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7 recherche sur le mot-clé 'reinforcement'
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Reinforcement Arrangements for Learners with Autism Spectrum Disorder / Iser G. DELEON
Titre : Reinforcement Arrangements for Learners with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Iser G. DELEON, Auteur ; Richard B. GRAFF, Auteur ; Michelle A. FRANK-CRAWFORD, Auteur ; Griffin W. ROOKER, Auteur ; Christopher E. BULLOCK, Auteur Année de publication : 2014 Importance : p.205-228 Langues : Anglais (eng) Mots-clés : Reinforcement Establishing operations Preference assessment Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=265 Reinforcement Arrangements for Learners with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Iser G. DELEON, Auteur ; Richard B. GRAFF, Auteur ; Michelle A. FRANK-CRAWFORD, Auteur ; Griffin W. ROOKER, Auteur ; Christopher E. BULLOCK, Auteur . - 2014 . - p.205-228.
Langues : Anglais (eng)
Mots-clés : Reinforcement Establishing operations Preference assessment Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=265 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Behavioral sensitivity to changing reinforcement contingencies in attention-deficit hyperactivity disorder / Brent ALSOP in Journal of Child Psychology and Psychiatry, 57-8 (August 2016)
[article]
Titre : Behavioral sensitivity to changing reinforcement contingencies in attention-deficit hyperactivity disorder Type de document : Texte imprimé et/ou numérique Auteurs : Brent ALSOP, Auteur ; Emi FURUKAWA, Auteur ; Paula SOWERBY, Auteur ; Stephanie JENSEN, Auteur ; Cara MOFFAT, Auteur ; Gail TRIPP, Auteur Article en page(s) : p.947-956 Langues : Anglais (eng) Mots-clés : Attention-deficit hyperactivity disorder response allocation reinforcement change Index. décimale : PER Périodiques Résumé : Background Altered sensitivity to positive reinforcement has been hypothesized to contribute to the symptoms of attention-deficit hyperactivity disorder (ADHD). In this study, we evaluated the ability of children with and without ADHD to adapt their behavior to changing reinforcer availability. Method Of one hundred sixty-seven children, 97 diagnosed with ADHD completed a signal-detection task in which correct discriminations between two stimuli were associated with different frequencies of reinforcement. The response alternative associated with the higher rate of reinforcement switched twice during the task without warning. For a subset of participants, this was followed by trials for which no reinforcement was delivered, irrespective of performance. Results Children in both groups developed an initial bias toward the more frequently reinforced response alternative. When the response alternative associated with the higher rate of reinforcement switched, the children's response allocation (bias) followed suit, but this effect was significantly smaller for children with ADHD. When reinforcement was discontinued, only children in the control group modified their response pattern. Conclusions Children with ADHD adjust their behavioral responses to changing reinforcer availability less than typically developing children, when reinforcement is intermittent and the association between an action and its consequences is uncertain. This may explain the difficulty children with ADHD have adapting their behavior to new situations, with different reinforcement contingencies, in daily life. En ligne : http://dx.doi.org/10.1111/jcpp.12561 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292
in Journal of Child Psychology and Psychiatry > 57-8 (August 2016) . - p.947-956[article] Behavioral sensitivity to changing reinforcement contingencies in attention-deficit hyperactivity disorder [Texte imprimé et/ou numérique] / Brent ALSOP, Auteur ; Emi FURUKAWA, Auteur ; Paula SOWERBY, Auteur ; Stephanie JENSEN, Auteur ; Cara MOFFAT, Auteur ; Gail TRIPP, Auteur . - p.947-956.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 57-8 (August 2016) . - p.947-956
Mots-clés : Attention-deficit hyperactivity disorder response allocation reinforcement change Index. décimale : PER Périodiques Résumé : Background Altered sensitivity to positive reinforcement has been hypothesized to contribute to the symptoms of attention-deficit hyperactivity disorder (ADHD). In this study, we evaluated the ability of children with and without ADHD to adapt their behavior to changing reinforcer availability. Method Of one hundred sixty-seven children, 97 diagnosed with ADHD completed a signal-detection task in which correct discriminations between two stimuli were associated with different frequencies of reinforcement. The response alternative associated with the higher rate of reinforcement switched twice during the task without warning. For a subset of participants, this was followed by trials for which no reinforcement was delivered, irrespective of performance. Results Children in both groups developed an initial bias toward the more frequently reinforced response alternative. When the response alternative associated with the higher rate of reinforcement switched, the children's response allocation (bias) followed suit, but this effect was significantly smaller for children with ADHD. When reinforcement was discontinued, only children in the control group modified their response pattern. Conclusions Children with ADHD adjust their behavioral responses to changing reinforcer availability less than typically developing children, when reinforcement is intermittent and the association between an action and its consequences is uncertain. This may explain the difficulty children with ADHD have adapting their behavior to new situations, with different reinforcement contingencies, in daily life. En ligne : http://dx.doi.org/10.1111/jcpp.12561 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292 Increasing response variability in children with autism spectrum disorder using lag schedules of reinforcement / Clodagh MURRAY in Research in Autism Spectrum Disorders, 7-11 (November 2013)
