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Résultat de la recherche
7 recherche sur le mot-clé 'observational learning'




Observational learning by individuals with autism: A review of teaching strategies / Joshua B. PLAVNICK in Autism, 18-4 (May 2014)
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Titre : Observational learning by individuals with autism: A review of teaching strategies Type de document : Texte imprimé et/ou numérique Auteurs : Joshua B. PLAVNICK, Auteur ; Kara HUME, Auteur Article en page(s) : p.458-466 Langues : Anglais (eng) Mots-clés : autism group instruction modeling observational learning Index. décimale : PER Périodiques Résumé : Observational learning is the process used to explain the acquisition of novel behaviors or performance of previously acquired behaviors under novel conditions after observing the behavior of another person and the consequences that follow the behavior. Many learners with autism do not attend to environmental stimuli at a level sufficient to learn a range of prosocial behaviors through observation of others. Modeling, group or dyadic instruction, and explicit observation training can improve the extent to which individuals with autism learn through observation. This article reviews previous research that involved observational learning by individuals with autism and outlines future research that could benefit instructional practices. En ligne : http://dx.doi.org/10.1177/1362361312474373 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232
in Autism > 18-4 (May 2014) . - p.458-466[article] Observational learning by individuals with autism: A review of teaching strategies [Texte imprimé et/ou numérique] / Joshua B. PLAVNICK, Auteur ; Kara HUME, Auteur . - p.458-466.
Langues : Anglais (eng)
in Autism > 18-4 (May 2014) . - p.458-466
Mots-clés : autism group instruction modeling observational learning Index. décimale : PER Périodiques Résumé : Observational learning is the process used to explain the acquisition of novel behaviors or performance of previously acquired behaviors under novel conditions after observing the behavior of another person and the consequences that follow the behavior. Many learners with autism do not attend to environmental stimuli at a level sufficient to learn a range of prosocial behaviors through observation of others. Modeling, group or dyadic instruction, and explicit observation training can improve the extent to which individuals with autism learn through observation. This article reviews previous research that involved observational learning by individuals with autism and outlines future research that could benefit instructional practices. En ligne : http://dx.doi.org/10.1177/1362361312474373 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 Video Modeling and Observational Learning to Teach Gaming Access to Students with ASD / Amy D. SPRIGGS in Journal of Autism and Developmental Disorders, 46-9 (September 2016)
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Titre : Video Modeling and Observational Learning to Teach Gaming Access to Students with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Amy D. SPRIGGS, Auteur ; David L. GAST, Auteur ; Victoria F. KNIGHT, Auteur Article en page(s) : p.2845-2858 Langues : Anglais (eng) Mots-clés : Autism ASD Video modeling Observational learning Recreation and leisure skills Video games Gaming Index. décimale : PER Périodiques Résumé : The purpose of this study was to evaluate both video modeling and observational learning to teach age-appropriate recreation and leisure skills (i.e., accessing video games) to students with autism spectrum disorder. Effects of video modeling were evaluated via a multiple probe design across participants and criteria for mastery were based on these results. Secondary measures were collected on observational learning across participants and behaviors. Participants included 4 children with autism, ages 8–11, who were served in self-contained special education classrooms. Results indicated a functional relation between video modeling and increased independence in gaming; observational learning occurred for at least some steps across students. Results, implications for practitioners, limitations, and ideas for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-016-2824-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292
in Journal of Autism and Developmental Disorders > 46-9 (September 2016) . - p.2845-2858[article] Video Modeling and Observational Learning to Teach Gaming Access to Students with ASD [Texte imprimé et/ou numérique] / Amy D. SPRIGGS, Auteur ; David L. GAST, Auteur ; Victoria F. KNIGHT, Auteur . - p.2845-2858.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-9 (September 2016) . - p.2845-2858
Mots-clés : Autism ASD Video modeling Observational learning Recreation and leisure skills Video games Gaming Index. décimale : PER Périodiques Résumé : The purpose of this study was to evaluate both video modeling and observational learning to teach age-appropriate recreation and leisure skills (i.e., accessing video games) to students with autism spectrum disorder. Effects of video modeling were evaluated via a multiple probe design across participants and criteria for mastery were based on these results. Secondary measures were collected on observational learning across participants and behaviors. Participants included 4 children with autism, ages 8–11, who were served in self-contained special education classrooms. Results indicated a functional relation between video modeling and increased independence in gaming; observational learning occurred for at least some steps across students. Results, implications for practitioners, limitations, and ideas for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-016-2824-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292 Yes they can! An approach to observational learning in low-functioning children with autism / Jacqueline NADEL in Autism, 15-4 (July 2011)
