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Reward Devaluation in Autistic Children and Adolescents with Complex Needs: A Feasibility Study / Anna LAMBRECHTS in Autism Research, 13-11 (November 2020)
[article]
Titre : Reward Devaluation in Autistic Children and Adolescents with Complex Needs: A Feasibility Study Type de document : Texte imprimé et/ou numérique Auteurs : Anna LAMBRECHTS, Auteur ; Jennifer L. COOK, Auteur ; Elliot A. LUDVIG, Auteur ; Eduardo ALONSO, Auteur ; Sophie ANNS, Auteur ; Maddison TAYLOR, Auteur ; Sebastian B GAIGG, Auteur Article en page(s) : p.1915-1928 Langues : Anglais (eng) Mots-clés : autism complex needs devaluation intellectual disability reward processing Index. décimale : PER Périodiques Résumé : Rewards act as a motivator for positive behavior and learning. Although compounding evidence indicates that reward processing operates differently in autistic individuals who do not have co-occurring learning disabilities, little is known about individuals who have such difficulties or other complex needs. This study aimed first to assess the feasibility of using an adapted reward devaluation paradigm to examine basic reward processes in this underrepresented population, and second to investigate whether autistic children and adolescents with complex needs would show dynamic behavioral changes in response to changes in the motivational value of a reward. Twenty-seven autistic children and adolescents with complex needs and 20 typically developing 5-year-old children took part in the study. Participants were presented with two visual cues on a touchscreen laptop, which triggered the delivery of a video, music, or physical reward. One of the rewards was then presented in abundance to decrease its motivational value. Participants showed decreased interest in the video and music rewards after devaluation. The experimental setup was found to be suitable to test individuals with complex needs, although recommendations are made for the use of physical rewards. The results suggest that autistic participants with complex needs demonstrate goal-directed behavior and that it is feasible to develop experimental paradigms that can shed important light on learning processes that are fundamental to many education and intervention strategies for this population. Autism Res 2020, 13: 1915-1928. © 2020 The Authors. Autism Research published by International Society for Autism Research and Wiley Periodicals LLC. LAY SUMMARY: We adapted an experimental task to conduct research with autistic children and adolescents with complex needs, who remain grossly underrepresented in autism research. We found that once a reward was presented in great quantity, participants were less motivated to obtain it, showing that they adapted their behavior to changes in the value of that reward. This is an important finding to help promote learning and design better interventions for this population. En ligne : http://dx.doi.org/10.1002/aur.2388 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433
in Autism Research > 13-11 (November 2020) . - p.1915-1928[article] Reward Devaluation in Autistic Children and Adolescents with Complex Needs: A Feasibility Study [Texte imprimé et/ou numérique] / Anna LAMBRECHTS, Auteur ; Jennifer L. COOK, Auteur ; Elliot A. LUDVIG, Auteur ; Eduardo ALONSO, Auteur ; Sophie ANNS, Auteur ; Maddison TAYLOR, Auteur ; Sebastian B GAIGG, Auteur . - p.1915-1928.
Langues : Anglais (eng)
in Autism Research > 13-11 (November 2020) . - p.1915-1928
Mots-clés : autism complex needs devaluation intellectual disability reward processing Index. décimale : PER Périodiques Résumé : Rewards act as a motivator for positive behavior and learning. Although compounding evidence indicates that reward processing operates differently in autistic individuals who do not have co-occurring learning disabilities, little is known about individuals who have such difficulties or other complex needs. This study aimed first to assess the feasibility of using an adapted reward devaluation paradigm to examine basic reward processes in this underrepresented population, and second to investigate whether autistic children and adolescents with complex needs would show dynamic behavioral changes in response to changes in the motivational value of a reward. Twenty-seven autistic children and adolescents with complex needs and 20 typically developing 5-year-old children took part in the study. Participants were presented with two visual cues on a touchscreen laptop, which triggered the delivery of a video, music, or physical reward. One of the rewards was then presented in abundance to decrease its motivational value. Participants showed decreased interest in the video and music rewards after devaluation. The experimental setup was found to be suitable to test individuals with complex needs, although recommendations are made for the use of physical rewards. The results suggest that autistic participants with complex needs demonstrate goal-directed behavior and that it is feasible to develop experimental paradigms that can shed important light on learning processes that are fundamental to many education and intervention strategies for this population. Autism Res 2020, 13: 1915-1928. © 2020 The Authors. Autism Research published by International Society for Autism Research and Wiley Periodicals LLC. LAY SUMMARY: We adapted an experimental task to conduct research with autistic children and adolescents with complex needs, who remain grossly underrepresented in autism research. We found that once a reward was presented in great quantity, participants were less motivated to obtain it, showing that they adapted their behavior to changes in the value of that reward. This is an important finding to help promote learning and design better interventions for this population. En ligne : http://dx.doi.org/10.1002/aur.2388 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433 The Development and Feasibility Study of a Multimodal 'Talking Wall' to Facilitate the Voice of Young People with Autism and Complex Needs: A Case Study in a Specialist Residential School / Norah RICHARDS in Journal of Autism and Developmental Disorders, 50-12 (December 2020)
[article]
Titre : The Development and Feasibility Study of a Multimodal 'Talking Wall' to Facilitate the Voice of Young People with Autism and Complex Needs: A Case Study in a Specialist Residential School Type de document : Texte imprimé et/ou numérique Auteurs : Norah RICHARDS, Auteur ; Laura CRANE, Auteur Article en page(s) : p.4267-4279 Langues : Anglais (eng) Mots-clés : Autism Communication Complex needs Intellectual disability Pupil voice Index. décimale : PER Périodiques Résumé : Limited research has examined methods to investigate the views, preferences and experiences of young people with autism and complex needs. The aim of this study, based at a specialist residential school in England, was to develop and pilot an innovative method for this purpose-a 'Talking Wall'-that was trialled over a 6-month period. Thematic analysis of data from focus groups and semi structured interviews with staff, combined with structured observations of pupils, resulted in three key themes: supporting the expression and evaluation of emotions that underlie preferences; recognising the impact of transitions; and the important role of familiar adults in interpreting communication bids. These positive, initial findings suggest the Talking Wall approach merits further development and evaluation. En ligne : http://dx.doi.org/10.1007/s10803-020-04476-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434
in Journal of Autism and Developmental Disorders > 50-12 (December 2020) . - p.4267-4279[article] The Development and Feasibility Study of a Multimodal 'Talking Wall' to Facilitate the Voice of Young People with Autism and Complex Needs: A Case Study in a Specialist Residential School [Texte imprimé et/ou numérique] / Norah RICHARDS, Auteur ; Laura CRANE, Auteur . - p.4267-4279.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-12 (December 2020) . - p.4267-4279
Mots-clés : Autism Communication Complex needs Intellectual disability Pupil voice Index. décimale : PER Périodiques Résumé : Limited research has examined methods to investigate the views, preferences and experiences of young people with autism and complex needs. The aim of this study, based at a specialist residential school in England, was to develop and pilot an innovative method for this purpose-a 'Talking Wall'-that was trialled over a 6-month period. Thematic analysis of data from focus groups and semi structured interviews with staff, combined with structured observations of pupils, resulted in three key themes: supporting the expression and evaluation of emotions that underlie preferences; recognising the impact of transitions; and the important role of familiar adults in interpreting communication bids. These positive, initial findings suggest the Talking Wall approach merits further development and evaluation. En ligne : http://dx.doi.org/10.1007/s10803-020-04476-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434