's gaze direction is discussed in relation to joint attention deficits in children with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.03.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=647 [article] Teaching discrimination of adult gaze direction to children with autism [Texte imprimé et/ou numérique] / Jennifer L. KLEIN, Auteur ; Rebecca P.F. MACDONALD, Auteur ; Gretchen VAILLANCOURT, Auteur ; William H. AHEARN, Auteur ; William V. DUBE, Auteur . - 2009 . - p.42-49. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.42-49 Mots-clés : Joint-attention Gaze-shift Gaze-following Autism Children Index. décimale : PER Périodiques Résumé : Three young children diagnosed with autism did not reliably locate objects in the environment on the basis of an adult's gaze shifts. A training program designed to teach gaze following used the activation of remote controlled mechanical toys as both prompts and consequences. Over several training sessions, toy activation was progressively delayed following the adult's gaze-shift cues. All of the children eventually came to anticipate the toy activation and locate the target object on the basis of the adult's gaze-shift cue alone. Discrimination of another person's gaze direction is discussed in relation to joint attention deficits in children with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.03.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=647

Thematic matching as remedial teaching for symbolic matching for individuals with autism spectrum disorder / Karen M. LIONELLO-DENOLF in Research in Autism Spectrum Disorders, 8-5 (May 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-5 (May 2014) . - p.455-462 Titre : Thematic matching as remedial teaching for symbolic matching for individuals with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Karen M. LIONELLO-DENOLF, Auteur ; Rachel FARBER, Auteur ; B. Max JONES, Auteur ; William V. DUBE, Auteur Article en page(s) : p.455-462 Mots-clés : Matching-to-sample  Symbolic behavior  Thematic matching  Children with ASD Index. décimale : PER Périodiques Résumé : Matching-to-sample (MTS) is often used to teach symbolic relationships between spoken or printed words and their referents to children with intellectual and developmental disabilities. However, many children have difficulty learning symbolic matching, even though they may demonstrate generalized identity matching. The current study investigated whether training on symbolic MTS tasks in which the stimuli are physically dissimilar but members of familiar categories (i.e., thematic matching) can remediate an individual's difficulty learning symbolic MTS tasks involving non-representative stimuli. Three adolescent males diagnosed with autism spectrum disorder were first trained on symbolic MTS tasks with unfamiliar, non-representative form stimuli. Thematic matching was introduced after the participants failed to learn 0, 2 or 4 symbolic MTS tasks and before additional symbolic MTS tasks were introduced. After exposure to thematic matching, accuracy on symbolic MTS tasks with novel stimuli increased to above chance for all participants. For two participants, high accuracy (90%) was achieved on a majority of these sessions. Thus, thematic matching may be an effective intervention for students with limited verbal repertoires and who have difficulty learning symbolic MTS tasks. Possible explanations for the facilitative effect of thematic matching are considered and warrant further investigation. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.01.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229 [article] Thematic matching as remedial teaching for symbolic matching for individuals with autism spectrum disorder [Texte imprimé et/ou numérique] / Karen M. LIONELLO-DENOLF, Auteur ; Rachel FARBER, Auteur ; B. Max JONES, Auteur ; William V. DUBE, Auteur . - p.455-462. in Research in Autism Spectrum Disorders > 8-5 (May 2014) . - p.455-462 Mots-clés : Matching-to-sample  Symbolic behavior  Thematic matching  Children with ASD Index. décimale : PER Périodiques Résumé : Matching-to-sample (MTS) is often used to teach symbolic relationships between spoken or printed words and their referents to children with intellectual and developmental disabilities. However, many children have difficulty learning symbolic matching, even though they may demonstrate generalized identity matching. The current study investigated whether training on symbolic MTS tasks in which the stimuli are physically dissimilar but members of familiar categories (i.e., thematic matching) can remediate an individual's difficulty learning symbolic MTS tasks involving non-representative stimuli. Three adolescent males diagnosed with autism spectrum disorder were first trained on symbolic MTS tasks with unfamiliar, non-representative form stimuli. Thematic matching was introduced after the participants failed to learn 0, 2 or 4 symbolic MTS tasks and before additional symbolic MTS tasks were introduced. After exposure to thematic matching, accuracy on symbolic MTS tasks with novel stimuli increased to above chance for all participants. For two participants, high accuracy (90%) was achieved on a majority of these sessions. Thus, thematic matching may be an effective intervention for students with limited verbal repertoires and who have difficulty learning symbolic MTS tasks. Possible explanations for the facilitative effect of thematic matching are considered and warrant further investigation. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.01.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229

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