The Relationship Between Ocular Observing Responses And Relational Training Procedures For Children With Autism Spectrum Disorder

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The Relationship Between Ocular Observing Responses and Relational Training Procedures for Children with Autism Spectrum Disorder

Author : Becky F. Barron
Publisher :
ISBN 13 :
Total Pages : 334 pages
Book Rating : 4.:/5 (124 download)

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Book Synopsis The Relationship Between Ocular Observing Responses and Relational Training Procedures for Children with Autism Spectrum Disorder by : Becky F. Barron

Download or read book The Relationship Between Ocular Observing Responses and Relational Training Procedures for Children with Autism Spectrum Disorder written by Becky F. Barron and published by . This book was released on 2020 with total page 334 pages. Available in PDF, EPUB and Kindle. Book excerpt: Current research has shown differences in eye gaze, or ocular observing responses amongst individuals diagnosed with autism spectrum disorder (ASD) compared with their typically developing counterparts, and with individuals with developmental disabilities other than autism. Eye gaze is currently studied as a predictor for ASD diagnoses and as a potential predictive level of social deficit for individuals already diagnosed with autism. Deficits in language and communication are also studied as predictive risk factors for ASD, and are identified as areas for treatment for individuals with autism. As a behavior analytic account of language, Relational Frame Theory (RFT) suggests that language development is attributed to the development of derived relational responding repertoires. A growing body of literature suggests that there is great benefit in behavior analytic treatment methods for autism that incorporate procedures rooted in RFT. Specifically, relational training procedures that promote derived relational responding (DRR) have been shown to improve language repertoires for children with autism. Previous research using typically developing adults has also suggested that accuracy in eye gaze on relational tasks improves as individuals demonstrate the emergence of novel derived relations. By combining the benefits of relational training procedures on outcomes of language development with technology used to understand eye gaze behaviors, behavior analysts may be able to better understand how to target specific behaviors in treatment that may indirectly improve eye gaze. In turn, improvements in eye gaze may assist in increasing socially significant and helpful behaviors such as attending to appropriate social stimuli within the environment. The current series of studies investigated the relationship between DRR repertoires and ocular observing responses in individuals with autism. Study 1 examined the relationship between DRR of equivalence relations with latency to respond to task items, as well as eye fixation duration and fixation rate toward correct stimuli in the assessment. The results from this study showed a strong, positive correlation between fixation rate and duration with assessment scores. These results suggest more advanced DRR repertoires lead to longer and more frequent eye gaze toward correct stimuli. Study 2 investigated changes in latency to respond as well as changes rate and duration of eye fixations as participants were taught novel relations and tested for the emergence of derived responding. All four participants in the study demonstrated an increase in fixation to correct stimuli from baseline to treatment. Study 3 sought to evaluate the impact that relational training techniques have on eye gaze following a 6-week intervention period compared to a more traditional treatment technique and a waitlist control. Eye gaze measures were assessed before and after the intervention using three different categories of videos of social situations: Person Telling a Story, Conversations, and Social Imaginative Play. Results suggested that the relational training procedure had the most significant impact on eye gaze for Conversation videos compared to a direct contingency group and a waitlist control group. Taken together, the results suggest the potential impact that RFT-based treatments have on ocular observing responses for children with ASD, and how improvements may benefit appropriate eye gaze toward a social environment.

Derived Relational Responding Applications for Learners with Autism and Other Developmental Disabilities

Author : Ruth Anne Rehfeldt
Publisher : New Harbinger Publications
ISBN 13 : 1572248742
Total Pages : 402 pages
Book Rating : 4.5/5 (722 download)

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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.

Teaching Eye Contact and Responding to Name to Children with Autism Spectrum Disorder

Author : Amelia M. Fonger
Publisher :
ISBN 13 :
Total Pages : 67 pages
Book Rating : 4.:/5 (15 download)

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Book Synopsis Teaching Eye Contact and Responding to Name to Children with Autism Spectrum Disorder by : Amelia M. Fonger

