5 recherche sur le mot-clé 'Reinforcement, Psychology'

Contingency-based delay to reinforcement following functional communication training for autistic individuals: A multilevel meta-analysis / Reem MUHARIB in Autism, 26-4 (May 2022)  

Public ISBD [article]  inAutism > 26-4 (May 2022) . - p.761-781 Titre : Contingency-based delay to reinforcement following functional communication training for autistic individuals: A multilevel meta-analysis Type de document : Texte imprimé et/ou numérique Auteurs : Reem MUHARIB, Auteur ; Art DOWDY, Auteur ; Adithyan RAJARAMAN, Auteur ; Joshua JESSEL, Auteur Article en page(s) : p.761-781 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Behavior Therapy  Communication  Humans  Reinforcement Schedule  Reinforcement, Psychology  applied behavior analysis  challenging behavior  log response ratio  multilevel meta-analysis  reinforcement schedule thinning Index. décimale : PER Périodiques Résumé : Functional communication training, an intervention for challenging behavior rooted in principles of applied behavior analysis, has copious empirical support dating back to the mid-1980s for autistic individuals. Recently, there has been a concerted effort to thin reinforcement delivery during functional communication training using contingency-based delays that, in turn, are designed to enhance practicality and feasibility while not compromising efficacy. In this synthesis, we meta-analyzed the literature base with the goal of investigating both combined and across type effectiveness of contingency-based delays. We also aimed to investigate moderating variables that might impact intervention outcomes. Findings showed that contingency-based delays were effective for individuals with an autism spectrum disorder diagnosis and most effective when the delay incorporated some form of positive reinforcement. In addition, differential reinforcement of alternative-based delays was overall more effective when compared to differential reinforcement of other behavior-based delays. Noteworthy moderating variables found to impact contingency-based delay efficacy included the intervention dosage and the topography of behavior. We discuss these findings and highlight directions where additional empirical research is warranted to improve our understanding about contingency-based delays for individuals diagnosed with autism spectrum disorder. En ligne : https://dx.doi.org/10.1177/13623613211065540 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 [article] Contingency-based delay to reinforcement following functional communication training for autistic individuals: A multilevel meta-analysis [Texte imprimé et/ou numérique] / Reem MUHARIB, Auteur ; Art DOWDY, Auteur ; Adithyan RAJARAMAN, Auteur ; Joshua JESSEL, Auteur . - p.761-781. Langues : Anglais (eng) in Autism > 26-4 (May 2022) . - p.761-781 Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Behavior Therapy  Communication  Humans  Reinforcement Schedule  Reinforcement, Psychology  applied behavior analysis  challenging behavior  log response ratio  multilevel meta-analysis  reinforcement schedule thinning Index. décimale : PER Périodiques Résumé : Functional communication training, an intervention for challenging behavior rooted in principles of applied behavior analysis, has copious empirical support dating back to the mid-1980s for autistic individuals. Recently, there has been a concerted effort to thin reinforcement delivery during functional communication training using contingency-based delays that, in turn, are designed to enhance practicality and feasibility while not compromising efficacy. In this synthesis, we meta-analyzed the literature base with the goal of investigating both combined and across type effectiveness of contingency-based delays. We also aimed to investigate moderating variables that might impact intervention outcomes. Findings showed that contingency-based delays were effective for individuals with an autism spectrum disorder diagnosis and most effective when the delay incorporated some form of positive reinforcement. In addition, differential reinforcement of alternative-based delays was overall more effective when compared to differential reinforcement of other behavior-based delays. Noteworthy moderating variables found to impact contingency-based delay efficacy included the intervention dosage and the topography of behavior. We discuss these findings and highlight directions where additional empirical research is warranted to improve our understanding about contingency-based delays for individuals diagnosed with autism spectrum disorder. En ligne : https://dx.doi.org/10.1177/13623613211065540 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473

The preference for surprise in reinforcement learning underlies the differences in developmental changes in risk preference between autistic and neurotypical youth / Kentaro KATAHIRA ; Hironori AKECHI ; Atsushi SENJU in Molecular Autism, 16 (2025)  