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Titre : Yes they can! An approach to observational learning in low-functioning children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Jacqueline NADEL, Auteur ; Nadra AOUKA, Auteur ; Nathalie COULON, Auteur ; Agnès GRAS-VINCENDON, Auteur ; Pierre CANET, Auteur ; Jacqueline FAGARD, Auteur ; Claude BURSZTEJN, Auteur Année de publication : 2011 Article en page(s) : p.421-435 Langues : Anglais (eng) Mots-clés : action-effect relations autism observational learning video demonstration Index. décimale : PER Périodiques Résumé : Learning by doing and learning by observing are two facets of the tight coupling between perception and action discovered at the brain level. Developmental studies of observational learning still remain rare and even more rare are studies documenting the capacities of low-functioning children with autism to learn by observation. In the first investigation of this question, twenty nonverbal children with autism with a developmental age of 24 and 36 months, and twenty matched typical children, were presented with an experimental box requiring that a hierarchical sequence of subgoals be performed before it could be opened. A 9-day testing procedure included four presentations of the red box and two video demonstrations of how to open it. Two scores were computed, one concerning the number of sub-goals fulfilled and the other the relevant manipulations of the material. Within-group analyses revealed that only the typical children learned partly or fully the sequence of subgoals after the first video-demonstration. The addition of a second demonstration allowed the two subgroups with autism to learn partly or fully the sequence of subgoals. The differences between learning to manipulate and learning to produce a goal are discussed in terms of relationships between understanding actions and understanding action-effect relations. En ligne : http://dx.doi.org/10.1177/1362361310386508 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=133
in Autism > 15-4 (July 2011) . - p.421-435[article] Yes they can! An approach to observational learning in low-functioning children with autism [Texte imprimé et/ou numérique] / Jacqueline NADEL, Auteur ; Nadra AOUKA, Auteur ; Nathalie COULON, Auteur ; Agnès GRAS-VINCENDON, Auteur ; Pierre CANET, Auteur ; Jacqueline FAGARD, Auteur ; Claude BURSZTEJN, Auteur . - 2011 . - p.421-435.
Langues : Anglais (eng)
in Autism > 15-4 (July 2011) . - p.421-435
Mots-clés : action-effect relations autism observational learning video demonstration Index. décimale : PER Périodiques Résumé : Learning by doing and learning by observing are two facets of the tight coupling between perception and action discovered at the brain level. Developmental studies of observational learning still remain rare and even more rare are studies documenting the capacities of low-functioning children with autism to learn by observation. In the first investigation of this question, twenty nonverbal children with autism with a developmental age of 24 and 36 months, and twenty matched typical children, were presented with an experimental box requiring that a hierarchical sequence of subgoals be performed before it could be opened. A 9-day testing procedure included four presentations of the red box and two video demonstrations of how to open it. Two scores were computed, one concerning the number of sub-goals fulfilled and the other the relevant manipulations of the material. Within-group analyses revealed that only the typical children learned partly or fully the sequence of subgoals after the first video-demonstration. The addition of a second demonstration allowed the two subgroups with autism to learn partly or fully the sequence of subgoals. The differences between learning to manipulate and learning to produce a goal are discussed in terms of relationships between understanding actions and understanding action-effect relations. En ligne : http://dx.doi.org/10.1177/1362361310386508 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=133 Learning by observation and learning by doing in Prader-Willi syndrome / F. FOTI in Journal of Neurodevelopmental Disorders, 7-1 (December 2015)
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Titre : Learning by observation and learning by doing in Prader-Willi syndrome Type de document : Texte imprimé et/ou numérique Auteurs : F. FOTI, Auteur ; D. MENGHINI, Auteur ; E. ORLANDI, Auteur ; C. RUFINI, Auteur ; A. CRINO, Auteur ; S. SPERA, Auteur ; S. VICARI, Auteur ; L. PETROSINI, Auteur ; L. MANDOLESI, Auteur Article en page(s) : p.6 Langues : Anglais (eng) Mots-clés : Genetic disorders Imitation Learning by trial and error Observational learning Sequential learning Social learning Index. décimale : PER Périodiques Résumé : BACKGROUND: New competencies may be learned through active experience (learning by doing) or observation of others' experience (learning by observation). Observing another person performing a complex action accelerates the observer's acquisition of the same action, limiting the time-consuming process of learning by doing. Here, we compared learning by observation and learning by doing in individuals with Prader-Willi syndrome (PWS). It is hypothesized that PWS individuals could show more difficulties with learning by observation than learning by doing because of their specific difficulty in interpreting and using social information. METHODS: The performance of 24 PWS individuals was compared with that of 28 mental age (MA)- and gender-matched typically developing (TD) children in tasks of learning a visuo-motor sequence by observation or by doing. To determine whether the performance pattern exhibited by PWS participants was specific to this population or whether it was a nonspecific intellectual disability effect, we compared the PWS performances with those of a third MA- and gender-matched group of individuals with Williams syndrome (WS). RESULTS: PWS individuals were severely impaired in detecting a sequence by observation, were able to detect a sequence by doing, and became as efficient as TD children in reproducing an observed sequence after a task of learning by doing. The learning pattern of PWS children was reversed compared with that of WS individuals. CONCLUSIONS: The observational learning deficit in PWS individuals may be rooted, at least partially, in their incapacity to understand and/or use social information. En ligne : http://dx.doi.org/10.1186/s11689-015-9102-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=347
in Journal of Neurodevelopmental Disorders > 7-1 (December 2015) . - p.6[article] Learning by observation and learning by doing in Prader-Willi syndrome [Texte imprimé et/ou numérique] / F. FOTI, Auteur ; D. MENGHINI, Auteur ; E. ORLANDI, Auteur ; C. RUFINI, Auteur ; A. CRINO, Auteur ; S. SPERA, Auteur ; S. VICARI, Auteur ; L. PETROSINI, Auteur ; L. MANDOLESI, Auteur . - p.6.
