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3 recherche sur le mot-clé 'Generalization, Psychological'
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Using Generalization-Enhanced Behavioral Skills Training to Teach Poison Safety Skills to Children with Autism / E. MOROSOHK in Journal of Autism and Developmental Disorders, 52-1 (January 2022)
[article]
Titre : Using Generalization-Enhanced Behavioral Skills Training to Teach Poison Safety Skills to Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : E. MOROSOHK, Auteur ; R. MILTENBERGER, Auteur Article en page(s) : p.283-290 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Autistic Disorder/therapy Child Child, Preschool Generalization, Psychological Humans Poisons Teaching Autism Poison safety Safety skills Index. décimale : PER Périodiques Résumé : It is important for children to learn safety skills, especially involving dangerous stimuli such as medicine that can be found in almost every household. This study examined a generalization-enhanced behavioral skills training package to teach children with autism poison safety skills. Three children ages 4- to 10-years-old received generalization enhanced BST to teach the safety skills required when they found pills. In situ assessments were conducted both in home and in the clinic to examine whether the skills generalized to the natural setting. All children engaged in the safety skills following training. The results of this study indicated that generalization enhanced BST is an effective method of teaching poison safety skills to children with autism. En ligne : http://dx.doi.org/10.1007/s10803-021-04938-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454
in Journal of Autism and Developmental Disorders > 52-1 (January 2022) . - p.283-290[article] Using Generalization-Enhanced Behavioral Skills Training to Teach Poison Safety Skills to Children with Autism [Texte imprimé et/ou numérique] / E. MOROSOHK, Auteur ; R. MILTENBERGER, Auteur . - p.283-290.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-1 (January 2022) . - p.283-290
Mots-clés : Autism Spectrum Disorder Autistic Disorder/therapy Child Child, Preschool Generalization, Psychological Humans Poisons Teaching Autism Poison safety Safety skills Index. décimale : PER Périodiques Résumé : It is important for children to learn safety skills, especially involving dangerous stimuli such as medicine that can be found in almost every household. This study examined a generalization-enhanced behavioral skills training package to teach children with autism poison safety skills. Three children ages 4- to 10-years-old received generalization enhanced BST to teach the safety skills required when they found pills. In situ assessments were conducted both in home and in the clinic to examine whether the skills generalized to the natural setting. All children engaged in the safety skills following training. The results of this study indicated that generalization enhanced BST is an effective method of teaching poison safety skills to children with autism. En ligne : http://dx.doi.org/10.1007/s10803-021-04938-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 The Efficacy of Pivotal Response Treatment in Teaching Question-Asking Initiations to Young Turkish Children with Autism Spectrum Disorder / G. BOZKUS-GENC in Journal of Autism and Developmental Disorders, 51-11 (November 2021)
[article]
Titre : The Efficacy of Pivotal Response Treatment in Teaching Question-Asking Initiations to Young Turkish Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : G. BOZKUS-GENC, Auteur ; S. YUCESOY-OZKAN, Auteur Article en page(s) : p.3868-3886 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy Child Cognition Generalization, Psychological Humans Language Language Development Autism spectrum disorder Motivation Pivotal response treatment Question-asking Self-initiation Index. décimale : PER Périodiques Résumé : In the present study, a concurrent multiple baseline design across participants was used to evaluate the efficacy of pivotal response treatment (PRT) on the acquisition, maintenance, and generalization of the question-asking initiations by four children with autism spectrum disorder (ASD). The researchers also examined whether the implementation of PRT resulted in collateral changes in language development and other areas of development. The results of this study indicate that PRT is highly effective in teaching question-asking initiations. Participating children with ASD were able to generalize in natural settings and maintain long-term question-asking initiations. Furthermore, PRT resulted in positive collateral changes in language and other areas of development. Implications for future research and practice are then discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04848-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454