Public ISBD [article]  inMolecular Autism > 16 (2025) . - 3 Titre : The preference for surprise in reinforcement learning underlies the differences in developmental changes in risk preference between autistic and neurotypical youth Type de document : Texte imprimé et/ou numérique Auteurs : Kentaro KATAHIRA, Auteur ; Hironori AKECHI, Auteur ; Atsushi SENJU, Auteur Article en page(s) : 3 Langues : Anglais (eng) Mots-clés : Humans  Adolescent  Child  Male  Female  Reinforcement, Psychology  Young Adult  Autistic Disorder/psychology  Adult  Choice Behavior  Risk-Taking  Learning  Autism  Developmental changes  Reinforcement learning  Risk preference  Surprise  the Declaration of Helsinki and was approved by the Committee on Ethics of  Experimental Research on Human Subjects, Graduate School of Arts and Sciences,  University of Tokyo (156-17). Consent for publication: Not applicable. Competing  interests: The authors declare no competing interests. Index. décimale : PER Périodiques Résumé : BACKGROUND: Risk preference changes nonlinearly across development. Although extensive developmental research on the neurotypical (NTP) population has shown that risk preference is highest during adolescence, developmental changes in risk preference in autistic (AUT) people, who tend to prefer predictable behaviors, have not been investigated. Here, we aimed to investigate these changes and underlying computational mechanisms. METHOD: We ran a game-like risk-sensitive reinforcement learning task on 75 participants aged 6-30 years (AUT group, n = 31; NTP group, n = 44). Focusing on choices between alternatives with the same objective value but different risks, we calculated the risk preference and stay probability of a risky choice after a rewarding or non-rewarding outcome. Analyses using t-tests and multiple regression analyses were conducted. Using the choice-related data of each participant, we fit four reinforcement learning models and compared the fit of each model to the data. Furthermore, we validated the results of model fitting with multiple methods, model recovery, parameter recovery, and posterior predictive check. RESULTS: We found a significant difference in nonlinear developmental changes in risk preference between the AUT and NTP groups. The computational modeling approach with reinforcement learning models revealed that individual preferences for surprise modulated such preferences. CONCLUSIONS: These findings indicate that for NTP people, adolescence is a developmental period involving risk preference, possibly due to lower surprise aversion. Conversely, for AUT people, who show opposite developmental change of risk preference, adolescence could be a developmental period involving risk avoidance because of low surprise preference. En ligne : https://dx.doi.org/10.1186/s13229-025-00637-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=555 [article] The preference for surprise in reinforcement learning underlies the differences in developmental changes in risk preference between autistic and neurotypical youth [Texte imprimé et/ou numérique] / Kentaro KATAHIRA, Auteur ; Hironori AKECHI, Auteur ; Atsushi SENJU, Auteur . - 3. Langues : Anglais (eng) in Molecular Autism > 16 (2025) . - 3 Mots-clés : Humans  Adolescent  Child  Male  Female  Reinforcement, Psychology  Young Adult  Autistic Disorder/psychology  Adult  Choice Behavior  Risk-Taking  Learning  Autism  Developmental changes  Reinforcement learning  Risk preference  Surprise  the Declaration of Helsinki and was approved by the Committee on Ethics of  Experimental Research on Human Subjects, Graduate School of Arts and Sciences,  University of Tokyo (156-17). Consent for publication: Not applicable. Competing  interests: The authors declare no competing interests. Index. décimale : PER Périodiques Résumé : BACKGROUND: Risk preference changes nonlinearly across development. Although extensive developmental research on the neurotypical (NTP) population has shown that risk preference is highest during adolescence, developmental changes in risk preference in autistic (AUT) people, who tend to prefer predictable behaviors, have not been investigated. Here, we aimed to investigate these changes and underlying computational mechanisms. METHOD: We ran a game-like risk-sensitive reinforcement learning task on 75 participants aged 6-30 years (AUT group, n = 31; NTP group, n = 44). Focusing on choices between alternatives with the same objective value but different risks, we calculated the risk preference and stay probability of a risky choice after a rewarding or non-rewarding outcome. Analyses using t-tests and multiple regression analyses were conducted. Using the choice-related data of each participant, we fit four reinforcement learning models and compared the fit of each model to the data. Furthermore, we validated the results of model fitting with multiple methods, model recovery, parameter recovery, and posterior predictive check. RESULTS: We found a significant difference in nonlinear developmental changes in risk preference between the AUT and NTP groups. The computational modeling approach with reinforcement learning models revealed that individual preferences for surprise modulated such preferences. CONCLUSIONS: These findings indicate that for NTP people, adolescence is a developmental period involving risk preference, possibly due to lower surprise aversion. Conversely, for AUT people, who show opposite developmental change of risk preference, adolescence could be a developmental period involving risk avoidance because of low surprise preference. En ligne : https://dx.doi.org/10.1186/s13229-025-00637-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=555

