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The effects of instructions, rehearsal, modeling, and feedback on acquisition and generalization of staff use of discrete trial teaching and student correct responses / Randi A. SAROKOFF in Research in Autism Spectrum Disorders, 2-1 (January/March 2008)
[article]
Titre : The effects of instructions, rehearsal, modeling, and feedback on acquisition and generalization of staff use of discrete trial teaching and student correct responses Type de document : Texte imprimé et/ou numérique Auteurs : Randi A. SAROKOFF, Auteur ; Peter STURMEY, Auteur Année de publication : 2008 Article en page(s) : p.125-136 Langues : Anglais (eng) Mots-clés : Discrete-trial-teaching Staff-training Behavioral-skills-training Index. décimale : PER Périodiques Résumé : A limited number of studies have investigated the effects of behavioral skills training (BST) on staff acquisition and generalization of discrete trial teaching (DTT) and student behavior. BST was used to improve three staff's use of DTT interactions with four children with autism. A multiple baseline design across participants was used to assess the effects of the intervention on staff and student performance. All three staff acquired DTT skills with one child and one set of teaching programming. Staff also demonstrated improved accuracy in their use of DTT following training sessions and during follow-up sessions with students and programs that were not involved in staff training. Student performance on presented tasks also improved following staff improvement in implementation of DTT. Staff rated the training as very socially valid. This shows that BST may result in generalization of staff performance to novel students and novel teaching tasks. BST was highly effective, efficient, and acceptable. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.04.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=330
in Research in Autism Spectrum Disorders > 2-1 (January/March 2008) . - p.125-136[article] The effects of instructions, rehearsal, modeling, and feedback on acquisition and generalization of staff use of discrete trial teaching and student correct responses [Texte imprimé et/ou numérique] / Randi A. SAROKOFF, Auteur ; Peter STURMEY, Auteur . - 2008 . - p.125-136.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 2-1 (January/March 2008) . - p.125-136
Mots-clés : Discrete-trial-teaching Staff-training Behavioral-skills-training Index. décimale : PER Périodiques Résumé : A limited number of studies have investigated the effects of behavioral skills training (BST) on staff acquisition and generalization of discrete trial teaching (DTT) and student behavior. BST was used to improve three staff's use of DTT interactions with four children with autism. A multiple baseline design across participants was used to assess the effects of the intervention on staff and student performance. All three staff acquired DTT skills with one child and one set of teaching programming. Staff also demonstrated improved accuracy in their use of DTT following training sessions and during follow-up sessions with students and programs that were not involved in staff training. Student performance on presented tasks also improved following staff improvement in implementation of DTT. Staff rated the training as very socially valid. This shows that BST may result in generalization of staff performance to novel students and novel teaching tasks. BST was highly effective, efficient, and acceptable. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.04.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=330 The effects of intranasal oxytocin on reward circuitry responses in children with autism spectrum disorder / R. K. GREENE in Journal of Neurodevelopmental Disorders, 10-1 (December 2018)
[article]
Titre : The effects of intranasal oxytocin on reward circuitry responses in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : R. K. GREENE, Auteur ; M. SPANOS, Auteur ; C. ALDERMAN, Auteur ; E. WALSH, Auteur ; Joshua BIZZELL, Auteur ; M. G. MOSNER, Auteur ; J. L. KINARD, Auteur ; G. D. STUBER, Auteur ; Tara CHANDRASEKHAR, Auteur ; L. C. POLITTE, Auteur ; L. SIKICH, Auteur ; Gabriel S. DICHTER, Auteur Année de publication : 2018 Article en page(s) : 12 p. Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Oxytocin Reward fMRI Index. décimale : PER Périodiques Résumé : BACKGROUND: Intranasal oxytocin (OT) has been shown to improve social communication functioning of individuals with autism spectrum disorder (ASD) and, thus, has received considerable interest as a potential ASD therapeutic agent. Although preclinical research indicates that OT modulates the functional output of the mesocorticolimbic dopamine system that processes rewards, no clinical brain imaging study to date has examined the effects of OT on this system using a reward processing paradigm. To address this, we used an incentive delay task to examine the effects of a single dose of intranasal OT, versus placebo (PLC), on neural responses to social and nonsocial rewards in children with ASD. METHODS: In this placebo-controlled double-blind study, 28 children and adolescents with ASD (age: M = 13.43 years, SD = 2.36) completed two fMRI scans, one after intranasal OT administration and one after PLC administration. During both scanning