Download or read book Teaching Eye Contact and Responding to Name to Children with Autism Spectrum Disorder written by Amelia M. Fonger and published by . This book was released on 2018 with total page 67 pages. Available in PDF, EPUB and Kindle. Book excerpt: Eye contact and responding to name may be described as behavioral cusps because acquiring these skills extends contact with the environment, can allow behavior to come under the control of new contingencies, and may facilitate the acquisition of new behavior (Bloom & Lahey, 1978; Carbone, O'Brien, Sweeney-Kerwin, & Albert, 2013; Cook et al., 2017; Hanley, Heal, Tiger, & Ingvarsson, 2007; Rosales-Ruiz & Baer, 1997; Tiegerman & Primavera, 1984; Weiss & Zane, 2010). Eye contact and responding to name are commonly cited as targets for early intensive behavioral intervention; however, the existing literature is limited in its ability to guide a practitioner's selection of effective methods to teach these skills. This dissertation seeks to remedy this lack. In the first study of this dissertation, we used a shaping procedure to teach three preschool-age children diagnosed with ASD to make eye contact with the instructor for a duration of 3 s. Then, we taught them to make eye contact during breaks in instruction. Following the initial intervention, we decreased the frequency of reinforcement while training for generalization across instructors and locations. All three children acquired quick and sustained eye contact, which maintained after one month and transferred across a variety of instructors and locations, without the need for prompting. In a second study, we taught four children diagnosed with autism spectrum disorder to respond to their names, but not to other names, by making eye contact. First, we paired their names with reinforcers while they made eye contact, which resulted in their responding to their names in 60-80% of trials. Next, we differentially reinforced responding to their names and extinguished responding to other names. By this point, two of the four children were not only discriminating between their name and others, but also responding to their names more than 80% of the time. Finally, we taught the children to respond to their names reliably while engaging in various activities. All four children reliably discriminated between their names and other names, and this transferred across a variety of instructors and locations and maintained when assessed one month after the intervention. The results suggest that these procedures can be used to teach children diagnosed with ASD to make eye contact and respond to their names in a less restrictive manner than other methods, while eliminating the need for prompt fading, which may make it more efficient and more desirable than existing strategies in the literature.

Using Listener Response Training to Teach Children with Autism Spectrum Disorder to Produce Variable Responses to Target Questions

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Author : Zoe Key
Publisher :
ISBN 13 :
Total Pages : 188 pages
Book Rating : 4.:/5 (111 download)

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Book Synopsis Using Listener Response Training to Teach Children with Autism Spectrum Disorder to Produce Variable Responses to Target Questions by : Zoe Key

Download or read book Using Listener Response Training to Teach Children with Autism Spectrum Disorder to Produce Variable Responses to Target Questions written by Zoe Key and published by . This book was released on 2018 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt: A listener response training (LRT) procedure was used to teach children with autism spectrum disorder to respond to target questions with multiple variable responses. Target questions were allocated to one of two groups; those in Set 1 were taught using listener response training only; those in Set 2 were taught first using discrete trial training, followed by listener response training. There was some evidence of a weak effect of LRT to increase the variability of responding. However, this was only evident for two of the four participants, and a maintained increase of variability in responding was observed for only one participant, Johnny. The results of this study also suggest that LRT is effective for teaching variable responses to target questions only when a single response to those questions has already been taught using discrete trial training.

Evaluating the Peak

Author : Catherine Huggins
Publisher :
ISBN 13 :
Total Pages : 68 pages
Book Rating : 4.:/5 (11 download)

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Book Synopsis Evaluating the Peak by : Catherine Huggins

Download or read book Evaluating the Peak written by Catherine Huggins and published by . This book was released on 2017 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt: The present study investigates the language phenomenon of stimulus equivalence in children with Autism Spectrum Disorder. Stimulus equivalence is comprised of 3 main concepts: reflexivity, symmetry, and transitivity. Specifically, the researcher evaluated the ability to teach, test, and transfer sequential reflexivity across two participants. Two 4-year-old children diagnosed with Autism Spectrum Disorder participated in the study. Methods were derived from the program: Reflexivity: Pictures-2A, along with a yes/no response modification to suite both of the participant's current level of developmental skills. The results suggest that the PEAK-E curriculum was effective in training and testing both children to establish reflexivity across stimulus set one. In addition, both participants demonstrated a transfer of stimulus function to an untrained stimulus set two once the trained stimulus set one was mastered.

Assessing the Effects of Derived Relational Responding on Intraverbal Use of Same-opposite and More Than-less Than Relations in Children with Autism

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Author : Jane P. White
Publisher :
ISBN 13 :
Total Pages : 86 pages
Book Rating : 4.:/5 (11 download)

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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.

