Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Détail de l'auteur
Auteur Phil REED |
Documents disponibles écrits par cet auteur (40)
Faire une suggestion Affiner la recherche
The analysis and treatment of problem behavior evoked by auditory stimulation / Sarah DEVLIN in Research in Autism Spectrum Disorders, 2-4 (October 2008)
[article]
Titre : The analysis and treatment of problem behavior evoked by auditory stimulation Type de document : Texte imprimé et/ou numérique Auteurs : Sarah DEVLIN, Auteur ; Phil REED, Auteur ; Olive HEALY, Auteur ; Geraldine LEADER, Auteur Année de publication : 2008 Article en page(s) : p.671-680 Langues : Anglais (eng) Mots-clés : Autism Auditory-stimulus-assessment Establishing-operations Differential-negative-reinforcement-of-other-behavior Music Index. décimale : PER Périodiques Résumé : The current study aimed to identify specific stimuli associated with music that served as an establishing operation (EO) for the problem behavior of a 6-year-old child with a diagnosis of autism. Specific EOs for problem behavior evoked by auditory stimulation could be identified. A differential negative reinforcement procedure was implemented for specific conditions that evoked problem behavior. Using a changing criterion and a differential negative reinforcement of other behavior, exposure to specific stimuli associated with music was gradually increased, and resulted in reductions in problem behavior to near zero levels. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.02.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=608
in Research in Autism Spectrum Disorders > 2-4 (October 2008) . - p.671-680[article] The analysis and treatment of problem behavior evoked by auditory stimulation [Texte imprimé et/ou numérique] / Sarah DEVLIN, Auteur ; Phil REED, Auteur ; Olive HEALY, Auteur ; Geraldine LEADER, Auteur . - 2008 . - p.671-680.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 2-4 (October 2008) . - p.671-680
Mots-clés : Autism Auditory-stimulus-assessment Establishing-operations Differential-negative-reinforcement-of-other-behavior Music Index. décimale : PER Périodiques Résumé : The current study aimed to identify specific stimuli associated with music that served as an establishing operation (EO) for the problem behavior of a 6-year-old child with a diagnosis of autism. Specific EOs for problem behavior evoked by auditory stimulation could be identified. A differential negative reinforcement procedure was implemented for specific conditions that evoked problem behavior. Using a changing criterion and a differential negative reinforcement of other behavior, exposure to specific stimuli associated with music was gradually increased, and resulted in reductions in problem behavior to near zero levels. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.02.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=608 The effect of parenting behaviors on subsequent child behavior problems in Autistic Spectrum Conditions / Lisa A. OSBORNE in Research in Autism Spectrum Disorders, 2-2 (April-June 2008)
[article]
Titre : The effect of parenting behaviors on subsequent child behavior problems in Autistic Spectrum Conditions Type de document : Texte imprimé et/ou numérique Auteurs : Lisa A. OSBORNE, Auteur ; Phil REED, Auteur ; Louise MCHUGH, Auteur ; Jo SAUNDERS, Auteur Année de publication : 2008 Article en page(s) : p.249-263 Langues : Anglais (eng) Mots-clés : Autistic-Spectrum-Conditions Parenting-behaviors Limit-setting Child-behavior-problems Parenting-stress Index. décimale : PER Périodiques Résumé : The current research explored the relationship between parenting behaviors in parents of children with Autistic Spectrum Conditions (ASC) and subsequent child behavior problems. The sample consisted of 72 children (aged 5–16 years) and their parents, who were assessed over a period of 9–10 months. There was a relationship between parenting behaviors and subsequent child behavior problems, but only for the parenting behavior of limit setting. The better the limit setting of the parents at baseline, the fewer child behavior problems were noted at follow-up. Finally, the parenting behavior of limit setting was found to mediate the relationship between parenting stress and subsequent child behavior problems. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.06.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=424
in Research in Autism Spectrum Disorders > 2-2 (April-June 2008) . - p.249-263[article] The effect of parenting behaviors on subsequent child behavior problems in Autistic Spectrum Conditions [Texte imprimé et/ou numérique] / Lisa A. OSBORNE, Auteur ; Phil REED, Auteur ; Louise MCHUGH, Auteur ; Jo SAUNDERS, Auteur . - 2008 . - p.249-263.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 2-2 (April-June 2008) . - p.249-263
Mots-clés : Autistic-Spectrum-Conditions Parenting-behaviors Limit-setting Child-behavior-problems Parenting-stress Index. décimale : PER Périodiques Résumé : The current research explored the relationship between parenting behaviors in parents of children with Autistic Spectrum Conditions (ASC) and subsequent child behavior problems. The sample consisted of 72 children (aged 5–16 years) and their parents, who were assessed over a period of 9–10 months. There was a relationship between parenting behaviors and subsequent child behavior problems, but only for the parenting behavior of limit setting. The better the limit setting of the parents at baseline, the fewer child behavior problems were noted at follow-up. Finally, the parenting behavior of limit setting was found to mediate the relationship between parenting stress and subsequent child behavior problems. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.06.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=424 The Effect of Stimulus Salience on Over-selectivity / Geraldine LEADER in Journal of Autism and Developmental Disorders, 39-2 (February 2009)