sessions, participants completed social and nonsocial incentive delay tasks. Task-based neural activation and connectivity were examined to assess the impact of OT relative to PLC on mesocorticolimbic brain responses to social and nonsocial reward anticipation and outcomes. RESULTS: Central analyses compared the OT and PLC conditions. During nonsocial reward anticipation, there was greater activation in the right nucleus accumbens (NAcc), left anterior cingulate cortex (ACC), bilateral orbital frontal cortex (OFC), left superior frontal cortex, and right frontal pole (FP) during the OT condition relative to PLC. Alternatively, during social reward anticipation and outcomes, there were no significant increases in brain activation during the OT condition relative to PLC. A Treatment Group x Reward Condition interaction revealed relatively greater activation in the right NAcc, right caudate nucleus, left ACC, and right OFC during nonsocial relative to social reward anticipation during the OT condition relative to PLC. Additionally, these analyses revealed greater activation during nonsocial reward outcomes during the OT condition relative to PLC in the right OFC and left FP. Finally, functional connectivity analyses generally revealed changes in frontostriatal connections during the OT condition relative to PLC in response to nonsocial, but not social, rewards. CONCLUSIONS: The effects of intranasal OT administration on mesocorticolimbic brain systems that process rewards in ASD were observable primarily during the processing of nonsocial incentive salience stimuli. These findings have implications for understanding the effects of OT on neural systems that process rewards, as well as for experimental trials of novel ASD treatments developed to ameliorate social communication impairments in ASD. En ligne : http://dx.doi.org/10.1186/s11689-018-9228-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386
in Journal of Neurodevelopmental Disorders > 10-1 (December 2018) . - 12 p.[article] The effects of intranasal oxytocin on reward circuitry responses in children with autism spectrum disorder [Texte imprimé et/ou numérique] / R. K. GREENE, Auteur ; M. SPANOS, Auteur ; C. ALDERMAN, Auteur ; E. WALSH, Auteur ; Joshua BIZZELL, Auteur ; M. G. MOSNER, Auteur ; J. L. KINARD, Auteur ; G. D. STUBER, Auteur ; Tara CHANDRASEKHAR, Auteur ; L. C. POLITTE, Auteur ; L. SIKICH, Auteur ; Gabriel S. DICHTER, Auteur . - 2018 . - 12 p.
Langues : Anglais (eng)
in Journal of Neurodevelopmental Disorders > 10-1 (December 2018) . - 12 p.
Mots-clés : Autism spectrum disorder Oxytocin Reward fMRI Index. décimale : PER Périodiques Résumé : BACKGROUND: Intranasal oxytocin (OT) has been shown to improve social communication functioning of individuals with autism spectrum disorder (ASD) and, thus, has received considerable interest as a potential ASD therapeutic agent. Although preclinical research indicates that OT modulates the functional output of the mesocorticolimbic dopamine system that processes rewards, no clinical brain imaging study to date has examined the effects of OT on this system using a reward processing paradigm. To address this, we used an incentive delay task to examine the effects of a single dose of intranasal OT, versus placebo (PLC), on neural responses to social and nonsocial rewards in children with ASD. METHODS: In this placebo-controlled double-blind study, 28 children and adolescents with ASD (age: M = 13.43 years, SD = 2.36) completed two fMRI scans, one after intranasal OT administration and one after PLC administration. During both scanning sessions, participants completed social and nonsocial incentive delay tasks. Task-based neural activation and connectivity were examined to assess the impact of OT relative to PLC on mesocorticolimbic brain responses to social and nonsocial reward anticipation and outcomes. RESULTS: Central analyses compared the OT and PLC conditions. During nonsocial reward anticipation, there was greater activation in the right nucleus accumbens (NAcc), left anterior cingulate cortex (ACC), bilateral orbital frontal cortex (OFC), left superior frontal cortex, and right frontal pole (FP) during the OT condition relative to PLC. Alternatively, during social reward anticipation and outcomes, there were no significant increases in brain activation during the OT condition relative to PLC. A Treatment Group x Reward Condition interaction revealed relatively greater activation in the right NAcc, right caudate nucleus, left ACC, and right OFC during nonsocial relative to social reward anticipation during the OT condition relative to PLC. Additionally, these analyses revealed greater activation during nonsocial reward outcomes during the OT condition relative to PLC in the right OFC and left FP. Finally, functional connectivity analyses generally revealed changes in frontostriatal connections during the OT condition relative to PLC in response to nonsocial, but not social, rewards. CONCLUSIONS: The effects of intranasal OT administration on mesocorticolimbic brain systems that process rewards in ASD were observable primarily during the processing of nonsocial incentive salience stimuli. These findings have implications for understanding the effects of OT on neural systems that process rewards, as well as for experimental trials of novel ASD treatments developed to ameliorate social communication impairments in ASD. En ligne : http://dx.doi.org/10.1186/s11689-018-9228-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386 The effects of item preference and token reinforcement on sharing behavior exhibited by children with autism spectrum disorder / Caitlin GILLEY in Research in Autism Spectrum Disorders, 8-11 (November 2014)
