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The role of context in the evaluation of reinforcer efficacy: Implications for the preference assessment outcomes / Aphrodite MANGUM in Research in Autism Spectrum Disorders, 6-1 (January-March 2012)
[article]
Titre : The role of context in the evaluation of reinforcer efficacy: Implications for the preference assessment outcomes Type de document : Texte imprimé et/ou numérique Auteurs : Aphrodite MANGUM, Auteur ; Laura D. FREDRICK, Auteur ; Robert R. PABICO, Auteur ; Henry S. ROANE, Auteur Année de publication : 2012 Article en page(s) : p.158-167 Langues : Anglais (eng) Mots-clés : Concurrent-operant Preference assessment Reinforcer assessment Single-operant Index. décimale : PER Périodiques Résumé : Highly preferred stimuli were identified via two preference assessments (based on Fisher et al., 1992), the second of which included stimuli that were ranked low in the initial preference assessment. Following the preference assessments, a subset of stimuli was evaluated as reinforcers in single- and concurrent-operant arrangements. In general, stimuli that were identified as highly preferred in the initial preference assessment functioned as more effective reinforcers. These results are discussed in terms of how the context in which stimuli are evaluated may play a role in the identification of effective positive reinforcers for individuals with autism and related developmental disabilities. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.04.001 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.158-167[article] The role of context in the evaluation of reinforcer efficacy: Implications for the preference assessment outcomes [Texte imprimé et/ou numérique] / Aphrodite MANGUM, Auteur ; Laura D. FREDRICK, Auteur ; Robert R. PABICO, Auteur ; Henry S. ROANE, Auteur . - 2012 . - p.158-167.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-1 (January-March 2012) . - p.158-167
Mots-clés : Concurrent-operant Preference assessment Reinforcer assessment Single-operant Index. décimale : PER Périodiques Résumé : Highly preferred stimuli were identified via two preference assessments (based on Fisher et al., 1992), the second of which included stimuli that were ranked low in the initial preference assessment. Following the preference assessments, a subset of stimuli was evaluated as reinforcers in single- and concurrent-operant arrangements. In general, stimuli that were identified as highly preferred in the initial preference assessment functioned as more effective reinforcers. These results are discussed in terms of how the context in which stimuli are evaluated may play a role in the identification of effective positive reinforcers for individuals with autism and related developmental disabilities. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.04.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146 Teaching behavioral therapists to conduct brief preference assessments during therapy sessions / Michele R. BISHOP in Research in Autism Spectrum Disorders, 6-1 (January-March 2012)
[article]
Titre : Teaching behavioral therapists to conduct brief preference assessments during therapy sessions Type de document : Texte imprimé et/ou numérique Auteurs : Michele R. BISHOP, Auteur ; Amy KENZER, Auteur Année de publication : 2012 Article en page(s) : p.450-457 Langues : Anglais (eng) Mots-clés : Preference assessment Autism Staff training Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine group classroom instruction and the need for in vivo feedback when teaching 11 behavioral therapists how to conduct a brief paired-stimulus preference assessment, when to conduct preference assessments, and how to interpret the data during regular therapy sessions. Group classroom instruction, consisting of lecture, video modeling, role-play and feedback with a simulated client, was sufficient for seven participants and in vivo feedback was necessary for four participants. Accurate performance was maintained at a 4 week follow-up for 8 participants. Data show that following skill acquisition there was an increase in the variety of stimuli assessed which presents an opportunity to identify diverse preferences. Additionally, each brief paired-stimulus preference assessment took less than 30 s to complete, suggesting that it is practical for therapists to regularly assess preference during their therapy sessions. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.07.005 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.450-457[article] Teaching behavioral therapists to conduct brief preference assessments during therapy sessions [Texte imprimé et/ou numérique] / Michele R. BISHOP, Auteur ; Amy KENZER, Auteur . - 2012 . - p.450-457.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-1 (January-March 2012) . - p.450-457
Mots-clés : Preference assessment Autism Staff training Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine group classroom instruction and the need for in vivo feedback when teaching 11 behavioral therapists how to conduct a brief paired-stimulus preference assessment, when to conduct preference assessments, and how to interpret the data during regular therapy sessions. Group classroom instruction, consisting of lecture, video modeling, role-play and feedback with a simulated client, was sufficient for seven participants and in vivo feedback was necessary for four participants. Accurate performance was maintained at a 4 week follow-up for 8 participants. Data show that following skill acquisition there was an increase in the variety of stimuli assessed which presents an opportunity to identify diverse preferences. Additionally, each brief paired-stimulus preference assessment took less than 30 s to complete, suggesting that it is practical for therapists to regularly assess preference during their therapy sessions. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.07.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146 Using videoconferencing to support teachers to conduct preference assessments with students with autism and developmental disabilities / Wendy MACHALICEK in Research in Autism Spectrum Disorders, 3-1 (January 2009)