Foundations of Pediatric Practice for the Occupational Therapy Assistant

Author : Amy Wagenfeld
Publisher : Taylor & Francis
ISBN 13 : 1040137601
Total Pages : 965 pages
Book Rating : 4.0/5 (41 download)

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Book Synopsis Foundations of Pediatric Practice for the Occupational Therapy Assistant by : Amy Wagenfeld

Download or read book Foundations of Pediatric Practice for the Occupational Therapy Assistant written by Amy Wagenfeld and published by Taylor & Francis. This book was released on 2024-06-01 with total page 965 pages. Available in PDF, EPUB and Kindle. Book excerpt: Foundations of Pediatric Practice for the Occupational Therapy Assistant, Second Edition delivers essential information for occupational therapy assistant students and practitioners in a succinct and straightforward format. In collaboration with a wide range of highly skilled and expert professionals from clinical practice and academia, Amy Wagenfeld, Jennifer Kaldenberg, and DeLana Honaker present an interprofessional perspective to pediatric clinical foundations, theory, and practical application activities in a highly accessible and engaging format. The Second Edition of Foundations of Pediatric Practice for the Occupational Therapy Assistant offers new and engaging features, including diverse illustrations, to facilitate learning from the classroom to the clinic. Integrated within each chapter are Stories From Practice: brief vignettes of actual author clinical experiences, short case studies, and reflective activities designed to elicit discussion and exploration into the unique world of pediatric occupational therapy theory and practice. A new chapter on childhood trauma has been added to enhance the comprehensive and current nature of pediatric practice in the 21st century. Available online is a significant Major Infant Reflexes Chart and a comprehensive Normal Developmental Milestones Chart that will reinforce important concepts associated with child development as it relates to occupational therapy assistant practice. The seamless integration of this material enables all readers to develop a comprehensive understanding of the information and apply that knowledge in a pediatric setting. Features of the Second Edition: Up-to-date information, including the AOTA’s current Occupational TherapyCode of Ethics Stories From Practice feature, which provides a unique reflective link from classroom to clinic Useful resources for classroom to clinical practice Bonus website that provides a comprehensive Normal Developmental Milestones Chart and Major Infants Reflexes Chart Chapter on childhood trauma Included with the text are online supplemental materials for faculty use in the classroom. Foundations of Pediatric Practice for the Occupational Therapy Assistant, Second Edition continues to be the perfect text for both occupational therapy assistant students and practitioners specializing in or transitioning to pediatrics.

Effects of Relational Teaching on the Language Development for Children with Autism Spectrum Disorder

Author : Wenhui Zhang
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (139 download)

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Book Synopsis Effects of Relational Teaching on the Language Development for Children with Autism Spectrum Disorder by : Wenhui Zhang

Download or read book Effects of Relational Teaching on the Language Development for Children with Autism Spectrum Disorder written by Wenhui Zhang and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: However, there was no improvement in the degree of Inc-BiN across all three participants. In Experiment II, three new preschoolers who demonstrated Inc-UniN with familiar and novel stimuli at the onset of the study went through the non-arbitrary listener/speaker MEI procedure across different frames to improve their abilities to derive arbitrary relations for coordination, distinctive, and comparison relations, advance the degree of the Inc-BiN with familiar and novel stimuli, and facilitate joint attention skills through a concurrent multiple probe design. The results showed a functional relationship between the non-arbitrary listener/speaker MEI procedure and the participants' correct listener and speaker responses during derived arbitrary relational assessments across different frames. However, there was no effect on the degree of Inc-BiN or joint attention responses across all three participants after the intervention.

Autism Spectrum Disorder in the First Years of Life

Author : Katarzyna Chawarska
Publisher : Guilford Publications
ISBN 13 : 1462543251
Total Pages : 360 pages
Book Rating : 4.4/5 (625 download)

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Book Synopsis Autism Spectrum Disorder in the First Years of Life by : Katarzyna Chawarska

Download or read book Autism Spectrum Disorder in the First Years of Life written by Katarzyna Chawarska and published by Guilford Publications. This book was released on 2020-08-04 with total page 360 pages. Available in PDF, EPUB and Kindle. Book excerpt: Synthesizing an explosion of recent research, this book presents dramatic advances in understanding and treating autism spectrum disorder (ASD) in very young children. Leading authorities describe the innovative tools and methods that are enabling clinicians to more effectively identify 0- to 5-year-olds with the disorder and those at risk for related problems. Chapters discuss the early core symptoms and co-occurring characteristics of ASD, the best diagnostic instruments, and lessons learned from large-scale screening and surveillance, including sibling studies. The book reviews evidence-based interventions and explores practical issues in treatment of young children and their families.