[article]
Titre : The effects of item preference and token reinforcement on sharing behavior exhibited by children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Caitlin GILLEY, Auteur ; Joel E. RINGDAHL, Auteur Article en page(s) : p.1425-1433 Langues : Anglais (eng) Mots-clés : Social skills Autism spectrum disorder Children Token economy Item preference Sharing Index. décimale : PER Périodiques Résumé : The current studies evaluated variables affecting sharing exhibited by children with autism spectrum disorder. Study 1 evaluated the effects of manipulating item preference on the level of assistance needed to exhibit sharing behavior for 4 children with autism. Item preference clearly affected 2 participants’ percentage of independent sharing. Preference did not have as clear of an effect for a third participant. However, sharing a high-preference item generally required a higher level of prompting (e.g., vocal prompts) to share. The fourth participant's percentage of independent sharing was not influenced by preference, and his independent sharing behavior was similar across item preference. Study 2 assessed the effectiveness of a token reinforcement procedure as an intervention designed to increase independent sharing of high-preference items for the two participants who did not independently share those items during Study 1. Independent sharing increased for both participants when the token procedure was in place and decreased when it was removed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.07.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241
in Research in Autism Spectrum Disorders > 8-11 (November 2014) . - p.1425-1433[article] The effects of item preference and token reinforcement on sharing behavior exhibited by children with autism spectrum disorder [Texte imprimé et/ou numérique] / Caitlin GILLEY, Auteur ; Joel E. RINGDAHL, Auteur . - p.1425-1433.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 8-11 (November 2014) . - p.1425-1433
Mots-clés : Social skills Autism spectrum disorder Children Token economy Item preference Sharing Index. décimale : PER Périodiques Résumé : The current studies evaluated variables affecting sharing exhibited by children with autism spectrum disorder. Study 1 evaluated the effects of manipulating item preference on the level of assistance needed to exhibit sharing behavior for 4 children with autism. Item preference clearly affected 2 participants’ percentage of independent sharing. Preference did not have as clear of an effect for a third participant. However, sharing a high-preference item generally required a higher level of prompting (e.g., vocal prompts) to share. The fourth participant's percentage of independent sharing was not influenced by preference, and his independent sharing behavior was similar across item preference. Study 2 assessed the effectiveness of a token reinforcement procedure as an intervention designed to increase independent sharing of high-preference items for the two participants who did not independently share those items during Study 1. Independent sharing increased for both participants when the token procedure was in place and decreased when it was removed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.07.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241 The effects of JASPER intervention for children with autism spectrum disorder: A systematic review / H. WADDINGTON in Autism, 25-8 (November 2021)
[article]
Titre : The effects of JASPER intervention for children with autism spectrum disorder: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : H. WADDINGTON, Auteur ; J. E. REYNOLDS, Auteur ; E. MACASKILL, Auteur ; S. CURTIS, Auteur ; L. J. TAYLOR, Auteur ; Andrew J. O. WHITEHOUSE, Auteur Article en page(s) : p.2370-2385 Langues : Anglais (eng) Mots-clés : Attention Autism Spectrum Disorder/drug therapy Behavior Therapy Child Child, Preschool Humans Parent-Child Relations Parents JASPER intervention autism spectrum disorder early intervention play-based intervention symbolic play Index. décimale : PER Périodiques Résumé : Naturalistic developmental behavioural interventions are promising approaches for young children with, or suspected of having, autism spectrum disorder. Joint attention, symbolic play, engagement and regulation intervention (JASPER) is a well-researched naturalistic developmental behavioural intervention but, to date, no reviews have specifically evaluated its effects. This systematic literature review examined the effects of JASPER intervention and its components on child, parent and educator outcomes. Of the 96 articles screened, 19 were eligible for inclusion in the review. Most studies found that children who received JASPER intervention showed significantly greater improvements in at least one outcome related to child joint attention, joint engagement, play skills and language skills compared to the comparison group. Implementation outcomes for parents and educators were generally