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Targeting Question-Asking Initiations in College Students With ASD Using a Video-Feedback Intervention / Whitney J. DETAR in Focus on Autism and Other Developmental Disabilities, 35-4 (December 2020)
[article]
Titre : Targeting Question-Asking Initiations in College Students With ASD Using a Video-Feedback Intervention Type de document : Texte imprimé et/ou numérique Auteurs : Whitney J. DETAR, Auteur ; Ty W. VERNON, Auteur Article en page(s) : p.208-220 Langues : Anglais (eng) Mots-clés : Adults with autism spectrum disorder video modeling video feedback question-asking social initiations social skills Index. décimale : PER Périodiques Résumé : Social conversational vulnerabilities associated with autism spectrum disorders (ASDs) generally persist into young adulthood and have a detrimental impact on short- and long-term academic, vocational, and interpersonal success. In light of these challenges, there is a growing need for targeted interventions to improve the social competencies of this population. The current study examined the effects of a video-feedback intervention that targeted a key social conversational skill—making social initiations to one’s conversational partner. A multiple-baseline research design across three college students with ASD indicated that the use of video feedback to target question-asking initiations was associated with improvements in (a) total questions asked, (b) conversational pauses, (c) nonperseverative discussion, (d) conversational reciprocity, and (e) perceived confidence. These findings generalized across contexts and conversation partners, suggesting that this intervention strategy may hold promise for promoting key social competencies in young adults with ASD. En ligne : http://dx.doi.org/10.1177/1088357620943506 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434
in Focus on Autism and Other Developmental Disabilities > 35-4 (December 2020) . - p.208-220[article] Targeting Question-Asking Initiations in College Students With ASD Using a Video-Feedback Intervention [Texte imprimé et/ou numérique] / Whitney J. DETAR, Auteur ; Ty W. VERNON, Auteur . - p.208-220.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 35-4 (December 2020) . - p.208-220
Mots-clés : Adults with autism spectrum disorder video modeling video feedback question-asking social initiations social skills Index. décimale : PER Périodiques Résumé : Social conversational vulnerabilities associated with autism spectrum disorders (ASDs) generally persist into young adulthood and have a detrimental impact on short- and long-term academic, vocational, and interpersonal success. In light of these challenges, there is a growing need for targeted interventions to improve the social competencies of this population. The current study examined the effects of a video-feedback intervention that targeted a key social conversational skill—making social initiations to one’s conversational partner. A multiple-baseline research design across three college students with ASD indicated that the use of video feedback to target question-asking initiations was associated with improvements in (a) total questions asked, (b) conversational pauses, (c) nonperseverative discussion, (d) conversational reciprocity, and (e) perceived confidence. These findings generalized across contexts and conversation partners, suggesting that this intervention strategy may hold promise for promoting key social competencies in young adults with ASD. En ligne : http://dx.doi.org/10.1177/1088357620943506 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434 The Effectiveness of a Packaged Intervention Including Point-of-View Video Modeling in Teaching Social Initiation Skills to Children With Autism Spectrum Disorders / Jennifer Lee KOUO in Focus on Autism and Other Developmental Disabilities, 34-3 (September 2019)
[article]
Titre : The Effectiveness of a Packaged Intervention Including Point-of-View Video Modeling in Teaching Social Initiation Skills to Children With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer Lee KOUO, Auteur Article en page(s) : p.141-152 Langues : Anglais (eng) Mots-clés : autism spectrum disorder point-of-view video modeling first-person perspective video modeling social initiations greetings social communication and interaction Index. décimale : PER Périodiques Résumé : Deficits in social communication and interaction have been identified as distinguishing impairments for individuals with an autism spectrum disorder (ASD). As a pivotal skill, the successful development of social communication and interaction in individuals with ASD is a lifelong objective. Point-of-view video modeling (VM) has the potential to address these deficits. By