[article]
Titre : Using videoconferencing to support teachers to conduct preference assessments with students with autism and developmental disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Wendy MACHALICEK, Auteur ; Vanessa A. GREEN, Auteur ; Mandy RISPOLI, Auteur ; Audrey SORRELLS, Auteur ; Russell B. LANG, Auteur ; Jeffrey M. CHAN, Auteur ; Tonya N. DAVIS, Auteur ; Karrie A. SHOGREN, Auteur ; Giulio E. LANCIONI, Auteur ; Mark O'REILLY, Auteur ; Jeff SIGAFOOS, Auteur ; Paul LANGTHORNE, Auteur Année de publication : 2009 Article en page(s) : p.32-41 Langues : Anglais (eng) Mots-clés : Videoconferencing Preference assessment Teachers Index. décimale : PER Périodiques Résumé : We used widely available videoconferencing equipment to support teachers to conduct preference assessments for three students with autism and developmental disabilities. Supervisors located at a university used videoconferencing equipment to collect data on students’ choice of items, the fidelity of teacher implementation of the assessment protocol, and to provide feedback to the teachers. Preference assessment results suggested a number of potentially reinforcing items for each student. In a second phase of the study, the students were given a routine classroom task to complete (i.e., clean up). The students could choose to complete the clean up task and gain access to a neutral item or one of the highly preferred items identified in the prior preference assessment. All students predominantly chose to complete the task in order to access a preferred item identified in the preference assessment. The results of this classroom intervention validated the results of the preference assessments. The findings of this study provide preliminary support for the use of videoconferencing equipment when supporting teaching personnel during common educational assessments. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.03.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=647
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.32-41[article] Using videoconferencing to support teachers to conduct preference assessments with students with autism and developmental disabilities [Texte imprimé et/ou numérique] / Wendy MACHALICEK, Auteur ; Vanessa A. GREEN, Auteur ; Mandy RISPOLI, Auteur ; Audrey SORRELLS, Auteur ; Russell B. LANG, Auteur ; Jeffrey M. CHAN, Auteur ; Tonya N. DAVIS, Auteur ; Karrie A. SHOGREN, Auteur ; Giulio E. LANCIONI, Auteur ; Mark O'REILLY, Auteur ; Jeff SIGAFOOS, Auteur ; Paul LANGTHORNE, Auteur . - 2009 . - p.32-41.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.32-41
Mots-clés : Videoconferencing Preference assessment Teachers Index. décimale : PER Périodiques Résumé : We used widely available videoconferencing equipment to support teachers to conduct preference assessments for three students with autism and developmental disabilities. Supervisors located at a university used videoconferencing equipment to collect data on students’ choice of items, the fidelity of teacher implementation of the assessment protocol, and to provide feedback to the teachers. Preference assessment results suggested a number of potentially reinforcing items for each student. In a second phase of the study, the students were given a routine classroom task to complete (i.e., clean up). The students could choose to complete the clean up task and gain access to a neutral item or one of the highly preferred items identified in the prior preference assessment. All students predominantly chose to complete the task in order to access a preferred item identified in the preference assessment. The results of this classroom intervention validated the results of the preference assessments. The findings of this study provide preliminary support for the use of videoconferencing equipment when supporting teaching personnel during common educational assessments. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.03.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=647 Evaluating preference for familiar and novel stimuli across a large group of children with autism / Amy KENZER in Research in Autism Spectrum Disorders, 5-2 (April-June 2011)
[article]
Titre : Evaluating preference for familiar and novel stimuli across a large group of children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Amy KENZER, Auteur ; Michele R. BISHOP, Auteur Année de publication : 2011 Article en page(s) : p.819-825 Langues : Anglais (eng) Mots-clés : Autism Preference assessment Staff report Novel stimuli Index. décimale : PER Périodiques Résumé : This study examined relative preference for familiar and novel stimuli for 31 children with autism. Preference surveys, completed by 39 staff members, identified high and low preference familiar stimuli for each participant. Novel stimuli were selected by experimenters and included items that were not reported on a preference survey for that child. Subsequently, two paired-stimulus preference assessments were conducted comparing staff-reported high preference stimuli to (1) staff-reported low preference stimuli and (2) experimenter-selected novel stimuli. Results indicated that 27 of 31 participants (87%) frequently selected stimuli that were reportedly less preferred or novel. The inclusion of a wide array of familiar and novel stimuli may increase the number of preferred stimuli identified for use within behavioral interventions for children with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.09.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114