[article]
Titre : The Effect of Stimulus Salience on Over-selectivity Type de document : Texte imprimé et/ou numérique Auteurs : Geraldine LEADER, Auteur ; Phil REED, Auteur ; Ann LOUGHNANE, Auteur ; Claire MCMORELAND, Auteur Année de publication : 2009 Article en page(s) : p.330-338 Langues : Anglais (eng) Mots-clés : Over-selectivity Comparator-mechanism Stimulus-salience Extinction Index. décimale : PER Périodiques Résumé : The influence of stimulus salience on over-selective responding was investigated in the context of a comparator theory of over-selectivity. In Experiments 1 and 2, participants were presented with two cards, each displaying two colors. In comparison to matched control participants, participants with Autistic Spectrum Disorder (ASD) demonstrated more over-selectivity, which increased when the stimuli differed in salience. In Experiment 3, the over-selected color was extinguished, and the previously under-selected color emerged to control behavior. The results suggest that stimuli of different salience may trigger over-selectivity in individuals with ASD, and provide preliminary support that this may be due to the action of an over-sensitive comparator mechanism functioning at the retrieval level of processing. En ligne : http://dx.doi.org/10.1007/s10803-008-0626-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=684
in Journal of Autism and Developmental Disorders > 39-2 (February 2009) . - p.330-338[article] The Effect of Stimulus Salience on Over-selectivity [Texte imprimé et/ou numérique] / Geraldine LEADER, Auteur ; Phil REED, Auteur ; Ann LOUGHNANE, Auteur ; Claire MCMORELAND, Auteur . - 2009 . - p.330-338.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 39-2 (February 2009) . - p.330-338
Mots-clés : Over-selectivity Comparator-mechanism Stimulus-salience Extinction Index. décimale : PER Périodiques Résumé : The influence of stimulus salience on over-selective responding was investigated in the context of a comparator theory of over-selectivity. In Experiments 1 and 2, participants were presented with two cards, each displaying two colors. In comparison to matched control participants, participants with Autistic Spectrum Disorder (ASD) demonstrated more over-selectivity, which increased when the stimuli differed in salience. In Experiment 3, the over-selected color was extinguished, and the previously under-selected color emerged to control behavior. The results suggest that stimuli of different salience may trigger over-selectivity in individuals with ASD, and provide preliminary support that this may be due to the action of an over-sensitive comparator mechanism functioning at the retrieval level of processing. En ligne : http://dx.doi.org/10.1007/s10803-008-0626-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=684 The effects of a conversation prompt procedure on independent play / Kevin CONALLEN in Research in Autism Spectrum Disorders, 6-1 (January-March 2012)
[article]
Titre : The effects of a conversation prompt procedure on independent play Type de document : Texte imprimé et/ou numérique Auteurs : Kevin CONALLEN, Auteur ; Phil REED, Auteur Année de publication : 2012 Article en page(s) : p.365-377 Langues : Anglais (eng) Mots-clés : Conversation prompt Conditioned reinforcement Non-preferred play Private events Index. décimale : PER Périodiques Résumé : This study used a multiple baseline design (ABCAD) to determine whether teaching children with autistic spectrum disorders (ASD) to tact private events would function as a conditioned reinforcer for teaching non-preferred play activities. In this study, 10 children, aged between 5.3 and 8.9 years of age, were taught to tact a set of private events (e.g., fun, bored, easy, hard) after engaging in selected preferred, and non-preferred, play activities. These ‘typical’ language exchanges were built into existing individual activity play schedules, and were designed to prompt a conversational unit after a play period of up to 10 min. This conversational unit was designed to serve as a conditioned reinforcer for the activity under observation. The results show that having access to a set of tacts for putatively private events could function as a conditioned reinforcer when teaching non-preferred play activities, reduced off-task play behavior, while revealing a measurable increase in spontaneous language, emitted both during the targeted play sessions. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.06.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146
in Research in Autism Spectrum Disorders > 6-1 (January-March 2012) . - p.365-377[article] The effects of a conversation prompt procedure on independent play [Texte imprimé et/ou numérique] / Kevin CONALLEN, Auteur ; Phil REED, Auteur . - 2012 . - p.365-377.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-1 (January-March 2012) . - p.365-377