presenting only what a person might see from his or her viewpoint, it may be more effective than other forms of VM, in limiting irrelevant stimuli and providing a clear frame of reference to facilitate imitation. The current study investigated the use of point-of-view VM in teaching social initiations (e.g., greetings). Using a multiple baseline across participants design, five kindergarten participants were taught greetings using a packaged intervention, which included point-of-view VM, video priming, verbal praise, reinforcement, and prompting. Immediately before and after viewing the entire point-of-view video model, the participants were evaluated on their greetings with a trained, typically developing peer serving as a communication partner. Specifically, the greetings involved participants’ abilities to shift their attention toward the peer who entered the room, maintain attention toward the peer, and engage in an appropriate greeting (e.g., hi, hello). Both generalization and maintenance were tested. Overall, the data suggest point-of-view VM is a promising intervention for increasing greetings. However, both generalization and maintenance were limited. Despite the limitations of the study and variable results, there are a number of implications moving forward for both practitioners and future researchers examining point-of-view modeling. En ligne : http://dx.doi.org/10.1177/1088357618815887 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405
in Focus on Autism and Other Developmental Disabilities > 34-3 (September 2019) . - p.141-152[article] The Effectiveness of a Packaged Intervention Including Point-of-View Video Modeling in Teaching Social Initiation Skills to Children With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Jennifer Lee KOUO, Auteur . - p.141-152.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 34-3 (September 2019) . - p.141-152
Mots-clés : autism spectrum disorder point-of-view video modeling first-person perspective video modeling social initiations greetings social communication and interaction Index. décimale : PER Périodiques Résumé : Deficits in social communication and interaction have been identified as distinguishing impairments for individuals with an autism spectrum disorder (ASD). As a pivotal skill, the successful development of social communication and interaction in individuals with ASD is a lifelong objective. Point-of-view video modeling (VM) has the potential to address these deficits. By presenting only what a person might see from his or her viewpoint, it may be more effective than other forms of VM, in limiting irrelevant stimuli and providing a clear frame of reference to facilitate imitation. The current study investigated the use of point-of-view VM in teaching social initiations (e.g., greetings). Using a multiple baseline across participants design, five kindergarten participants were taught greetings using a packaged intervention, which included point-of-view VM, video priming, verbal praise, reinforcement, and prompting. Immediately before and after viewing the entire point-of-view video model, the participants were evaluated on their greetings with a trained, typically developing peer serving as a communication partner. Specifically, the greetings involved participants’ abilities to shift their attention toward the peer who entered the room, maintain attention toward the peer, and engage in an appropriate greeting (e.g., hi, hello). Both generalization and maintenance were tested. Overall, the data suggest point-of-view VM is a promising intervention for increasing greetings. However, both generalization and maintenance were limited. Despite the limitations of the study and variable results, there are a number of implications moving forward for both practitioners and future researchers examining point-of-view modeling. En ligne : http://dx.doi.org/10.1177/1088357618815887 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405 Teaching Initiated Question Asking to Children with Autism Spectrum Disorder Through a Short-Term Parent-Mediated Program / Svetlana C. POPOVIC in Journal of Autism and Developmental Disorders, 50-10 (October 2020)
[article]
