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Improving Question-Asking Initiations in Young Children with Autism Using Pivotal Response Treatment / Robert L. KOEGEL in Journal of Autism and Developmental Disorders, 44-4 (April 2014)
[article]
Titre : Improving Question-Asking Initiations in Young Children with Autism Using Pivotal Response Treatment Type de document : Texte imprimé et/ou numérique Auteurs : Robert L. KOEGEL, Auteur ; Jessica BRADSHAW, Auteur ; Kristen ASHBAUGH, Auteur ; Lynn Kern KOEGEL, Auteur Année de publication : 2014 Article en page(s) : p.816-827 Langues : Anglais (eng) Mots-clés : Initiations Early intervention Motivation Question-asking Autism spectrum disorder Pivotal response treatment Index. décimale : PER Périodiques Résumé : Social initiations make up a core deficit for children with autism spectrum disorder (ASD). In particular, initiated questions during social interactions are often minimal or absent in this population. In the context of a multiple baseline design, the efficacy of using the motivational procedures of Pivotal Response Treatment to increase social question-asking for three young children with autism was assessed. Results indicated that participants initiated a greater number of targeted questions following intervention. Additionally, all children exhibited increases in initiation of untargeted questions during social interaction in novel settings. Furthermore, post intervention data revealed collateral gains in communication and adaptive behavior. Theoretical implications of incorporating motivational strategies into intervention to improve social initiations in young children with ASD are discussed. En ligne : http://dx.doi.org/10.1007/s10803-013-1932-6 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.816-827[article] Improving Question-Asking Initiations in Young Children with Autism Using Pivotal Response Treatment [Texte imprimé et/ou numérique] / Robert L. KOEGEL, Auteur ; Jessica BRADSHAW, Auteur ; Kristen ASHBAUGH, Auteur ; Lynn Kern KOEGEL, Auteur . - 2014 . - p.816-827.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-4 (April 2014) . - p.816-827
Mots-clés : Initiations Early intervention Motivation Question-asking Autism spectrum disorder Pivotal response treatment Index. décimale : PER Périodiques Résumé : Social initiations make up a core deficit for children with autism spectrum disorder (ASD). In particular, initiated questions during social interactions are often minimal or absent in this population. In the context of a multiple baseline design, the efficacy of using the motivational procedures of Pivotal Response Treatment to increase social question-asking for three young children with autism was assessed. Results indicated that participants initiated a greater number of targeted questions following intervention. Additionally, all children exhibited increases in initiation of untargeted questions during social interaction in novel settings. Furthermore, post intervention data revealed collateral gains in communication and adaptive behavior. Theoretical implications of incorporating motivational strategies into intervention to improve social initiations in young children with ASD are discussed. En ligne : http://dx.doi.org/10.1007/s10803-013-1932-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=228 Increasing Opportunities for Question-Asking in School-Aged Children with Autism Spectrum Disorder: Effectiveness of Staff Training in Pivotal Response Treatment / Rianne VERSCHUUR in Journal of Autism and Developmental Disorders, 47-2 (February 2017)
[article]
Titre : Increasing Opportunities for Question-Asking in School-Aged Children with Autism Spectrum Disorder: Effectiveness of Staff Training in Pivotal Response Treatment Type de document : Texte imprimé et/ou numérique Auteurs : Rianne VERSCHUUR, Auteur ; Bibi HUSKENS, Auteur ; Ludo VERHOEVEN, Auteur ; Robert DIDDEN, Auteur Article en page(s) : p.490-505 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Pivotal response treatment Staff training Question-asking Index. décimale : PER Périodiques Résumé : Deficits in question-asking are common in children with autism spectrum disorder (ASD). Furthermore, their opportunities to self-initiate questions are often hindered by directive behavior of their conversation partners. This study assessed the effectiveness of staff training in pivotal response treatment (PRT) on staff member-created opportunities and self-initiated questions of school-aged children with ASD. Generalization and maintenance were also assessed. Participants were 14 staff members and children with ASD attending an inpatient treatment facility. Data showed that PRT resulted in significant increases in both staff member-created opportunities and child-initiated questions. Generalization to group situations and collateral changes in children’s language, pragmatic, and adaptive skills, and maladaptive behaviors did not occur. Implications for clinical practice and directions for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-016-2966-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303
in Journal of Autism and Developmental Disorders > 47-2 (February 2017) . - p.490-505[article] Increasing Opportunities for Question-Asking in School-Aged Children with Autism Spectrum Disorder: Effectiveness of Staff Training in Pivotal Response Treatment [Texte imprimé et/ou numérique] / Rianne VERSCHUUR, Auteur ; Bibi HUSKENS, Auteur ; Ludo VERHOEVEN, Auteur ; Robert DIDDEN, Auteur . - p.490-505.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-2 (February 2017) . - p.490-505
Mots-clés : Autism spectrum disorder Pivotal response treatment Staff training Question-asking Index. décimale : PER Périodiques Résumé : Deficits in question-asking are common in children with autism spectrum disorder (ASD). Furthermore, their opportunities to self-initiate questions are often hindered by directive behavior of their conversation partners. This study assessed the effectiveness of staff training in pivotal response treatment (PRT) on staff member-created opportunities and self-initiated questions of school-aged children with ASD. Generalization and maintenance were also assessed. Participants were 14 staff members and children with ASD attending an inpatient treatment facility. Data showed that PRT resulted in significant increases in both staff member-created opportunities and child-initiated questions. Generalization to group situations and collateral changes in children’s language, pragmatic, and adaptive skills, and maladaptive behaviors did not occur. Implications for clinical practice and directions for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-016-2966-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303 Targeting Question-Asking Initiations in College Students With ASD Using a Video-Feedback Intervention / Whitney J. DETAR in Focus on Autism and Other Developmental Disabilities, 35-4 (December 2020)