in Journal of Autism and Developmental Disorders > 51-11 (November 2021) . - p.3868-3886[article] The Efficacy of Pivotal Response Treatment in Teaching Question-Asking Initiations to Young Turkish Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / G. BOZKUS-GENC, Auteur ; S. YUCESOY-OZKAN, Auteur . - p.3868-3886.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-11 (November 2021) . - p.3868-3886
Mots-clés : Autism Spectrum Disorder/therapy Child Cognition Generalization, Psychological Humans Language Language Development Autism spectrum disorder Motivation Pivotal response treatment Question-asking Self-initiation Index. décimale : PER Périodiques Résumé : In the present study, a concurrent multiple baseline design across participants was used to evaluate the efficacy of pivotal response treatment (PRT) on the acquisition, maintenance, and generalization of the question-asking initiations by four children with autism spectrum disorder (ASD). The researchers also examined whether the implementation of PRT resulted in collateral changes in language development and other areas of development. The results of this study indicate that PRT is highly effective in teaching question-asking initiations. Participating children with ASD were able to generalize in natural settings and maintain long-term question-asking initiations. Furthermore, PRT resulted in positive collateral changes in language and other areas of development. Implications for future research and practice are then discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04848-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 Using Two Formats of a Social Story to Increase the Verbal Initiations and On-Topic Responses of Two Adolescents with Autism Spectrum Disorders / Nicole ANTHONY in Journal of Autism and Developmental Disorders, 52-9 (September 2022)
[article]
Titre : Using Two Formats of a Social Story to Increase the Verbal Initiations and On-Topic Responses of Two Adolescents with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Nicole ANTHONY, Auteur ; Jonna BOBZIEN, Auteur Article en page(s) : p.4138-4149 Langues : Anglais (eng) Mots-clés : Adolescent Autism Spectrum Disorder/therapy Generalization, Psychological Humans Parents Adolescents Autism Initiations On-topic responses Social stories Index. décimale : PER Périodiques Résumé : This research used an alternating treatment design to investigate the relative effectiveness of participant specific social stories delivered using two distinct formats (i.e., technology-based, paper/book), on increasing the frequency of initiations and responses of two adolescents with ASD. Visual analysis of baseline, intervention, maintenance, and generalization data results indicated the intervention increased the frequency of initiations and on-topic responses regardless of delivery format; however, calculation of Percentage of Nonoverlapping Pairs and TAU-U for both formats indicated variable levels of effectiveness for each condition, with ranges of 43-86% and 0.02381-0.76190 respectively. Finally, despite varied results, both participants preferred the technology-based social story format and parents of both participants agreed the social story intervention increased communicative skills. En ligne : http://dx.doi.org/10.1007/s10803-021-05298-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486
in Journal of Autism and Developmental Disorders > 52-9 (September 2022) . - p.4138-4149[article] Using Two Formats of a Social Story to Increase the Verbal Initiations and On-Topic Responses of Two Adolescents with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Nicole ANTHONY, Auteur ; Jonna BOBZIEN, Auteur . - p.4138-4149.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-9 (September 2022) . - p.4138-4149
Mots-clés : Adolescent Autism Spectrum Disorder/therapy Generalization, Psychological Humans Parents Adolescents Autism Initiations On-topic responses Social stories Index. décimale : PER Périodiques Résumé : This research used an alternating treatment design to investigate the relative effectiveness of participant specific social stories delivered using two distinct formats (i.e., technology-based, paper/book), on increasing the frequency of initiations and responses of two adolescents with ASD. Visual analysis of baseline, intervention, maintenance, and generalization data results indicated the intervention increased the frequency of initiations and on-topic responses regardless of delivery format; however, calculation of Percentage of Nonoverlapping Pairs and TAU-U for both formats indicated variable levels of effectiveness for each condition, with ranges of 43-86% and 0.02381-0.76190 respectively. Finally, despite varied results, both participants preferred the technology-based social story format and parents of both participants agreed the social story intervention increased communicative skills. En ligne : http://dx.doi.org/10.1007/s10803-021-05298-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486