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An Evaluation Of Response Variability Of Intraverbal Responding In Children With Autism And Their Age Matched Typically Developing Peers
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Book Synopsis An Evaluation of Response Variability of Intraverbal Responding in Children with Autism and Their Age-matched Typically Developing Peers by : Kimberly Ford
Download or read book An Evaluation of Response Variability of Intraverbal Responding in Children with Autism and Their Age-matched Typically Developing Peers written by Kimberly Ford and published by . This book was released on 2015 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt: A lag schedule is a schedule of reinforcement in which an emitted response must differ to an n degree from the previous response. Previous research shows that implementation of a lag schedule of reinforcement will increase response variability to intraverbal stimuli in individuals with autism (Contreras & Betz, in press; Heldt & Schlinger, 2012; Lee, McComas, & Jawor, 2002; Susa and Schlinger, 2012). However, current research is missing two important pieces of information: 1) How much variability is enough; 2) How much variability can an individual emit. The current study used a pre-assessment in which each child was asked to name all animals known to them and then implemented a Lag 1 for those participants who failed to vary during baseline. Results found that a Lag 1 alone was effective at increasing varied responding to those emitted by the age-matched peer for one participant and a Lag 1 schedule with training was effective in increasing responding for two participants.
Book Synopsis Auditory Brainstem Response and Language in Typically Developing Children and Children with Autism Spectrum Disorder by : Lisa Tecoulesco
Download or read book Auditory Brainstem Response and Language in Typically Developing Children and Children with Autism Spectrum Disorder written by Lisa Tecoulesco and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Syntactic, semantic, and phonological knowledge are vital aspects of macro level language ability. Prior research has focused on environmental or cortical sources of individual differences in these areas. Subcortical contributions of the auditory brainstem have also been found to contribute to language ability in both typically developing (TD) populations and children with autism spectrum disorder (ASD). This study investigates whether one aspect of auditory brainstem responses (ABRs), response stability, a metric of the variability of instance to instance neural encoding of sound, can predict syntactic, semantic, and phonological performance in TD and ASD school-aged children. This study further investigates the degree to which phonological discrimination serves as a moderator of any relationship found between /da/ stability and syntax and semantics. Results showed that higher /da/ stability was associated with better phonological discrimination and syntactic performance in both TD and ASD children. Furthermore, phonological discrimination was a successful mediator of the relationship between /da/ stability and syntactic performance. This study supports the growing body of literature that stable subcortical neural encoding of sound is important for language development.
Book Synopsis Verbal Behavior by : Burrhus Frederic Skinner
Download or read book Verbal Behavior written by Burrhus Frederic Skinner and published by New York : Appleton-Century-Crofts. This book was released on 1957 with total page 478 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Unconventional Verbal Behavior in Young Children with Autism Spectrum Disorder During Peer Play Intervention by : Marianne Elisabeth Plain
Download or read book Unconventional Verbal Behavior in Young Children with Autism Spectrum Disorder During Peer Play Intervention written by Marianne Elisabeth Plain and published by . This book was released on 2005 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Lag Schedules on the Intraverbal Repertoires of a Child with Autism by : Hani Hazim
Download or read book The Effects of Lag Schedules on the Intraverbal Repertoires of a Child with Autism written by Hani Hazim and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Due to skill deficits in their communicative repertoires, children with ASD often engage in the same response(s) with little to no variability. Lack of variable responding has been demonstrated to result in several negative effects, such as the resurgence of challenging behaviors due to relapse. Research has provided practitioners with multiple options for increasing response variability. One method that has been utilized to increase variable responding across different domains is the lag schedule of reinforcement. The current study replicated and extended previous research by evaluating the effect of a Lag 3 schedule on the intraverbal repertoire of a 5-year-old child with ASD using a telehealth format. Results demonstrated the child emitted different and varied intraverbal responses following the implementation of both a Lag 1 and Lag 3 schedule of reinforcement.