[article]
Titre : Increasing response variability in children with autism spectrum disorder using lag schedules of reinforcement Type de document : Texte imprimé et/ou numérique Auteurs : Clodagh MURRAY, Auteur ; Olive HEALY, Auteur Article en page(s) : p.1481-1488 Langues : Anglais (eng) Mots-clés : Response variability Lag schedules Reinforcement U-Value statistic Index. décimale : PER Périodiques Résumé : Abstract Individuals with autism spectrum disorder (ASD) often present with deficits in variability in responding across multiple repertoires. However, research to date has resulted in little empirical evaluation of remediation strategies for such deficits. We investigated the effects of lag schedules of reinforcement on response variability using a computer-based task designed for the purpose of the study. The U-value statistic was used as a measure of variability in responding to determine if increasing the lag criterion would correspondingly increase levels of variability. Participants included children with ASD (Group 1) and neurotypical children (Group 2). Results showed that U-values were higher when reinforcement was contingent on increased variability, indicating the effectiveness of higher lag values on response variability. A significant difference in response variability between groups provided evidence for the disparity in such responding in children with ASD compared to their neurotypical peers. Group 1 showed consistently lower U-values than Group 2 indicating lower response variability. However, data from this study clearly show that lag schedules of reinforcement may be employed to increase response variability in ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.08.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=215
in Research in Autism Spectrum Disorders > 7-11 (November 2013) . - p.1481-1488[article] Increasing response variability in children with autism spectrum disorder using lag schedules of reinforcement [Texte imprimé et/ou numérique] / Clodagh MURRAY, Auteur ; Olive HEALY, Auteur . - p.1481-1488.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-11 (November 2013) . - p.1481-1488
Mots-clés : Response variability Lag schedules Reinforcement U-Value statistic Index. décimale : PER Périodiques Résumé : Abstract Individuals with autism spectrum disorder (ASD) often present with deficits in variability in responding across multiple repertoires. However, research to date has resulted in little empirical evaluation of remediation strategies for such deficits. We investigated the effects of lag schedules of reinforcement on response variability using a computer-based task designed for the purpose of the study. The U-value statistic was used as a measure of variability in responding to determine if increasing the lag criterion would correspondingly increase levels of variability. Participants included children with ASD (Group 1) and neurotypical children (Group 2). Results showed that U-values were higher when reinforcement was contingent on increased variability, indicating the effectiveness of higher lag values on response variability. A significant difference in response variability between groups provided evidence for the disparity in such responding in children with ASD compared to their neurotypical peers. Group 1 showed consistently lower U-values than Group 2 indicating lower response variability. However, data from this study clearly show that lag schedules of reinforcement may be employed to increase response variability in ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.08.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=215 The Role of Reinforcement in Multiple Response Repetition Error Correction and Treatment Preference of Chinese Children with Autism / C. YUAN in Journal of Autism and Developmental Disorders, 49-9 (September 2019)
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Titre : The Role of Reinforcement in Multiple Response Repetition Error Correction and Treatment Preference of Chinese Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : C. YUAN, Auteur ; Y. HUA, Auteur ; J. ZHU, Auteur Article en page(s) : p.3704-3715 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Early behavioral intervention Error correction Preference Reinforcement Index. décimale : PER Périodiques Résumé : Error correction is a ubiquitous instructional component for children with autism spectrum disorder (ASD). In the context of alternating treatment with repeated acquisition design, we taught four young Chinese children with ASD three sets of a match-to-sample task using multiple response repetition error correction with and without reinforcement. We assessed the participants' preferences of the procedures. Results showed that the acquisition rates were similar under both conditions. However, participant's preferences varied, with three participants preferring error correction with reinforcement and one preferring the without-reinforcement procedure. The discussion addresses the results from our comparison in light of prior studies and learner preferences of error-correction procedures, as well as the research and practical implications of our findings. En ligne : http://dx.doi.org/10.1007/s10803-019-04086-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405