in Research in Autism Spectrum Disorders > 5-2 (April-June 2011) . - p.819-825[article] Evaluating preference for familiar and novel stimuli across a large group of children with autism [Texte imprimé et/ou numérique] / Amy KENZER, Auteur ; Michele R. BISHOP, Auteur . - 2011 . - p.819-825.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 5-2 (April-June 2011) . - p.819-825
Mots-clés : Autism Preference assessment Staff report Novel stimuli Index. décimale : PER Périodiques Résumé : This study examined relative preference for familiar and novel stimuli for 31 children with autism. Preference surveys, completed by 39 staff members, identified high and low preference familiar stimuli for each participant. Novel stimuli were selected by experimenters and included items that were not reported on a preference survey for that child. Subsequently, two paired-stimulus preference assessments were conducted comparing staff-reported high preference stimuli to (1) staff-reported low preference stimuli and (2) experimenter-selected novel stimuli. Results indicated that 27 of 31 participants (87%) frequently selected stimuli that were reportedly less preferred or novel. The inclusion of a wide array of familiar and novel stimuli may increase the number of preferred stimuli identified for use within behavioral interventions for children with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.09.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114 Comparison of high and low preferred topographies of contingent attention during discrete trial training / Russell LANG in Research in Autism Spectrum Disorders, 8-10 (October 2014)
[article]
Titre : Comparison of high and low preferred topographies of contingent attention during discrete trial training Type de document : Texte imprimé et/ou numérique Auteurs : Russell LANG, Auteur ; Marije VAN DER WERFF, Auteur ; Katja VERBEEK, Auteur ; Robert DIDDEN, Auteur ; Katy DAVENPORT, Auteur ; Melissa MOORE, Auteur ; Allyson LEE, Auteur ; Mandy RISPOLI, Auteur ; Wendy MACHALICEK, Auteur ; Mark O’REILLY, Auteur ; Jeff SIGAFOOS, Auteur ; Giulio LANCIONI, Auteur Article en page(s) : p.1279-1286 Langues : Anglais (eng) Mots-clés : Autism Preference assessment Attention Discrete trial training Index. décimale : PER Périodiques Résumé : We used the paired-stimulus (PS) and multiple-stimulus without replacement (MSWO) preference assessment procedures to identify high and low preferred topographies of attention for two children with autism spectrum disorders (ASD). Both preference assessment formats identified the same high and low preferred forms of attention. A reinforcer assessment implemented during discrete trial training demonstrated increased correct responding and reduced challenging behavior when the high preferred form of attention was the contingent reinforcer for both participants. These results replicate previous research demonstrating that children with ASD may have preferences for specific forms of social interaction and that highly preferred forms of attention may function as more potent reinforcers than less preferred forms. This study extends previous research by demonstrating correspondence between the MSWO and PS formats when applied to attention. Implications for practitioners and directions for future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.06.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239
in Research in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1279-1286[article] Comparison of high and low preferred topographies of contingent attention during discrete trial training [Texte imprimé et/ou numérique] / Russell LANG, Auteur ; Marije VAN DER WERFF, Auteur ; Katja VERBEEK, Auteur ; Robert DIDDEN, Auteur ; Katy DAVENPORT, Auteur ; Melissa MOORE, Auteur ; Allyson LEE, Auteur ; Mandy RISPOLI, Auteur ; Wendy MACHALICEK, Auteur ; Mark O’REILLY, Auteur ; Jeff SIGAFOOS, Auteur ; Giulio LANCIONI, Auteur . - p.1279-1286.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1279-1286
Mots-clés : Autism Preference assessment Attention Discrete trial training Index. décimale : PER Périodiques Résumé : We used the paired-stimulus (PS) and multiple-stimulus without replacement (MSWO) preference assessment procedures to identify high and low preferred topographies of attention for two children with autism spectrum disorders (ASD). Both preference assessment formats identified the same high and low preferred forms of attention. A reinforcer assessment implemented during discrete trial training demonstrated increased correct responding and reduced challenging behavior when the high preferred form of attention was the contingent reinforcer for both participants. These results replicate previous research demonstrating that children with ASD may have preferences for specific forms of social interaction and that highly preferred forms of attention may function as more potent reinforcers than less preferred forms. This study extends previous research by demonstrating correspondence between the MSWO and PS formats when applied to attention. Implications for practitioners and directions for future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.06.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239 Preferences for Edible and Electronic Leisure Items: A Systematic Replication / Mindy C. SCHEITHAUER in Focus on Autism and Other Developmental Disabilities, 37-3 (September 2022)
PermalinkA further comparison of manual signing, picture exchange, and speech-generating devices as communication modes for children with autism spectrum disorders / Larah VAN DER MEER in Research in Autism Spectrum Disorders, 6-4 (October-December 2012)
PermalinkReinforcement Arrangements for Learners with Autism Spectrum Disorder / Iser G. DELEON
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