Aggression and Noncompliance / James K. LUISELLI

Public ISBD contenu dans Applied Behavior Analysis for Children with Autism Spectrum Disorders / Johnny L. MATSON Titre : Aggression and Noncompliance Type de document : Texte imprimé et/ou numérique Auteurs : James K. LUISELLI, Auteur Année de publication : 2009 Importance : p.175-187 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=101 contenu dans Applied Behavior Analysis for Children with Autism Spectrum Disorders / Johnny L. MATSON Aggression and Noncompliance [Texte imprimé et/ou numérique] / James K. LUISELLI, Auteur . - 2009 . - p.175-187. 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=101

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Book Reviews / James K. LUISELLI in Autism, 6-2 (March 2002)  

Public ISBD [article]  inAutism > 6-2 (March 2002) . - p.220-221 Titre : Book Reviews Type de document : Texte imprimé et/ou numérique Auteurs : James K. LUISELLI, Auteur Article en page(s) : p.220-221 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361302006002015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=209 [article] Book Reviews [Texte imprimé et/ou numérique] / James K. LUISELLI, Auteur . - p.220-221. Langues : Anglais (eng) in Autism > 6-2 (March 2002) . - p.220-221 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361302006002015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=209

Effects of iconicity on requesting with the Picture Exchange Communication System in children with autism spectrum disorder / Katie ANGERMEIER in Research in Autism Spectrum Disorders, 2-3 (July / September 2008)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 2-3 (July / September 2008) . - p.430-446 Titre : Effects of iconicity on requesting with the Picture Exchange Communication System in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Katie ANGERMEIER, Auteur ; Ralf W. SCHLOSSER, Auteur ; James K. LUISELLI, Auteur ; Caroline HARRINGTON, Auteur ; Beth CARTER, Auteur Année de publication : 2008 Article en page(s) : p.430-446 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Research on graphic symbol learning suggests that symbols with a greater visual resemblance to their referents (greater iconicity) are more easily learned. The iconicity hypothesis has not yet been explored within the intervention protocol of the Picture Exchange Communication System (PECS). Within the PECS protocol, participants do not point to a symbol but exchange the symbol for an object. The purpose of this study was to examine whether children learn to request more readily with PECS when the symbols involved are highly iconic versus symbols that are low in iconicity. An adapted alternating treatments design combined with a multiple baseline design across subjects was used to evaluate the effectiveness and efficiency of symbol learning under two conditions: high iconicity and low iconicity. Four students with autism or pervasive developmental disorders between the ages of six and nine years participated. Results indicated that students learned to request desired objects under both conditions, lending further support for the effectiveness of PECS. There was little to no difference, however, in the effectiveness and efficiency of requesting between the two conditions during Phases I and II of PECS training. Thus learners do not benefit from symbols that bear more resemblance with their referents during the first two phases of PECS instruction. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.09.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546 [article] Effects of iconicity on requesting with the Picture Exchange Communication System in children with autism spectrum disorder [Texte imprimé et/ou numérique] / Katie ANGERMEIER, Auteur ; Ralf W. SCHLOSSER, Auteur ; James K. LUISELLI, Auteur ; Caroline HARRINGTON, Auteur ; Beth CARTER, Auteur . - 2008 . - p.430-446. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 2-3 (July / September 2008) . - p.430-446 Index. décimale : PER Périodiques Résumé : Research on graphic symbol learning suggests that symbols with a greater visual resemblance to their referents (greater iconicity) are more easily learned. The iconicity hypothesis has not yet been explored within the intervention protocol of the Picture Exchange Communication System (PECS). Within the PECS protocol, participants do not point to a symbol but exchange the symbol for an object. The purpose of this study was to examine whether children learn to request more readily with PECS when the symbols involved are highly iconic versus symbols that are low in iconicity. An adapted alternating treatments design combined with a multiple baseline design across subjects was used to evaluate the effectiveness and efficiency of symbol learning under two conditions: high iconicity and low iconicity. Four students with autism or pervasive developmental disorders between the ages of six and nine years participated. Results indicated that students learned to request desired objects under both conditions, lending further support for the effectiveness of PECS. There was little to no difference, however, in the effectiveness and efficiency of requesting between the two conditions during Phases I and II of PECS training. Thus learners do not benefit from symbols that bear more resemblance with their referents during the first two phases of PECS instruction. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.09.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546