Book Synopsis Verbal Ability and Social Stress in Children with Autism and Typical Development by : Kimberly Elizabeth Lanni
Download or read book Verbal Ability and Social Stress in Children with Autism and Typical Development written by Kimberly Elizabeth Lanni and published by . This book was released on 2011 with total page 103 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Effects of Lag Schedules on Variability of Responding to Intraverbal Questions with Children with Autism by : Bethany Pauline Contreras
Download or read book Effects of Lag Schedules on Variability of Responding to Intraverbal Questions with Children with Autism written by Bethany Pauline Contreras and published by . This book was released on 2012 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Derived Relational Responding Applications for Learners with Autism and Other Developmental Disabilities by : Ruth Anne Rehfeldt
Download or read book Derived Relational Responding Applications for Learners with Autism and Other Developmental Disabilities written by Ruth Anne Rehfeldt and published by New Harbinger Publications. This book was released on 2009-04-02 with total page 402 pages. Available in PDF, EPUB and Kindle. Book excerpt: Copublished with Context Press Derived Relational Responding offers a series of revolutionary intervention programs for applied work in human language and cognition targeted at students with autism and other developmental disabilities. It presents a program drawn from derived stimulus relations that you can use to help students of all ages acquire foundational and advanced verbal, social, and cognitive skills. The first part of Derived Relational Responding provides step-by-step instructions for helping students learn relationally, acquire rudimentary verbal operants, and develop other basic language skills. In the second section of this book, you'll find ways to enhance students' receptive and expressive repertoires by developing their ability to read, spell, construct sentences, and use grammar. Finally, you'll find out how to teach students to apply the skills they've learned to higher order cognitive and social functions, including perspective-taking, empathy, mathematical reasoning, intelligence, and creativity. This applied behavior analytic training approach will help students make many substantial and lasting gains in language and cognition not possible with traditional interventions.
Book Synopsis An Evaluation of Delay to Reinforcement and Variant Responding by : Colin Sullivan Muething
Download or read book An Evaluation of Delay to Reinforcement and Variant Responding written by Colin Sullivan Muething and published by . This book was released on 2016 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children with Autism Spectrum Disorders and other developmental disabilities often exhibit invariant responding (i.e., restricted behavioral repertoires), deficits in communication, and challenging behavior. A variety of interventions have targeted increasing variant responding such as extinction, lag schedules of reinforcement, and percentile schedules of reinforcement. An additional variation studied in the basic literature entails the inclusion of a delay to reinforcement. Results of basic studies indicate that the inclusion of a delay to reinforcement leads to an increase in the variety of responses. The purpose of the current study was to evaluate the effects of a delay to reinforcement on the variability of communication responses during functional communication training with children with developmental disabilities with histories of engagement in challenging behavior. Results indicated that the delay to reinforcement increased variant communicative responding with all four participants.
Book Synopsis Assessing the Effects of Derived Relational Responding on Intraverbal Use of Same-opposite and More Than-less Than Relations in Children with Autism by : Jane P. White
Download or read book Assessing the Effects of Derived Relational Responding on Intraverbal Use of Same-opposite and More Than-less Than Relations in Children with Autism written by Jane P. White and published by . This book was released on 2014 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt: Relational Frame Theory provides an analysis of verbal behavior involving a focus on the development of relational operants which are seen as a basis for language. From this basis, a framework is provided for establishing relational networks in individuals who lack derived relational ability. Establishment of relational frames may increase the probability of responding relationally to novel instances and use of the specific relational frames during social interactions; therefore, training verbal relations in accordance with an RFT approach may enhance intraverbal responding and facilitate the emergence of untrained responses. The purpose of this study was to evaluate the emergence of specific relationships in the context of intraverbal responding as a collateral effect of training on relational networks in four children with Autism Spectrum Disorder. Two participants demonstrated mastery of derived relational responding (DRR) without training, one participant demonstrated mastery of DRR following training, and a fourth participant demonstrated mutual entailment and some combinatorial entailment. Increases in vocal verbal behavior during generalization probes were observed, although increased use of all target relations was not observed in all participants. Further research is needed to evaluate specific deficits in derived relational responding among individuals with ASD, as well as the correlation between DRR and language ability.
Book Synopsis Assessing the Mentally Retarded by : Johnny L. Matson
Download or read book Assessing the Mentally Retarded written by Johnny L. Matson and published by Thomas Allen Publishers. This book was released on 1983 with total page 488 pages. Available in PDF, EPUB and Kindle. Book excerpt: En considérant le champ de la déficience intellectuelle comme en constante évolution depuis l'administration du Président Kennedy aux États-Unis et par l'injection de capitaux imposants pour le développement de la recherche dans ce domaine, les auteurs se penchent sur un des volets qui se développe le plus rapidement : l'évaluation. Ce livre est basé sur des données empiriques plutôt que sur la pratique exclusivement ou sur des opinions. Les auteurs ont laissé de côté plusieurs méthodes d'évaluation, mais ont ausculté de nouvelles dimensions de l'évaluation comme l'évaluation de problèmes neurologiques, l'évaluation des aptitudes et des habiletés sociales ou quotidiennes menant à la vie autonome ainsi que l'évaluation de troubles du comportement.