in Journal of Autism and Developmental Disorders > 49-9 (September 2019) . - p.3704-3715[article] The Role of Reinforcement in Multiple Response Repetition Error Correction and Treatment Preference of Chinese Children with Autism [Texte imprimé et/ou numérique] / C. YUAN, Auteur ; Y. HUA, Auteur ; J. ZHU, Auteur . - p.3704-3715.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-9 (September 2019) . - p.3704-3715
Mots-clés : Autism spectrum disorder Early behavioral intervention Error correction Preference Reinforcement Index. décimale : PER Périodiques Résumé : Error correction is a ubiquitous instructional component for children with autism spectrum disorder (ASD). In the context of alternating treatment with repeated acquisition design, we taught four young Chinese children with ASD three sets of a match-to-sample task using multiple response repetition error correction with and without reinforcement. We assessed the participants' preferences of the procedures. Results showed that the acquisition rates were similar under both conditions. However, participant's preferences varied, with three participants preferring error correction with reinforcement and one preferring the without-reinforcement procedure. The discussion addresses the results from our comparison in light of prior studies and learner preferences of error-correction procedures, as well as the research and practical implications of our findings. En ligne : http://dx.doi.org/10.1007/s10803-019-04086-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405 Functional Assessment and Behavioural Intervention for Eating Difficulties in Children with Autism: A study Conducted in the Natural Environment Using Parents and ABA Tutors as Therapists / Catherine GALE in Journal of Autism and Developmental Disorders, 41-10 (October 2011)
[article]
Titre : Functional Assessment and Behavioural Intervention for Eating Difficulties in Children with Autism: A study Conducted in the Natural Environment Using Parents and ABA Tutors as Therapists Type de document : Texte imprimé et/ou numérique Auteurs : Catherine GALE, Auteur ; Svein EIKESETH, Auteur ; Eric RUDRUD, Auteur Année de publication : 2011 Article en page(s) : p.1383-1396 Langues : Anglais (eng) Mots-clés : Eating Functional assessment Reinforcement Escape extinction Autism Index. décimale : PER Périodiques Résumé : Two functional assessments (interview and direct observation) were used with three children with autism to identify the functions maintaining mealtime behaviour including acceptance, mouth clean, refusal, and other disruptive behaviours such as crying and pushing the spoon. Based on results of the functional assessments it was hypothesized that appropriate and disruptive mealtime behaviour was maintained by different contingencies. A non-concurrent multiple baseline design across participants was utilized to validate the effectiveness of the intervention. Intervention for all participants included presentation of food on a spoon for 30 s unless acceptance occurred. Acceptance resulted in putative reinforcement. The meal ended after 20 presentations. For all participants, acceptance and mouth cleans increased while disruptive behaviour decreased, and effects were maintained at follow-up. En ligne : http://dx.doi.org/10.1007/s10803-010-1167-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=143
in Journal of Autism and Developmental Disorders > 41-10 (October 2011) . - p.1383-1396[article] Functional Assessment and Behavioural Intervention for Eating Difficulties in Children with Autism: A study Conducted in the Natural Environment Using Parents and ABA Tutors as Therapists [Texte imprimé et/ou numérique] / Catherine GALE, Auteur ; Svein EIKESETH, Auteur ; Eric RUDRUD, Auteur . - 2011 . - p.1383-1396.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 41-10 (October 2011) . - p.1383-1396
Mots-clés : Eating Functional assessment Reinforcement Escape extinction Autism Index. décimale : PER Périodiques Résumé : Two functional assessments (interview and direct observation) were used with three children with autism to identify the functions maintaining mealtime behaviour including acceptance, mouth clean, refusal, and other disruptive behaviours such as crying and pushing the spoon. Based on results of the functional assessments it was hypothesized that appropriate and disruptive mealtime behaviour was maintained by different contingencies. A non-concurrent multiple baseline design across participants was utilized to validate the effectiveness of the intervention. Intervention for all participants included presentation of food on a spoon for 30 s unless acceptance occurred. Acceptance resulted in putative reinforcement. The meal ended after 20 presentations. For all participants, acceptance and mouth cleans increased while disruptive behaviour decreased, and effects were maintained at follow-up. En ligne : http://dx.doi.org/10.1007/s10803-010-1167-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=143 Increasing physical activity in young adults with autism spectrum disorders / Kate B. LALONDE in Research in Autism Spectrum Disorders, 8-12 (December 2014)
PermalinkERPs associated with monitoring and evaluation of monetary reward and punishment in children with ADHD / Catharina S. VAN MEEL in Journal of Child Psychology and Psychiatry, 52-9 (September 2011)
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