Langues : Anglais (eng)
in Journal of Neurodevelopmental Disorders > 7-1 (December 2015) . - p.6
Mots-clés : Genetic disorders Imitation Learning by trial and error Observational learning Sequential learning Social learning Index. décimale : PER Périodiques Résumé : BACKGROUND: New competencies may be learned through active experience (learning by doing) or observation of others' experience (learning by observation). Observing another person performing a complex action accelerates the observer's acquisition of the same action, limiting the time-consuming process of learning by doing. Here, we compared learning by observation and learning by doing in individuals with Prader-Willi syndrome (PWS). It is hypothesized that PWS individuals could show more difficulties with learning by observation than learning by doing because of their specific difficulty in interpreting and using social information. METHODS: The performance of 24 PWS individuals was compared with that of 28 mental age (MA)- and gender-matched typically developing (TD) children in tasks of learning a visuo-motor sequence by observation or by doing. To determine whether the performance pattern exhibited by PWS participants was specific to this population or whether it was a nonspecific intellectual disability effect, we compared the PWS performances with those of a third MA- and gender-matched group of individuals with Williams syndrome (WS). RESULTS: PWS individuals were severely impaired in detecting a sequence by observation, were able to detect a sequence by doing, and became as efficient as TD children in reproducing an observed sequence after a task of learning by doing. The learning pattern of PWS children was reversed compared with that of WS individuals. CONCLUSIONS: The observational learning deficit in PWS individuals may be rooted, at least partially, in their incapacity to understand and/or use social information. En ligne : http://dx.doi.org/10.1186/s11689-015-9102-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=347 Observational Effects on the Food Preferences of Children With Autism Spectrum Disorder / Joseph H. CIHON in Focus on Autism and Other Developmental Disabilities, 36-1 (March 2021)
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Titre : Observational Effects on the Food Preferences of Children With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Joseph H. CIHON, Auteur ; Mary Jane WEISS, Auteur ; Julia L. FERGUSON, Auteur ; Justin B. LEAF, Auteur ; Thomas ZANE, Auteur ; Robert K. ROSS, Auteur Article en page(s) : p.25-35 Langues : Anglais (eng) Mots-clés : food selectivity observational learning autism Index. décimale : PER Périodiques Résumé : Research addressing food selectivity has involved intrusive techniques such as escape extinction. It is possible that observational learning methods employed in previous studies could provide the desired results with respect to food selectivity without the need for invasive physical interventions. The purpose of this study was to evaluate the effectiveness of an observational learning procedure on the selection of food items of three children diagnosed with autism spectrum disorder. Baseline consisted of a simple task after which a choice was presented between high- and low-preferred foods. The intervention consisted of observing an adult engage in the same task and selecting the low-preferred food while making favorable comments and engaging with the food in novel ways. The results of a reversal design demonstrated that selection of the low-preferred food only occurred following the introduction of the intervention, and all three participants engaged in flexible responding as a result of the intervention. En ligne : http://dx.doi.org/10.1177/1088357620954368 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440
in Focus on Autism and Other Developmental Disabilities > 36-1 (March 2021) . - p.25-35[article] Observational Effects on the Food Preferences of Children With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Joseph H. CIHON, Auteur ; Mary Jane WEISS, Auteur ; Julia L. FERGUSON, Auteur ; Justin B. LEAF, Auteur ; Thomas ZANE, Auteur ; Robert K. ROSS, Auteur . - p.25-35.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 36-1 (March 2021) . - p.25-35
Mots-clés : food selectivity observational learning autism Index. décimale : PER Périodiques Résumé : Research addressing food selectivity has involved intrusive techniques such as escape extinction. It is possible that observational learning methods employed in previous studies could provide the desired results with respect to food selectivity without the need for invasive physical interventions. The purpose of this study was to evaluate the effectiveness of an observational learning procedure on the selection of food items of three children diagnosed with autism spectrum disorder. Baseline consisted of a simple task after which a choice was presented between high- and low-preferred foods. The intervention consisted of observing an adult engage in the same task and selecting the low-preferred food while making favorable comments and engaging with the food in novel ways. The results of a reversal design demonstrated that selection of the low-preferred food only occurred following the introduction of the intervention, and all three participants engaged in flexible responding as a result of the intervention. En ligne : http://dx.doi.org/10.1177/1088357620954368 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440 Effects of Delayed Video-Based Feedback and Observing Feedback on Paraprofessional Implementation of Evidence-Based Practices for Students With Severe Disabilities / Matthew E. BROCK in Focus on Autism and Other Developmental Disabilities, 35-3 (September 2020)
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PermalinkEffects of a School-Based Social Skills Training Program for Adolescents with Autism Spectrum Disorder and Intellectual Disability / Joshua B. PLAVNICK in Journal of Autism and Developmental Disorders, 45-9 (September 2015)
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