Classroom Based Intensive Toilet Training for Children with Autism Spectrum Disorder / R. R. CAGLIANI in Journal of Autism and Developmental Disorders, 51-12 (December 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4436-4446 Titre : Classroom Based Intensive Toilet Training for Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : R. R. CAGLIANI, Auteur ; S. K. SNYDER, Auteur ; E. N. WHITE, Auteur Article en page(s) : p.4436-4446 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Child  Education, Special  Humans  Reinforcement, Psychology  Students  Toilet Training  Autism spectrum disorder  Classroom-based interventions  Incontinence  Toilet training Index. décimale : PER Périodiques Résumé : The purpose of this study was to investigate the effects of an intensive toilet training program on continence and self-initiation for elementary children with autism spectrum disorder (ASD). Researchers used a non-concurrent multiple baseline design (Watson and Workman in J Behav Ther Exp Psychiatry 12:257-259, 1981, https://doi.org/10.1016/0005-7916(81)90055-0 ) with regulated randomization (Koehler and Levin in Psychol Methods 3(2):206, 1998, https://doi.org/10.1037/1082-989X.3.2.206 ) to evaluate the effects of the intensive protocol with four students with ASD in the classroom where they received special education services. The protocol included increased access to fluids, contingent time intervals for sit schedules, programmed reinforcement, and dry checks. All four participants met mastery criteria and maintained independent toileting after the study's completion. Three participants began self-initiating to use the restroom. The implications and recommendations for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-04883-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 [article] Classroom Based Intensive Toilet Training for Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / R. R. CAGLIANI, Auteur ; S. K. SNYDER, Auteur ; E. N. WHITE, Auteur . - p.4436-4446. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4436-4446 Mots-clés : Autism Spectrum Disorder  Child  Education, Special  Humans  Reinforcement, Psychology  Students  Toilet Training  Autism spectrum disorder  Classroom-based interventions  Incontinence  Toilet training Index. décimale : PER Périodiques Résumé : The purpose of this study was to investigate the effects of an intensive toilet training program on continence and self-initiation for elementary children with autism spectrum disorder (ASD). Researchers used a non-concurrent multiple baseline design (Watson and Workman in J Behav Ther Exp Psychiatry 12:257-259, 1981, https://doi.org/10.1016/0005-7916(81)90055-0 ) with regulated randomization (Koehler and Levin in Psychol Methods 3(2):206, 1998, https://doi.org/10.1037/1082-989X.3.2.206 ) to evaluate the effects of the intensive protocol with four students with ASD in the classroom where they received special education services. The protocol included increased access to fluids, contingent time intervals for sit schedules, programmed reinforcement, and dry checks. All four participants met mastery criteria and maintained independent toileting after the study's completion. Three participants began self-initiating to use the restroom. The implications and recommendations for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-04883-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454

Do autistic individuals show atypical performance in probabilistic learning? A comparison of cue-number, predictive strength, and prediction error / Lei ZHANG ; Fang LIU in Molecular Autism, 16 (2025)  

Public ISBD [article]  inMolecular Autism > 16 (2025) . - 15 Titre : Do autistic individuals show atypical performance in probabilistic learning? A comparison of cue-number, predictive strength, and prediction error Type de document : Texte imprimé et/ou numérique Auteurs : Lei ZHANG, Auteur ; Fang LIU, Auteur Article en page(s) : 15 Langues : Anglais (eng) Mots-clés : Humans  Autistic Disorder/psychology/physiopathology/diagnosis  Cues  Male  Adult  Female  Probability Learning  Young Adult  Reinforcement, Psychology  Learning  Associative learning  Bayesian  Prediction errors  Predictive coding  Probabilistic learning  Reinforcement learning  reviewed and approved by the University Research Ethics Committee (UREC) at the  University of Reading (reference number: UREC 20/28). All participants provided  their written informed consent prior