An Assessment of a Naturalistic In-home Training Protocol to Establish Joint Attention Responding with Children Diagnosed with Autism Spectrum Disorders

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Author : Heather Burris
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (68 download)

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Book Synopsis An Assessment of a Naturalistic In-home Training Protocol to Establish Joint Attention Responding with Children Diagnosed with Autism Spectrum Disorders by : Heather Burris

Download or read book An Assessment of a Naturalistic In-home Training Protocol to Establish Joint Attention Responding with Children Diagnosed with Autism Spectrum Disorders written by Heather Burris and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: Children with autism have deficits in social interactions and verbal and nonverbal communication and engagement in rigid and repetitive activities and/or interests (ASA, 2008). A joint attention (JA) repertoire has been identified as a behavioral cusp for later social development and thus, JA deficits serve as an early indicator for diagnosis of autism spectrum disorder (Vismara & Lyons, 2007; Whalen & Schbreibman, 2003). A JA repertoire consists of both responses to- and initiations for-bids for coordinated attention. Previous research has shown teaching strategies such as pivotal response and discrete trial training for joint attention skills to be effective (Vismara & Lyons, 2007; Whalen & Schreibman, 2003). The purpose of the current study was to evaluate a mixture of pivotal response and discrete trial training as an intervention method for training joint attention behaviors with children diagnosed with autism spectrum disorder in a home setting. In addition, this study evaluated the effects of interspersing targets during training and incorporated generalization probes to assess JA initiations in the form of shifting eye gaze and pointing. Lastly this study examined a parent training procedure to determine if it would promote maintenance after skill acquisition. Results show that all targets were acquired when taught simultaneously. The results show that 2 of the 3 participants made JA initiations during probes throughout intervention. Lastly, the results indicated that parent training did not help maintain JA responding for participant one.

Teaching Observational Learning to Children with Autism

Author : Elizabeth M. Sansing
Publisher :
ISBN 13 :
Total Pages : 51 pages
Book Rating : 4.:/5 (13 download)

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Book Synopsis Teaching Observational Learning to Children with Autism by : Elizabeth M. Sansing

Download or read book Teaching Observational Learning to Children with Autism written by Elizabeth M. Sansing and published by . This book was released on 2017 with total page 51 pages. Available in PDF, EPUB and Kindle. Book excerpt: Observational learning (OL) occurs when an individual contacts reinforcement as a direct result of discriminating the observed consequences of other individuals' responses. Individuals with autism spectrum disorder (ASD) may have deficits in observational learning and previous research has demonstrated that teaching a series of prerequisite skills (i.e., attending, imitation, delayed imitation, and consequence discrimination) can result in observational learning. We sequentially taught these prerequisite skills for three young children with ASD across three play-based tasks. We assessed the direct and indirect effects of training by assessing OL before and after instruction across tasks and task variations (for two participants) during both in-vivo and video-model probes using a concurrent multiple-probe design. All participants acquired the prerequisite skills and demonstrated observational learning during probes of directly-trained tasks. Generalization results varied across participants. Observational learning generalized to one untrained task for one participant. For the other two participants, observational learning generalized to variations of the trained tasks but not to untrained tasks. Generalization additionally occurred during the in-vivo probes for both participants for whom we assessed this response. Implications of these findings, as well as directions for future research, are discussed.

Maternal Responsiveness

Author : Marc H. Bornstein
Publisher :
ISBN 13 :
Total Pages : 128 pages
Book Rating : 4.3/5 (91 download)

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Book Synopsis Maternal Responsiveness by : Marc H. Bornstein

Download or read book Maternal Responsiveness written by Marc H. Bornstein and published by . This book was released on 1989 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt:

The Development of Emotion Regulation and Dysregulation

Author : Judy Garber
Publisher : Cambridge University Press
ISBN 13 : 052136406X
Total Pages : 352 pages
Book Rating : 4.5/5 (213 download)

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Book Synopsis The Development of Emotion Regulation and Dysregulation by : Judy Garber

Download or read book The Development of Emotion Regulation and Dysregulation written by Judy Garber and published by Cambridge University Press. This book was released on 1991-05-31 with total page 352 pages. Available in PDF, EPUB and Kindle. Book excerpt: Provides a developmental perspective of the regulation and dysregulation of emotion, in particular, how children learn about feelings and how they learn to deal with both positive and negative feelings. Emotion regulation involves the interaction of physical, behavioral, and cognitive processes in response to changes in one's emotional state. The changes can be brought on by factors internal to the individual (e.g. biological) or external (e.g. other people). Featuring contributions from leading researchers in developmental psychopathology, the volume concentrates on recent theories and data concerning the development of emotion regulation with an emphasis on both intrapersonal and interpersonal processes. Original conceptualizations of the reciprocal influences among the various response systems--neurophysiological-biochemical, behavioral-expressive, and subjective-experiential--are provided, and the individual chapters address both normal and psychopathological forms of emotion regulation, particularly depression and aggression, from infancy through adolescence. This book will appeal to specialists in developmental, clinical, and social psychology, psychiatry, education, and others interested in understanding the developmental processes involved in the regulation of emotion over the course of childhood.