Titre : Teaching Initiated Question Asking to Children with Autism Spectrum Disorder Through a Short-Term Parent-Mediated Program Type de document : Texte imprimé et/ou numérique Auteurs : Svetlana C. POPOVIC, Auteur ; Elizabeth M. STARR, Auteur ; Lynn K. KOEGEL, Auteur Article en page(s) : p.3728-3738 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Parent training Pivotal response treatment Question asking Social initiations Index. décimale : PER Périodiques Résumé : This study investigated whether a brief parent-mediated intervention would increase the frequency of question asking in children with ASD. Mothers participated in a 3-week training consisting of 2-h sessions twice weekly. Data were collected in the context of concurrent multiple baseline design. Results demonstrate all three children increased frequency of question asking with two children maintaining gains. All three children demonstrated generalization of question asking to novel items, family members, and/or settings. Affect improved for two of the three children. Overall, mothers were able to reach Fidelity of Implementation during most sessions and rated the intervention as highly acceptable. Results are discussed in regard to the feasibility of providing a short-term parent-implemented intervention to increase social initiations through question asking. En ligne : http://dx.doi.org/10.1007/s10803-020-04426-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432
in Journal of Autism and Developmental Disorders > 50-10 (October 2020) . - p.3728-3738[article] Teaching Initiated Question Asking to Children with Autism Spectrum Disorder Through a Short-Term Parent-Mediated Program [Texte imprimé et/ou numérique] / Svetlana C. POPOVIC, Auteur ; Elizabeth M. STARR, Auteur ; Lynn K. KOEGEL, Auteur . - p.3728-3738.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-10 (October 2020) . - p.3728-3738
Mots-clés : Autism spectrum disorder Parent training Pivotal response treatment Question asking Social initiations Index. décimale : PER Périodiques Résumé : This study investigated whether a brief parent-mediated intervention would increase the frequency of question asking in children with ASD. Mothers participated in a 3-week training consisting of 2-h sessions twice weekly. Data were collected in the context of concurrent multiple baseline design. Results demonstrate all three children increased frequency of question asking with two children maintaining gains. All three children demonstrated generalization of question asking to novel items, family members, and/or settings. Affect improved for two of the three children. Overall, mothers were able to reach Fidelity of Implementation during most sessions and rated the intervention as highly acceptable. Results are discussed in regard to the feasibility of providing a short-term parent-implemented intervention to increase social initiations through question asking. En ligne : http://dx.doi.org/10.1007/s10803-020-04426-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432 The association between parental interaction style and children’s joint engagement in families with toddlers with autism / Stephanie Y. PATTERSON in Autism, 18-5 (July 2014)
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Titre : The association between parental interaction style and children’s joint engagement in families with toddlers with autism Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie Y. PATTERSON, Auteur ; Lauren ELDER, Auteur ; Amanda C. GULSRUD, Auteur ; Connie KASARI, Auteur Article en page(s) : p.511-518 Langues : Anglais (eng) Mots-clés : autism spectrum disorder joint engagement parental directiveness parental responsivity social initiations toddlers Index. décimale : PER Périodiques Résumé : Purpose: This study examines the relationship between parental interaction style (responsive vs directive) and child-initiated joint engagement within caregiver–child interactions with toddlers diagnosed with autism spectrum disorders.Method: Videotaped interactions of 85 toddler–caregiver dyads were coded for child engagement and both parental responsiveness and directiveness.Results: Altogether, children spent less than one-third of the interaction jointly engaged. After controlling for child characteristics, parental style was associated with the initiator (child or parent) of joint engagement. Specifically, responsiveness predicted total time in child-initiated joint engagement, while directiveness predicted total time in parent-initiated joint engagement. Children’s social behaviours were associated with child-initiated joint engagement.Discussion: Social initiations are a key target for children with autism spectrum disorders. Results demonstrate that child initiations and global social behaviour ratings are associated with parental responsivity. Responsivity may be a critical factor to facilitate children’s initiations. En ligne : http://dx.doi.org/10.1177/1362361313483595 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233
in Autism > 18-5 (July 2014) . - p.511-518[article] The association between parental interaction style and children’s joint engagement in families with toddlers with autism [Texte imprimé et/ou numérique] / Stephanie Y. PATTERSON, Auteur ; Lauren ELDER, Auteur ; Amanda C. GULSRUD, Auteur ; Connie KASARI, Auteur . - p.511-518.