Effects of synthetic speech output on requesting and natural speech production in children with autism: A preliminary study / Ralf W. SCHLOSSER in Research in Autism Spectrum Disorders, 1-2 (April/June 2007)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 1-2 (April/June 2007) . - p.139-163 Titre : Effects of synthetic speech output on requesting and natural speech production in children with autism: A preliminary study Type de document : Texte imprimé et/ou numérique Auteurs : Ralf W. SCHLOSSER, Auteur ; Jeff SIGAFOOS, Auteur ; James K. LUISELLI, Auteur ; Katie ANGERMEIER, Auteur ; Ulana HARASYMOWYZ, Auteur ; Katherine SCHOOLEY, Auteur ; Phil J. BELFIORE, Auteur Année de publication : 2007 Article en page(s) : p.139-163 Langues : Anglais (eng) Mots-clés : Assistive-technology Augmentative-and-alternative-communication Autism Developmental-disabilities Effectiveness Efficiency Natural-speech-production Requesting Speech-output Index. décimale : PER Périodiques Résumé : Requesting is often taught as an initial target during augmentative and alternative communication intervention in children with autism. Speech-generating devices are purported to have advantages over non-electronic systems due to their synthetic speech output. On the other hand, it has been argued that speech output, being in the auditory modality, may not be compatible with the processing preferences of learners with autism. The purpose of this study was to evaluate whether five children with autism and little or no functional speech learn to request more efficiently when provided with speech output during instruction (SPEECH condition) rather than without speech output (NO-SPEECH condition). A secondary purpose was to monitor changes in natural speech production. An adapted alternating treatments design was used to evaluate the relative effectiveness and efficiency of both conditions. The results showed frequent requesting under both conditions. Two students requested more effectively with speech output and one student requested more effectively without speech output while there was no difference for the remaining two students. In terms of elicited vocalizations, only one student showed some improvement. The other children did not show any improvement in natural speech production. These data extend previous research on the effects of speech output on requesting in children with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2006.10.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=147 [article] Effects of synthetic speech output on requesting and natural speech production in children with autism: A preliminary study [Texte imprimé et/ou numérique] / Ralf W. SCHLOSSER, Auteur ; Jeff SIGAFOOS, Auteur ; James K. LUISELLI, Auteur ; Katie ANGERMEIER, Auteur ; Ulana HARASYMOWYZ, Auteur ; Katherine SCHOOLEY, Auteur ; Phil J. BELFIORE, Auteur . - 2007 . - p.139-163. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 1-2 (April/June 2007) . - p.139-163 Mots-clés : Assistive-technology Augmentative-and-alternative-communication Autism Developmental-disabilities Effectiveness Efficiency Natural-speech-production Requesting Speech-output Index. décimale : PER Périodiques Résumé : Requesting is often taught as an initial target during augmentative and alternative communication intervention in children with autism. Speech-generating devices are purported to have advantages over non-electronic systems due to their synthetic speech output. On the other hand, it has been argued that speech output, being in the auditory modality, may not be compatible with the processing preferences of learners with autism. The purpose of this study was to evaluate whether five children with autism and little or no functional speech learn to request more efficiently when provided with speech output during instruction (SPEECH condition) rather than without speech output (NO-SPEECH condition). A secondary purpose was to monitor changes in natural speech production. An adapted alternating treatments design was used to evaluate the relative effectiveness and efficiency of both conditions. The results showed frequent requesting under both conditions. Two students requested more effectively with speech output and one student requested more effectively without speech output while there was no difference for the remaining two students. In terms of elicited vocalizations, only one student showed some improvement. The other children did not show any improvement in natural speech production. These data extend previous research on the effects of speech output on requesting in children with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2006.10.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=147

Fears and Phobias / James K. LUISELLI

Public ISBD in Teaching and Behavior Support for Children and Adults with Autism Spectrum Disorder / James K. LUISELLI Titre : Fears and Phobias Type de document : Texte imprimé et/ou numérique Auteurs : James K. LUISELLI, Auteur Année de publication : 2011 Importance : p.159-164 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 Fears and Phobias [Texte imprimé et/ou numérique] / James K. LUISELLI, Auteur . - 2011 . - p.159-164. 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

Exemplaires

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aucun exemplaire

Home-Based Behavioral Intervention for Young Children with Autism/Pervasive Developmental Disorder: A Preliminary Evaluation of Outcome in Relation to Child Age and Intensity of Service Delivery / James K. LUISELLI in Autism, 4-4 (December 2000)  

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Teaching and Behavior Support for Children and Adults with Autism Spectrum Disorder / James K. LUISELLI

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Training Parents and Other Care-Providers / James K. LUISELLI

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What is the Best Way to Treat Self-Injury, Aggression, and Stereotypy in ASC? / James K. LUISELLI

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