The Effects of Consequence Discrimination Training and Differential Observing Response Training on Observational Learning During Group Instruction

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Author : Sydney J. Berkman
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (137 download)

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Book Synopsis The Effects of Consequence Discrimination Training and Differential Observing Response Training on Observational Learning During Group Instruction by : Sydney J. Berkman

Download or read book The Effects of Consequence Discrimination Training and Differential Observing Response Training on Observational Learning During Group Instruction written by Sydney J. Berkman and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: An evaluation of strategies for teaching individuals with autism spectrum disorder observational learning (OL), a skill that aids in learning during group instruction.

Social Referencing and the Social Construction of Reality in Infancy

Author : S. Feinman
Publisher : Springer Science & Business Media
ISBN 13 : 1489924620
Total Pages : 424 pages
Book Rating : 4.4/5 (899 download)

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Book Synopsis Social Referencing and the Social Construction of Reality in Infancy by : S. Feinman

Download or read book Social Referencing and the Social Construction of Reality in Infancy written by S. Feinman and published by Springer Science & Business Media. This book was released on 2013-06-29 with total page 424 pages. Available in PDF, EPUB and Kindle. Book excerpt: Integrating the perspectives of a number of disciplines, this work examines social referencing in infants within the broader contexts of cognition, social relations, and human society as a whole.

Reward Responses in Autism Spectrum Disorder

Author : Carolyn Elaine Burnside McCormick
Publisher :
ISBN 13 : 9781321363319
Total Pages : pages
Book Rating : 4.3/5 (633 download)

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Book Synopsis Reward Responses in Autism Spectrum Disorder by : Carolyn Elaine Burnside McCormick

Download or read book Reward Responses in Autism Spectrum Disorder written by Carolyn Elaine Burnside McCormick and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Many individuals with Autism Spectrum Disorder (ASD) appear to find social stimuli less salient and motivating than their typically developing peers (Dawson et al., 2004; Dawson, Webb, & McPartland, 2005; Mundy, 2003; Schultz, 2005). The goal of this dissertation was to examine reward saliency, motivation, and learning across multiple eye-tracking tasks. Questions about visual attention, visual search, and rule learning were also addressed. A sample of young children with ASD who received minimal intervention and a group of typically developing controls matched on chronological age participated in three different eye-tracking tasks: a free viewing paradigm with still images, a visual search task, and a visuospatial rule learning task. In addition two groups of children with ASD who had received two years of intensive intervention (the Early Start Denver Model or alternative intervention) and typically developing age matched controls participated in the visuospatial task. Children with ASD demonstrated differences in visual attention to social and nonsocial stimuli, particularly when those stimuli were presented dynamically. Despite this evidence for a difference in the salience of social and nonsocial stimuli in the group with ASD, all groups tested with the visuospatial task demonstrated faster performance when rewarded with social stimuli. Children with ASD who received minimal intervention or the alternative intervention demonstrated worse performance than their typically developing peers. Children who had received the Early Start Denver Model intervention demonstrated similar performance to their typically developing peers. Results suggest that children with ASD find social stimuli motivating, and this motivation may be put to advantage in treatment programs that use social routines as teaching contexts.

Using the PEAK-T Relational Training System to Teach Children with Autism to Develop Complex Relations

Author : Maria Ucan
Publisher :
ISBN 13 :
Total Pages : 116 pages
Book Rating : 4.:/5 (15 download)

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Book Synopsis Using the PEAK-T Relational Training System to Teach Children with Autism to Develop Complex Relations by : Maria Ucan

Download or read book Using the PEAK-T Relational Training System to Teach Children with Autism to Develop Complex Relations written by Maria Ucan and published by . This book was released on 2018 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the present study is to evaluate the efficacy of Promoting the Emergence of Advanced Knowledge Transformation Module System (PEAK-T) in teaching relational responding to children with Autism Spectrum Disorder (ASD). The current study was conducted on three participants that ranged from ages 5-10. The current study was conducted using a multiple baseline design across skills. A total of nine skills, three for each participant, were trained during this study. Baseline indicated that participants did not have skills previous to training. After skills were trained, participants were submitted to a post-assessment which results indicated the acquisition of novel skills that were not trained as part of the study. Results suggested the effectiveness of PEAK-T training on all three participants. The Average PND was 92% in the A-B relation training and a 100% when testing relations Y-Z. The post-Test results indicated that nine out of the nine skills were mastered after the skills were trained, in addition participants were able to acquire new skills that were not directly targeted throughout the study.