[article]
Titre : Targeting Question-Asking Initiations in College Students With ASD Using a Video-Feedback Intervention Type de document : Texte imprimé et/ou numérique Auteurs : Whitney J. DETAR, Auteur ; Ty W. VERNON, Auteur Article en page(s) : p.208-220 Langues : Anglais (eng) Mots-clés : Adults with autism spectrum disorder video modeling video feedback question-asking social initiations social skills Index. décimale : PER Périodiques Résumé : Social conversational vulnerabilities associated with autism spectrum disorders (ASDs) generally persist into young adulthood and have a detrimental impact on short- and long-term academic, vocational, and interpersonal success. In light of these challenges, there is a growing need for targeted interventions to improve the social competencies of this population. The current study examined the effects of a video-feedback intervention that targeted a key social conversational skill—making social initiations to one’s conversational partner. A multiple-baseline research design across three college students with ASD indicated that the use of video feedback to target question-asking initiations was associated with improvements in (a) total questions asked, (b) conversational pauses, (c) nonperseverative discussion, (d) conversational reciprocity, and (e) perceived confidence. These findings generalized across contexts and conversation partners, suggesting that this intervention strategy may hold promise for promoting key social competencies in young adults with ASD. En ligne : http://dx.doi.org/10.1177/1088357620943506 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434
in Focus on Autism and Other Developmental Disabilities > 35-4 (December 2020) . - p.208-220[article] Targeting Question-Asking Initiations in College Students With ASD Using a Video-Feedback Intervention [Texte imprimé et/ou numérique] / Whitney J. DETAR, Auteur ; Ty W. VERNON, Auteur . - p.208-220.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 35-4 (December 2020) . - p.208-220
Mots-clés : Adults with autism spectrum disorder video modeling video feedback question-asking social initiations social skills Index. décimale : PER Périodiques Résumé : Social conversational vulnerabilities associated with autism spectrum disorders (ASDs) generally persist into young adulthood and have a detrimental impact on short- and long-term academic, vocational, and interpersonal success. In light of these challenges, there is a growing need for targeted interventions to improve the social competencies of this population. The current study examined the effects of a video-feedback intervention that targeted a key social conversational skill—making social initiations to one’s conversational partner. A multiple-baseline research design across three college students with ASD indicated that the use of video feedback to target question-asking initiations was associated with improvements in (a) total questions asked, (b) conversational pauses, (c) nonperseverative discussion, (d) conversational reciprocity, and (e) perceived confidence. These findings generalized across contexts and conversation partners, suggesting that this intervention strategy may hold promise for promoting key social competencies in young adults with ASD. En ligne : http://dx.doi.org/10.1177/1088357620943506 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434 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 Acquisition of Multiple Questions in the Context of Social Conversation in Children with Autism / Rebecca A. DOGGETT in Journal of Autism and Developmental Disorders, 43-9 (September 2013)
[article]
Titre : Acquisition of Multiple Questions in the Context of Social Conversation in Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Rebecca A. DOGGETT, Auteur ; Anna M. KRASNO, Auteur ; Lynn Kern KOEGEL, Auteur ; Robert L. KOEGEL, Auteur Article en page(s) : p.2015-2025 Langues : Anglais (eng) Mots-clés : Autism Intervention Conversation Question-asking Communication Self-management Index. décimale : PER Périodiques Résumé : Verbal initiations, such as questions, are essential components of social conversation often lacking in children with autism. Building on research showing that single questions can be taught in isolation, this study used a multiple baseline design to investigate whether a self-management intervention was effective for teaching concurrent acquisition and discrimination of three social questions in the context of conversation. Following intervention, participants rapidly increased their appropriate use of all three questions in a conversational context and maintained these gains over time. The participants also used questions appropriately with partners uninvolved in treatment. Additionally, the occasional presence of appropriate questions during baseline coupled with rapid improvement during intervention support theories that a lack of question-asking may be motivation-based rather than ability-based. En ligne : http://dx.doi.org/10.1007/s10803-012-1749-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212
in Journal of Autism and Developmental Disorders > 43-9 (September 2013) . - p.2015-2025[article] Acquisition of Multiple Questions in the Context of Social Conversation in Children with Autism [Texte imprimé et/ou numérique] / Rebecca A. DOGGETT, Auteur ; Anna M. KRASNO, Auteur ; Lynn Kern KOEGEL, Auteur ; Robert L. KOEGEL, Auteur . - p.2015-2025.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 43-9 (September 2013) . - p.2015-2025
Mots-clés : Autism Intervention Conversation Question-asking Communication Self-management Index. décimale : PER Périodiques Résumé : Verbal initiations, such as questions, are essential components of social conversation often lacking in children with autism. Building on research showing that single questions can be taught in isolation, this study used a multiple baseline design to investigate whether a self-management intervention was effective for teaching concurrent acquisition and discrimination of three social questions in the context of conversation. Following intervention, participants rapidly increased their appropriate use of all three questions in a conversational context and maintained these gains over time. The participants also used questions appropriately with partners uninvolved in treatment. Additionally, the occasional presence of appropriate questions during baseline coupled with rapid improvement during intervention support theories that a lack of question-asking may be motivation-based rather than ability-based. En ligne : http://dx.doi.org/10.1007/s10803-012-1749-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212