positive. There were no consistent predictors or mediators of treatment effects. None of the studies met all of the quality indicators outlined by the Council of Exceptional Children, and the majority of outcome measures were classified as proximal. Overall, JASPER intervention appears promising in improving child outcomes directly targeted during treatment. More research is needed to determine whether it is also effective in improving a wider range of outcomes for children with autism spectrum disorder.Lay abstractInterventions which are delivered in natural contexts and use both developmental and behavioural techniques may be helpful for children with, or suspected of having, autism spectrum disorder. Joint attention, symbolic play, engagement and regulation (JASPER) is a type of intervention, which falls under this category. Although several studies have examined the effects of JASPER, this has not yet been summarised in a review. This systematic literature review examined the effects of JASPER intervention, and the techniques that make up JASPER, on child, parent and educator outcomes. We screened 96 articles and, of these, 19 were included in the review. Most studies found that children who received JASPER intervention showed significantly greater improvements in at least one outcome related to child joint attention, joint engagement, play skills, and language skills compared to children who did not receive JASPER intervention. Parents and educators were mostly able to use the JASPER techniques. There were no consistent child, parent, teacher or treatment characteristics that influenced the effects of the JASPER intervention. None of the studies met all of the indicators of being a good quality study outlined by the Council of Exceptional Children. Overall, JASPER intervention appears promising in improving child outcomes directly targeted during treatment. More research is needed to determine whether it is also effective in improving a wider range of outcomes for children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/13623613211019162 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451
in Autism > 25-8 (November 2021) . - p.2370-2385[article] The effects of JASPER intervention for children with autism spectrum disorder: A systematic review [Texte imprimé et/ou numérique] / H. WADDINGTON, Auteur ; J. E. REYNOLDS, Auteur ; E. MACASKILL, Auteur ; S. CURTIS, Auteur ; L. J. TAYLOR, Auteur ; Andrew J. O. WHITEHOUSE, Auteur . - p.2370-2385.
Langues : Anglais (eng)
in Autism > 25-8 (November 2021) . - p.2370-2385
Mots-clés : Attention Autism Spectrum Disorder/drug therapy Behavior Therapy Child Child, Preschool Humans Parent-Child Relations Parents JASPER intervention autism spectrum disorder early intervention play-based intervention symbolic play Index. décimale : PER Périodiques Résumé : Naturalistic developmental behavioural interventions are promising approaches for young children with, or suspected of having, autism spectrum disorder. Joint attention, symbolic play, engagement and regulation intervention (JASPER) is a well-researched naturalistic developmental behavioural intervention but, to date, no reviews have specifically evaluated its effects. This systematic literature review examined the effects of JASPER intervention and its components on child, parent and educator outcomes. Of the 96 articles screened, 19 were eligible for inclusion in the review. Most studies found that children who received JASPER intervention showed significantly greater improvements in at least one outcome related to child joint attention, joint engagement, play skills and language skills compared to the comparison group. Implementation outcomes for parents and educators were generally positive. There were no consistent predictors or mediators of treatment effects. None of the studies met all of the quality indicators outlined by the Council of Exceptional Children, and the majority of outcome measures were classified as proximal. Overall, JASPER intervention appears promising in improving child outcomes directly targeted during treatment. More research is needed to determine whether it is also effective in improving a wider range of outcomes for children with autism spectrum disorder.Lay abstractInterventions which are delivered in natural contexts and use both developmental and behavioural techniques may be helpful for children with, or suspected of having, autism spectrum disorder. Joint attention, symbolic play, engagement and regulation (JASPER) is a type of intervention, which falls under this category. Although several studies have examined the effects of JASPER, this has not yet been summarised in a review. This systematic literature review examined the effects of JASPER intervention, and the techniques that make up JASPER, on child, parent and educator outcomes. We screened 96 articles and, of these, 19 were included in the review. Most studies found that children who received JASPER intervention showed significantly greater improvements in at least one outcome related to child joint attention, joint engagement, play skills, and language skills compared to children who did not receive JASPER intervention. Parents and educators were mostly able to use the JASPER techniques. There were no consistent child, parent, teacher or treatment characteristics that influenced the effects of the JASPER intervention. None of the studies met all of the indicators of being a good quality study outlined by the Council of Exceptional Children. Overall, JASPER intervention appears promising in improving child outcomes directly targeted during treatment. More research is needed to determine whether it is also effective in improving a wider range of outcomes for children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/13623613211019162 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 The Effects of Lag Schedules of Reinforcement on Social Skill Accuracy and Variability / Keith C. RADLEY in Focus on Autism and Other Developmental Disabilities, 34-2 (June 2019)
