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Brief Report: An Evaluation of TAGteach Components to Decrease Toe-Walking in a 4-Year-Old Child with Autism / Angela PERSICKE in Journal of Autism and Developmental Disorders, 44-4 (April 2014)
[article]
Titre : Brief Report: An Evaluation of TAGteach Components to Decrease Toe-Walking in a 4-Year-Old Child with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Angela PERSICKE, Auteur ; Marianne JACKSON, Auteur ; Amanda N. ADAMS, Auteur Année de publication : 2014 Article en page(s) : p.965-968 Langues : Anglais (eng) Mots-clés : Toe-walking TAGteach Autism Conditioned reinforcement Index. décimale : PER Périodiques Résumé : The current study evaluated the effectiveness of using a modified TAGteach™ procedure and correction to decrease toe-walking in a 4-year-old boy with autism. Two conditions were analyzed: correction alone and correction with an audible conditioned reinforcing stimulus. Correction alone produced minimal and inconsistent decreases in toe-walking but correction with an audible conditioned stimulus proved most effective in reducing this behavior. This has implications for decreasing toe-walking in other children with autism and may be easily used by teachers and parents. En ligne : http://dx.doi.org/10.1007/s10803-013-1934-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=228
in Journal of Autism and Developmental Disorders > 44-4 (April 2014) . - p.965-968[article] Brief Report: An Evaluation of TAGteach Components to Decrease Toe-Walking in a 4-Year-Old Child with Autism [Texte imprimé et/ou numérique] / Angela PERSICKE, Auteur ; Marianne JACKSON, Auteur ; Amanda N. ADAMS, Auteur . - 2014 . - p.965-968.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-4 (April 2014) . - p.965-968
Mots-clés : Toe-walking TAGteach Autism Conditioned reinforcement Index. décimale : PER Périodiques Résumé : The current study evaluated the effectiveness of using a modified TAGteach™ procedure and correction to decrease toe-walking in a 4-year-old boy with autism. Two conditions were analyzed: correction alone and correction with an audible conditioned reinforcing stimulus. Correction alone produced minimal and inconsistent decreases in toe-walking but correction with an audible conditioned stimulus proved most effective in reducing this behavior. This has implications for decreasing toe-walking in other children with autism and may be easily used by teachers and parents. En ligne : http://dx.doi.org/10.1007/s10803-013-1934-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=228 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 Facilitating Neurofeedback in Children with Autism and Intellectual Impairments Using TAGteach / K. LAMARCA in Journal of Autism and Developmental Disorders, 48-6 (June 2018)
[article]
Titre : Facilitating Neurofeedback in Children with Autism and Intellectual Impairments Using TAGteach Type de document : Texte imprimé et/ou numérique Auteurs : K. LAMARCA, Auteur ; R. GEVIRTZ, Auteur ; A. J. LINCOLN, Auteur ; J. A. PINEDA, Auteur Article en page(s) : p.2090-2100 Langues : Anglais (eng) Mots-clés : Auditory secondary reinforcement Autism Conditioned reinforcement Intellectual impairment Low-functioning Mirror neurons Mu rhythms Neurofeedback TAGteach Index. décimale : PER Périodiques Résumé : Individuals with autism and intellectual impairments tend to be excluded from research due to their difficulties with methodological compliance. This study focuses on using Teaching with Acoustic Guidance-TAGteach-to behaviorally prepare children with autism and a IQ = 80 to participate in a study on neurofeedback training (NFT). Seven children (ages 6-8) learned the prerequisite skills identified in a task analysis in an average of 5 h of TAGteach training, indicating that this is a feasible method of preparing intellectually-impaired children with autism to participate in NFT and task-dependent electroencephalography measures. TAGteach may thus have the potential to augment this population's ability to participate in less accessible treatments and behavioral neuroscientific studies. En ligne : http://dx.doi.org/10.1007/s10803-018-3466-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=362
in Journal of Autism and Developmental Disorders > 48-6 (June 2018) . - p.2090-2100[article] Facilitating Neurofeedback in Children with Autism and Intellectual Impairments Using TAGteach [Texte imprimé et/ou numérique] / K. LAMARCA, Auteur ; R. GEVIRTZ, Auteur ; A. J. LINCOLN, Auteur ; J. A. PINEDA, Auteur . - p.2090-2100.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-6 (June 2018) . - p.2090-2100
Mots-clés : Auditory secondary reinforcement Autism Conditioned reinforcement Intellectual impairment Low-functioning Mirror neurons Mu rhythms Neurofeedback TAGteach Index. décimale : PER Périodiques Résumé : Individuals with autism and intellectual impairments tend to be excluded from research due to their difficulties with methodological compliance. This study focuses on using Teaching with Acoustic Guidance-TAGteach-to behaviorally prepare children with autism and a IQ = 80 to participate in a study on neurofeedback training (NFT). Seven children (ages 6-8) learned the prerequisite skills identified in a task analysis in an average of 5 h of TAGteach training, indicating that this is a feasible method of preparing intellectually-impaired children with autism to participate in NFT and task-dependent electroencephalography measures. TAGteach may thus have the potential to augment this population's ability to participate in less accessible treatments and behavioral neuroscientific studies. En ligne : http://dx.doi.org/10.1007/s10803-018-3466-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=362