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Acquisition of peer manding and listener responding in young children with autism / Elizabeth R. LORAH in Research in Autism Spectrum Disorders, 8-2 (February 2014)
[article]
Titre : Acquisition of peer manding and listener responding in young children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth R. LORAH, Auteur ; Shawn P. GILROY, Auteur ; Philip N. HINELINE, Auteur Article en page(s) : p.61-67 Langues : Anglais (eng) Mots-clés : Mand Listener responding Picture communication Peer manding Autism Index. décimale : PER Périodiques Résumé : Abstract Individuals diagnosed with an autism spectrum disorder demonstrate impairments in communication and social interaction. The importance of acquiring those skills, especially as young children, has been well established in the literature. Peer-mediated interventions have recently received much attention; however, its use is contingent upon access to typically developing peers, which is not always the case in all educational settings. Thus, it is often necessary for specific instruction to occur for matched peers when conducting instruction for peer-mediated communication. However, strategies for teaching these skills have not adequately addressed the role of the listener, especially that of a matched peer, within the instructional setting. Listener responding is a required component for teaching this type of behavior, for without it these emerging skills may not produce reinforcement. Once taught, the communicative skills will require reinforcement from peer-listeners if those skills are to be maintained beyond the instructional setting. The current study arranged for young children with autism to play both the speaking and listening roles in the acquisition of peer-mediated communication (i.e., mand) skills, within a multiple baseline design. The study resulted in increases in independent peer manding and listener responding in all three children. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.10.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=221
in Research in Autism Spectrum Disorders > 8-2 (February 2014) . - p.61-67[article] Acquisition of peer manding and listener responding in young children with autism [Texte imprimé et/ou numérique] / Elizabeth R. LORAH, Auteur ; Shawn P. GILROY, Auteur ; Philip N. HINELINE, Auteur . - p.61-67.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 8-2 (February 2014) . - p.61-67
Mots-clés : Mand Listener responding Picture communication Peer manding Autism Index. décimale : PER Périodiques Résumé : Abstract Individuals diagnosed with an autism spectrum disorder demonstrate impairments in communication and social interaction. The importance of acquiring those skills, especially as young children, has been well established in the literature. Peer-mediated interventions have recently received much attention; however, its use is contingent upon access to typically developing peers, which is not always the case in all educational settings. Thus, it is often necessary for specific instruction to occur for matched peers when conducting instruction for peer-mediated communication. However, strategies for teaching these skills have not adequately addressed the role of the listener, especially that of a matched peer, within the instructional setting. Listener responding is a required component for teaching this type of behavior, for without it these emerging skills may not produce reinforcement. Once taught, the communicative skills will require reinforcement from peer-listeners if those skills are to be maintained beyond the instructional setting. The current study arranged for young children with autism to play both the speaking and listening roles in the acquisition of peer-mediated communication (i.e., mand) skills, within a multiple baseline design. The study resulted in increases in independent peer manding and listener responding in all three children. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.10.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=221 The effect of motivating operations on the transfer from tacts to mands for children diagnosed with autism / Elizabeth T. KOOISTRA in Research in Autism Spectrum Disorders, 6-1 (January-March 2012)
[article]
Titre : The effect of motivating operations on the transfer from tacts to mands for children diagnosed with autism Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth T. KOOISTRA, Auteur ; Amanda L. BUCHMEIER, Auteur ; Kevin P. KLATT, Auteur Année de publication : 2012 Article en page(s) : p.109-114 Langues : Anglais (eng) Mots-clés : Motivating operations Tact Mand Autism Index. décimale : PER Périodiques Résumé : This study examined the effect of motivating operations (MO) on the emergence of a mand following tact training. Two children with autism were taught to tact a high-preferred (HP) edible identified through a preference assessment. The children were then tested to see if a mand for the HP edible emerged under deprivation (24+ h) and pre-session exposure (immediately prior to the mand test) test conditions. Following tact training, both participants manded for the HP edible in the deprivation condition but little to no responding occurred in the pre-session exposure condition. The results from this study suggest that a tact-to-mand transfer may occur under certain conditions. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.03.010 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.109-114[article] The effect of motivating operations on the transfer from tacts to mands for children diagnosed with autism [Texte imprimé et/ou numérique] / Elizabeth T. KOOISTRA, Auteur ; Amanda L. BUCHMEIER, Auteur ; Kevin P. KLATT, Auteur . - 2012 . - p.109-114.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-1 (January-March 2012) . - p.109-114
Mots-clés : Motivating operations Tact Mand Autism Index. décimale : PER Périodiques Résumé : This study examined the effect of motivating operations (MO) on the emergence of a mand following tact training. Two children with autism were taught to tact a high-preferred (HP) edible identified through a preference assessment. The children were then tested to see if a mand for the HP edible emerged under deprivation (24+ h) and pre-session exposure (immediately prior to the mand test) test conditions. Following tact training, both participants manded for the HP edible in the deprivation condition but little to no responding occurred in the pre-session exposure condition. The results from this study suggest that a tact-to-mand transfer may occur under certain conditions. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.03.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146