[article]
Titre : The Effects of Lag Schedules of Reinforcement on Social Skill Accuracy and Variability Type de document : Texte imprimé et/ou numérique Auteurs : Keith C. RADLEY, Auteur ; James W. MOORE, Auteur ; Evan H. DART, Auteur ; W. Blake FORD, Auteur ; Kate A. HELBIG, Auteur Article en page(s) : p.67-80 Langues : Anglais (eng) Mots-clés : lag schedule social skills socialization Index. décimale : PER Périodiques Résumé : Five participants with autism spectrum disorder (ASD) between the ages of 10 and 14 years attended a twice-weekly social skills group for 8 weeks. A multiple probe design across skills with concurrent replication across participants was utilized to assess the effects of social skills training using multiple exemplars and lag schedules on social skill variability. Prior to intervention, participants demonstrated low levels of skill accuracy and appropriate variability. Training with one and three exemplars of target skills without lag schedules resulted in no to small increases in appropriate variability, despite increases in skill accuracy. Following introduction of lag schedules, substantial increases were observed. Post-intervention rating scales completed by parents of participants indicated improvements in social functioning and reductions in repetitive behavior. En ligne : http://dx.doi.org/10.1177/1088357618811608 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397
in Focus on Autism and Other Developmental Disabilities > 34-2 (June 2019) . - p.67-80[article] The Effects of Lag Schedules of Reinforcement on Social Skill Accuracy and Variability [Texte imprimé et/ou numérique] / Keith C. RADLEY, Auteur ; James W. MOORE, Auteur ; Evan H. DART, Auteur ; W. Blake FORD, Auteur ; Kate A. HELBIG, Auteur . - p.67-80.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 34-2 (June 2019) . - p.67-80
Mots-clés : lag schedule social skills socialization Index. décimale : PER Périodiques Résumé : Five participants with autism spectrum disorder (ASD) between the ages of 10 and 14 years attended a twice-weekly social skills group for 8 weeks. A multiple probe design across skills with concurrent replication across participants was utilized to assess the effects of social skills training using multiple exemplars and lag schedules on social skill variability. Prior to intervention, participants demonstrated low levels of skill accuracy and appropriate variability. Training with one and three exemplars of target skills without lag schedules resulted in no to small increases in appropriate variability, despite increases in skill accuracy. Following introduction of lag schedules, substantial increases were observed. Post-intervention rating scales completed by parents of participants indicated improvements in social functioning and reductions in repetitive behavior. En ligne : http://dx.doi.org/10.1177/1088357618811608 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397 The Effects of Maternal Epidural Anesthesia on Neonatal Behavior During the First Month / Carol M. SEPKOSKI in Developmental Medicine & Child Neurology, 34-12 (December 1992)
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PermalinkThe effects of maternal social phobia on mother–infant interactions and infant social responsiveness / Lynne MURRAY in Journal of Child Psychology and Psychiatry, 48-1 (January 2007)
PermalinkThe effects of methylphenidate on the mother-child interactions of hyperactive identical twins / Charles E. CUNNINGHAM in Developmental Medicine & Child Neurology, 20-5 (October 1978)
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PermalinkThe Effects of Multivitamins and Minerals on Children with Down Syndrome / Reetta T. BIDDER in Developmental Medicine & Child Neurology, 31-4 (August 1989)
PermalinkThe effects of a parent-focused intervention for children with a recent diagnosis of autism spectrum disorder on parenting stress and competence / Deb KEEN in Research in Autism Spectrum Disorders, 4-2 (April-June 2010)
PermalinkThe Effects of Parent Participation on Child Psychotherapy Outcome: A Meta-Analytic Review / Kathy A. DOWELL in Journal of Clinical Child & Adolescent Psychology, 39-2 (March-April 2010)
PermalinkThe Effects of PECS Teaching to Phase III on the Communicative Interactions between Children with Autism and their Teachers / Deborah CARR in Journal of Autism and Developmental Disorders, 37-4 (April 2007)
PermalinkThe Effects of a Peer-Delivered Social Skills Intervention for Adults with Comorbid Down Syndrome and Autism Spectrum Disorder / M. A. C. DAVIS in Journal of Autism and Developmental Disorders, 48-6 (June 2018)
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