Langues : Anglais (eng)
in Autism > 18-5 (July 2014) . - p.511-518
Mots-clés : autism spectrum disorder joint engagement parental directiveness parental responsivity social initiations toddlers Index. décimale : PER Périodiques Résumé : Purpose: This study examines the relationship between parental interaction style (responsive vs directive) and child-initiated joint engagement within caregiver–child interactions with toddlers diagnosed with autism spectrum disorders.Method: Videotaped interactions of 85 toddler–caregiver dyads were coded for child engagement and both parental responsiveness and directiveness.Results: Altogether, children spent less than one-third of the interaction jointly engaged. After controlling for child characteristics, parental style was associated with the initiator (child or parent) of joint engagement. Specifically, responsiveness predicted total time in child-initiated joint engagement, while directiveness predicted total time in parent-initiated joint engagement. Children’s social behaviours were associated with child-initiated joint engagement.Discussion: Social initiations are a key target for children with autism spectrum disorders. Results demonstrate that child initiations and global social behaviour ratings are associated with parental responsivity. Responsivity may be a critical factor to facilitate children’s initiations. En ligne : http://dx.doi.org/10.1177/1362361313483595 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 Using common interests to increase socialization between children with autism and their peers / Maithri SIVARAMAN in Research in Autism Spectrum Disorders, 51 (July 2018)
[article]
Titre : Using common interests to increase socialization between children with autism and their peers Type de document : Texte imprimé et/ou numérique Auteurs : Maithri SIVARAMAN, Auteur ; Tara A. FAHMIE, Auteur Article en page(s) : p.1-8 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders Preference Social initiations Social engagement Index. décimale : PER Périodiques Résumé : Background The social deficits associated with autism spectrum disorder (ASD) are considered important targets for intervention due to their influence on long-term outcomes. In the present study, we assessed whether identifying and incorporating common interests of children with ASD and their typically developing peers would result in increases in social engagement and initiations. Method Three children diagnosed with ASD were paired with three typically developing peers for the study. A separate multiple stimulus without replacement (MSWO) preference assessment was conducted for the child with ASD and the peer during the treatment to match interests. Data were collected on social engagement and initiations. A concurrent multiple probe design across participants was used to evaluate the effectiveness of the treatment. Results Results showed that the intervention produced rapid increases in social engagement and initiations for all participants, without any direct social skill training. These results were also maintained during the follow-up session. Two out of the three participants showed generalization of skills to the natural environment wherein common interests were not incorporated. Conclusions Our findings suggest that environmental manipulations in the form of incorporating choices of stimuli can increase socialization and generalization of skills. The treatment was effective at increasing social engagement without any intensive prompting for the participants of the study. En ligne : https://doi.org/10.1016/j.rasd.2018.03.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=362
in Research in Autism Spectrum Disorders > 51 (July 2018) . - p.1-8[article] Using common interests to increase socialization between children with autism and their peers [Texte imprimé et/ou numérique] / Maithri SIVARAMAN, Auteur ; Tara A. FAHMIE, Auteur . - p.1-8.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 51 (July 2018) . - p.1-8
Mots-clés : Autism spectrum disorders Preference Social initiations Social engagement Index. décimale : PER Périodiques Résumé : Background The social deficits associated with autism spectrum disorder (ASD) are considered important targets for intervention due to their influence on long-term outcomes. In the present study, we assessed whether identifying and incorporating common interests of children with ASD and their typically developing peers would result in increases in social engagement and initiations. Method Three children diagnosed with ASD were paired with three typically developing peers for the study. A separate multiple stimulus without replacement (MSWO) preference assessment was conducted for the child with ASD and the peer during the treatment to match interests. Data were collected on social engagement and initiations. A concurrent multiple probe design across participants was used to evaluate the effectiveness of the treatment. Results Results showed that the intervention produced rapid increases in social engagement and initiations for all participants, without any direct social skill training. These results were also maintained during the follow-up session. Two out of the three participants showed generalization of skills to the natural environment wherein common interests were not incorporated. Conclusions Our findings suggest that environmental manipulations in the form of incorporating choices of stimuli can increase socialization and generalization of skills. The treatment was effective at increasing social engagement without any intensive prompting for the participants of the study. En ligne : https://doi.org/10.1016/j.rasd.2018.03.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=362