to their participation. Consent for  publication: Not applicable. Competing interests: The authors declare no  competing interests. Index. décimale : PER Périodiques Résumé : BACKGROUND: According to recent models of autism, autistic individuals may find learning probabilistic cue-outcome associations more challenging than deterministic learning, though empirical evidence for this is mixed. Here we examined the mechanism of probabilistic learning more closely by comparing autistic and non-autistic adults on inferring a target cue from multiple cues or integrating multiple target cues and learning from associations with various predictive strengths. METHODS: 52 autistic and 52 non-autistic participants completed three tasks: (i) single-cue probabilistic learning, in which they had to infer a single target cue from multiple cues to learn cue-outcome associations; (ii) multi-cue probabilistic learning, in which they had to learn associations of various predictive strengths via integration of multiple cues; and (iii) reinforcement learning, which required learning the contingencies of two stimuli with a probabilistic reinforcement schedule. Accuracy on the two probabilistic learning tasks was modelled separately using a binomial mixed effects model whereas computational modelling was performed on the reinforcement learning data to obtain a model parameter on prediction error integration (i.e., learning rate). RESULTS: No group differences were found in the single-cue probabilistic learning task. Group differences were evident for the multi-cue probabilistic learning task for associations that are weakly predictive (between 40 and 60%) but not when they are strongly predictive (10-20% or 80-90%). Computational modelling on the reinforcement learning task revealed that, as a group, autistic individuals had a higher learning rate than non-autistic individuals. LIMITATIONS: Due to the online nature of the study, we could not confirm the diagnosis of our autistic sample. The autistic participants were likely to have typical intelligence, and so our findings may not be generalisable to the entire autistic population. The learning tasks are constrained by a relatively small number of trials, and so it is unclear whether group differences will still be seen when given more trials. CONCLUSIONS: Autistic adults showed similar performance as non-autistic adults in learning associations by inferring a single cue or integrating multiple cues when the predictive strength was strong. However, non-autistic adults outperformed autistic adults when the predictive strength was weak, but only in the later phase. Autistic individuals were also more likely to incorporate prediction errors during decision making, which may explain their atypical performance on the weakly predictive associations. Our findings have implications for understanding differences in social cognition, which is often noisy and weakly predictive, among autistic individuals. En ligne : https://dx.doi.org/10.1186/s13229-025-00651-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=555 [article] Do autistic individuals show atypical performance in probabilistic learning? A comparison of cue-number, predictive strength, and prediction error [Texte imprimé et/ou numérique] / Lei ZHANG, Auteur ; Fang LIU, Auteur . - 15. Langues : Anglais (eng) in Molecular Autism > 16 (2025) . - 15 Mots-clés : Humans  Autistic Disorder/psychology/physiopathology/diagnosis  Cues  Male  Adult  Female  Probability Learning  Young Adult  Reinforcement, Psychology  Learning  Associative learning  Bayesian  Prediction errors  Predictive coding  Probabilistic learning  Reinforcement learning  reviewed and approved by the University Research Ethics Committee (UREC) at the  University of Reading (reference number: UREC 20/28). All participants provided  their written informed consent prior to their participation. Consent for  publication: Not applicable. Competing interests: The authors declare no  competing interests. Index. décimale : PER Périodiques Résumé : BACKGROUND: According to recent models of autism, autistic individuals may find learning probabilistic cue-outcome associations more challenging than deterministic learning, though empirical evidence for this is mixed. Here we examined the mechanism of probabilistic learning more closely by comparing autistic and non-autistic adults on inferring a target cue from multiple cues or integrating multiple target cues and learning from associations with various predictive strengths. METHODS: 52 autistic and 52 non-autistic participants completed three tasks: (i) single-cue probabilistic learning, in which they had to infer a single target cue from multiple cues to learn cue-outcome associations; (ii) multi-cue probabilistic learning, in which they had to learn associations of various predictive strengths via integration of multiple cues; and (iii) reinforcement learning, which required learning the contingencies of two stimuli with a probabilistic reinforcement schedule. Accuracy on the two probabilistic