Book Synopsis N2 and Response Inhibition in Children with High-functioning Autism by : Leena Mohapatra
Download or read book N2 and Response Inhibition in Children with High-functioning Autism written by Leena Mohapatra and published by . This book was released on 2007 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Discrepant findings on whether children with autism display response inhibition deficits may be partially due to the wide variety of behavioral tasks used to assess inhibition. A more useful way of understanding early cognitive/attentional processes that influence response inhibition may be to look at neurophysiological measures. Specifically, the event related potential N2, a measurement of cognitive control or the effortful decision to inhibit a prepotent behavioral response, may be useful in understanding the discrepancy in response inhibition. In the current study we measured the N2 as high-functioning autistic children and age, IQ-matched control children performed a modified Flanker task. We further examined the associations between N2 amplitude and latency and variations in social communication within the HFA sample. Behavioral and electrophysiological data from a modified Flanker task were collected from 27 HFA (1 female) and 24 typically developing controls (1 female) ranging in age from 8- to 16-years. Symptom severity was measured using the ASSQ, ADI, and SCQ. Regarding behavioral performance, HFA children committed more errors than control children when controlling for age and verbal IQ. Electrophysiological performance indicated marginal group differences in N2 amplitude when controlling for age. Typical age-related decline in N2 amplitude was observed in the control group but not in the HFA group. There were no significant group differences found for N2 latency. In addition, greater N2 amplitude was correlated with lower scores on the SCQ for the HFA children. Behavioral performance does not conclude that the HFA children show deficits in inhibition, but deficits regarding impulsivity. Electrophysiological data suggest developmental change in N2 amplitude differentiates the HFA and control groups. Finally, the relationship between larger N2 amplitude and lower scores on the SCQ, within the HFA children, indicate that social communication deficits are less when greater cognitive effort is utilized.
Book Synopsis A Multi-method Analysis of Intersensory Perception of Social Information in Children and Adolescents with Autism Spectrum Disorder by : Lisa Hancock Alli
Download or read book A Multi-method Analysis of Intersensory Perception of Social Information in Children and Adolescents with Autism Spectrum Disorder written by Lisa Hancock Alli and published by . This book was released on 2016 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The present study investigated the intersensory processing deficit for social stimuli in individuals with ASD compared to age- and cognitive-ability matched typically developing peers. This deficit was theorized to account (at least partially) for cascading impairments in attention and autism symptomatology across development. The primary goal was to isolate the social and linguistic properties of intersensory (audio-visual) processing using a manipulation of temporal synchrony. In Study One, a multi-method analysis of looking time and proportion of efficient gaze patterns using eye-tracking data from a behavioural task was used. Results provided evidence of a difference in intersensory processing specifically for social stimuli in children with ASD that does not appear to be solely attributable to a deficit in processing faces, language, or body movement. The secondary goal of the project was to provide a better understanding of variables that impact and are impacted by intersensory processing. In Study Two the strength and direction of the relationship between intersensory processing and developmental, diagnostic, and attention variables was assessed. Results showed that impaired intersensory processing for social information appears to be associated with cascading consequences across development including some of the core impairments in Autism Spectrum Disorder: disrupted sensory processing, social-communication disability, and slower attentional disengagement. In summary, results of Study One and Study Two are best understood as a specific cognitive-perceptual deficit in social orienting and are consistent with the Intersensory Redundency Hypothesis. The observed intersensory processing differences between groups may be impacted by dysfunctional intersensory integration wherein the most general amodal property, temporal synchrony, is misprocessed at early stages, disrupting selective attention and early social orienting. This impairment impacts the cascading cycle of perception, learning, memory, attention and so on and contributes to core sensory and social-communication impairments associated with Autism Spectrum Disorder.
Book Synopsis A Comparison of Two Transfer of Stimulus Control Procedures and Their Effect on Generalized Intraverbal Responding with Two Individuals with Autism Spectrum Disorder by : Heather Thompson
Download or read book A Comparison of Two Transfer of Stimulus Control Procedures and Their Effect on Generalized Intraverbal Responding with Two Individuals with Autism Spectrum Disorder written by Heather Thompson and published by . This book was released on 2021 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: Language and our ability to communicate is unique, vital to our existence, and not acquired by all in the same manner. A quantitative study was conducted to compare two tact to intraverbal transfer of stimulus control procedures and their effect on establishing generalized intraverbal responses for two school-aged children diagnosed with autism spectrum disorder. Through the use of a single-subject alternating treatment design, this study compared a tact to intraverbal transfer of stimulus control procedure using a single picture stimulus field presentation versus a tact to intraverbal transfer of stimulus control procedure using a multiple picture stimuli field presentation. The present research was conducted to investigate further the functioning role of problem-solving when teaching multiply controlled intraverbal behavior related to identifying items by their parts. Participant errors, correct responses, and generalized responses were analyzed across Pretest, intervention, and Posttest for both interventions. The findings revealed a correlation with increased generalized responding when using a multiple picture field size presentation as a tact prompt in a tact to intraverbal transfer of stimulus control procedure in comparison to a single picture field size presentation for Participant 1. Participant 2 did not replicate the same results. These data suggest an increased field size presentation as a tact prompt may help facilitate the production of generalized responses in some individuals with autism spectrum disorder.