Mots-clés : Conversation prompt Conditioned reinforcement Non-preferred play Private events Index. décimale : PER Périodiques Résumé : This study used a multiple baseline design (ABCAD) to determine whether teaching children with autistic spectrum disorders (ASD) to tact private events would function as a conditioned reinforcer for teaching non-preferred play activities. In this study, 10 children, aged between 5.3 and 8.9 years of age, were taught to tact a set of private events (e.g., fun, bored, easy, hard) after engaging in selected preferred, and non-preferred, play activities. These ‘typical’ language exchanges were built into existing individual activity play schedules, and were designed to prompt a conversational unit after a play period of up to 10 min. This conversational unit was designed to serve as a conditioned reinforcer for the activity under observation. The results show that having access to a set of tacts for putatively private events could function as a conditioned reinforcer when teaching non-preferred play activities, reduced off-task play behavior, while revealing a measurable increase in spontaneous language, emitted both during the targeted play sessions. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.06.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146 The impact of using the “Preschool Inventory of Repertoires for Kindergarten” (PIRK®) on school outcomes of children with Autistic Spectrum Disorders / Emma M. WADDINGTON in Research in Autism Spectrum Disorders, 3-3 (July-September 2009)
[article]
Titre : The impact of using the “Preschool Inventory of Repertoires for Kindergarten” (PIRK®) on school outcomes of children with Autistic Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Emma M. WADDINGTON, Auteur ; Phil REED, Auteur Année de publication : 2009 Article en page(s) : p.809-827 Langues : Anglais (eng) Mots-clés : Special-education School-preparation ABA Index. décimale : PER Périodiques Résumé : The current studies investigated whether using the Preschool Inventory of Repertoires for Kindergarten (PIRK® [Greer, R. D, & McKorkle. (2003). Preschool Inventory of Repertoire for Kindergarten. Unpublished manuscript]) as a teaching curriculum had an impact on outcomes for children with ASD in special schools (Study 1), and on the ability of children to transfer from special to mainstream schools (Study 2). In Study 1 (special school) the results suggest improvement in both groups, however, the children taught the PIRK® curriculum made improvements in areas of behavior management, and mainstreaming social skills, which may prepare them better for a mainstream placement. The results from Study 2 suggest children who had received the PIRK® previously to attending mainstream schools showed improvements in communication, socialization, and daily living skills. The results are discussed with regards to future research into inclusion, and the use of the PIRK® as a preparation for entrance into a mainstream school. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.03.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=730
in Research in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.809-827[article] The impact of using the “Preschool Inventory of Repertoires for Kindergarten” (PIRK®) on school outcomes of children with Autistic Spectrum Disorders [Texte imprimé et/ou numérique] / Emma M. WADDINGTON, Auteur ; Phil REED, Auteur . - 2009 . - p.809-827.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.809-827
Mots-clés : Special-education School-preparation ABA Index. décimale : PER Périodiques Résumé : The current studies investigated whether using the Preschool Inventory of Repertoires for Kindergarten (PIRK® [Greer, R. D, & McKorkle. (2003). Preschool Inventory of Repertoire for Kindergarten. Unpublished manuscript]) as a teaching curriculum had an impact on outcomes for children with ASD in special schools (Study 1), and on the ability of children to transfer from special to mainstream schools (Study 2). In Study 1 (special school) the results suggest improvement in both groups, however, the children taught the PIRK® curriculum made improvements in areas of behavior management, and mainstreaming social skills, which may prepare them better for a mainstream placement. The results from Study 2 suggest children who had received the PIRK® previously to attending mainstream schools showed improvements in communication, socialization, and daily living skills. The results are discussed with regards to future research into inclusion, and the use of the PIRK® as a preparation for entrance into a mainstream school. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.03.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=730 The relationship between autism quotient, anxiety, and internet addiction / Michela ROMANO in Research in Autism Spectrum Disorders, 8-11 (November 2014)
PermalinkThe Return of the Reflex: Considerations of the Contribution of the Early Behaviorism to Understanding, Diagnosing, and Preventing Autism / Phil REED
PermalinkThe Role of Parenting Stress in Discrepancies Between Parent and Teacher Ratings of Behavior Problems in Young Children with Autism Spectrum Disorder / Phil REED in Journal of Autism and Developmental Disorders, 43-2 (February 2013)
PermalinkThe Study to Explore Early Development (SEED): A Multisite Epidemiologic Study of Autism by the Centers for Autism and Developmental Disabilities Research and Epidemiology (CADDRE) Network / Diana SCHENDEL in Journal of Autism and Developmental Disorders, 42-10 (October 2012)
PermalinkUnpredictability reduces over-selective responding of individuals with ASD who have language impairments / Phil REED in Research in Autism Spectrum Disorders, 57 (January 2019)
Permalink