learning tasks was modelled separately using a binomial mixed effects model whereas computational modelling was performed on the reinforcement learning data to obtain a model parameter on prediction error integration (i.e., learning rate). RESULTS: No group differences were found in the single-cue probabilistic learning task. Group differences were evident for the multi-cue probabilistic learning task for associations that are weakly predictive (between 40 and 60%) but not when they are strongly predictive (10-20% or 80-90%). Computational modelling on the reinforcement learning task revealed that, as a group, autistic individuals had a higher learning rate than non-autistic individuals. LIMITATIONS: Due to the online nature of the study, we could not confirm the diagnosis of our autistic sample. The autistic participants were likely to have typical intelligence, and so our findings may not be generalisable to the entire autistic population. The learning tasks are constrained by a relatively small number of trials, and so it is unclear whether group differences will still be seen when given more trials. CONCLUSIONS: Autistic adults showed similar performance as non-autistic adults in learning associations by inferring a single cue or integrating multiple cues when the predictive strength was strong. However, non-autistic adults outperformed autistic adults when the predictive strength was weak, but only in the later phase. Autistic individuals were also more likely to incorporate prediction errors during decision making, which may explain their atypical performance on the weakly predictive associations. Our findings have implications for understanding differences in social cognition, which is often noisy and weakly predictive, among autistic individuals. En ligne : https://dx.doi.org/10.1186/s13229-025-00651-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=555

Using Functional Communication Training to Reduce Self-Injurious Behavior for Individuals with Autism Spectrum Disorder / Maryam ALAKHZAMI in Journal of Autism and Developmental Disorders, 52-8 (August 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3586-3597 Titre : Using Functional Communication Training to Reduce Self-Injurious Behavior for Individuals with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Maryam ALAKHZAMI, Auteur ; Morgan CHITIYO, Auteur Article en page(s) : p.3586-3597 Langues : Anglais (eng) Mots-clés : Antisocial Personality Disorder  Autism Spectrum Disorder/therapy  Child  Communication  Humans  Reinforcement, Psychology  Self-Injurious Behavior/prevention & control  Autism  Demand fading  Functional communication training  Resurgence  Self-injurious behavior Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASD) have a high risk of developing self-injurious behavior (SIB), which is often a result of deficits in communication skills. The use of functional communication training (FCT) to address SIB maintained by negative reinforcement among children with ASD is supported by an emerging trend of behavioral research. The purpose of this study was to examine the effects of FCT on the SIB of children with ASD and to find out if the results would be maintained during periods of nonreinforcement. The results indicated significant reduction in SIB for all three participants and maintained for over two weeks following the withdrawal of the intervention. However, resurgence of SIB occurred when extinction was implemented for all participants. En ligne : http://dx.doi.org/10.1007/s10803-021-05246-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 [article] Using Functional Communication Training to Reduce Self-Injurious Behavior for Individuals with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Maryam ALAKHZAMI, Auteur ; Morgan CHITIYO, Auteur . - p.3586-3597. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3586-3597 Mots-clés : Antisocial Personality Disorder  Autism Spectrum Disorder/therapy  Child  Communication  Humans  Reinforcement, Psychology  Self-Injurious Behavior/prevention & control  Autism  Demand fading  Functional communication training  Resurgence  Self-injurious behavior Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASD) have a high risk of developing self-injurious behavior (SIB), which is often a result of deficits in communication skills. The use of functional communication training (FCT) to address SIB maintained by negative reinforcement among children with ASD is supported by an emerging trend of behavioral research. The purpose of this study was to examine the effects of FCT on the SIB of children with ASD and to find out if the results would be maintained during periods of nonreinforcement. The results indicated significant reduction in SIB for all three participants and maintained for over two weeks following the withdrawal of the intervention. However, resurgence of SIB occurred when extinction was implemented for all participants. En ligne : http://dx.doi.org/10.1007/s10803-021-05246-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485