Book Synopsis Stimulus Overselectivity in Typical Development by : Sarah R. Reed
Download or read book Stimulus Overselectivity in Typical Development written by Sarah R. Reed and published by . This book was released on 2013 with total page 9 pages. Available in PDF, EPUB and Kindle. Book excerpt: Stimulus overselectivity is widely accepted as a stimulus control abnormality in autism spectrum disorders and subsets of other populations. Previous research has demonstrated a link between both chronological and mental age and overselectivity in typical development. However, the age at which children are developmentally ready to respond to discriminations involving simultaneous multiple cues has not been established. Thirty-seven typically developing preschoolers completed a task requiring response to simultaneous cues (color and shape) to establish the age at which typically developing children can successfully respond to multiple cues. Results demonstrate that typically developing children under 36 months of age have difficulty responding to multiple cues. Implications for behavioral treatment for autism are discussed. [This paper was published in "Journal of Autism and Developmental Disorders" (EJ1004123).].
Book Synopsis Evidence-Based Practices and Treatments for Children with Autism by : Brian Reichow
Download or read book Evidence-Based Practices and Treatments for Children with Autism written by Brian Reichow and published by Springer Science & Business Media. This book was released on 2010-11-25 with total page 415 pages. Available in PDF, EPUB and Kindle. Book excerpt: Autism spectrum disorders (ASDs) have been increasingly diagnosed in recent years and carries with it far reaching social and financial implications. With this in mind, educators, physicians, and parents are searching for the best practices and most effective treatments. But because the symptoms of ASDs span multiple domains (e.g., communication and language, social, behavioral), successfully meeting the needs of a child with autism can be quite challenging. Evidence-Based Practices and Treatments for Children with Autism offers an insightful and balanced perspective on topics ranging from the historical underpinnings of autism treatment to the use of psychopharmacology and the implementation of evidence-based practices (EBPs). An evaluation methodology is also offered to reduce the risks and inconsistencies associated with the varying definitions of key autism terminology. This commitment to clearly addressing the complex issues associated with ASDs continues throughout the volume and provides opportunities for further research. Additional issues addressed include: Behavioral excesses and deficits treatment Communication treatment Social awareness and social skills treatment Dietary, complementary, and alternative treatments Implementation of EBPs in school settings Interventions for sensory dysfunction With its holistic and accessible approach, Evidence-Based Practices and Treatments for Children with Autism is a vital resource for school psychologists and special education professionals as well as allied mental health professionals, including clinical child and developmental psychologists, psychiatrist, pediatricians, primary care and community providers.
Book Synopsis Comparison of Spontaneously Elicited Language Patterns in Specific Language Impairment and High-functioning Autism by : Megan Craig
Download or read book Comparison of Spontaneously Elicited Language Patterns in Specific Language Impairment and High-functioning Autism written by Megan Craig and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Background: we aimed to characterize differneces in the use of language in children with specific language impairment and high-functioning autism by analyzing verbal responses on standardized tests. The overall goal was to provide clinicians with additional tools with which to aid in distinguishing the two neurodevelopmental disorders. Materials and methods: this study included 16 children with specific language impairment, 28 children with high-functioning autism, and 52 typically developing participants between the ages of six and 14. Groups were matched for age, and specific language impairment and high-functioning autism groups were matched on verbal and performance IQ. Responses from standardized tests were examined for response length, grammatical errors, filler words, perserverations, revisions (repeated attempts to begin or continue a sentence), off-topic attention shifts (lapses in attention to the task), and rambling. Data were analyzed using parametric and nonparametric methods. Results: specific language impairment responses were longer and contained more filler words than did those of the other two groups, whereas high-functioning autism responses exhibited more grammatical erros, off-topic attention shifts, and rambling. Specific language impairment and high-functioning autism responses showed higher rates of perserveration compared with controls. There were no significant differences in revisions among the three groups. Conclusions: differences in language patterns of participants with specific language impairment and high-functioning autism may be useful to the clinician in helping to differentiate isolated language impairment from high-functioning autism. The results also support the conclusion that the two conditions are separable, and each exhibits a different pattern of language dysfunction
