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Using Listener Response Training To Teach Children With Autism Spectrum Disorder To Produce Variable Responses To Target Questions
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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.
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 Classroom Pivotal Response Teaching for Children with Autism by : Jessica Suhrheinrich
Download or read book Classroom Pivotal Response Teaching for Children with Autism written by Jessica Suhrheinrich and published by Guilford Press. This book was released on 2011-08-01 with total page 269 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Classroom Pivotal Response Teaching, or CPRT, was developed to help meet the educational needs of young children with autism. CPRT (originally called Pivotal Response Training or Treatment) is a form of naturalistic behavioral intervention, based on theprinciples of applied behavior analysis (ABA), and is soundly supported in the scientific literature. This manual will describe the components of CPRT and how to implement the approach in your classroom. Although this manual is geared primarily toward preschool through grade 3 teachers, CPRT strategies can be used by a variety of professionals. Speech and language pathologists, occupational therapists, behavior specialists, psychologists and other teaching professionals may all find CPRT a valuable strategy. Additionally, the techniques in this manual may be useful with typically developing children and those with a variety of special needs. Most children can benefit from this structured, systematic approach that utilizes naturally occurring teaching opportunities. One of the strengths of this approach is that it is adaptable to a wide range of teaching goals and service settings. All who teach are encouraged to integrate CPRT into their existing strategies as often as possible"--Provided by publisher.
Book Synopsis Teaching Children with Autism to Respond to Conversation Partners' Interest by : Lindsay C. Peters
Download or read book Teaching Children with Autism to Respond to Conversation Partners' Interest written by Lindsay C. Peters and published by . This book was released on 2014 with total page 82 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Successful conversation requires that the speaker's behavior is sensitive to the nonvocal responses of the listener. We evaluated the use of behavioral skills training (BST) in a multiple schedule to teach children with ASDs to respond to conversation partner's non-vocal cues that they were uninterested in what the participant was saying. Participants were taught to tact non-vocal listener behavior as either interested or uninterested. In Experiment 1, participants were also taught, using BST, to ask a question when his or her listener was uninterested. In Experiment 2 another response, changing the topic, was also taught. Results showed that tact training was insufficient to improve responding aimed at regaining listener interest. Once the responses were taught using BST and contacted reinforcement in the form of regained listener attention, responding occurred at mastery criterion and under the stimulus control of the taught conditions. Responding was also shown to persist over time and changes in the stimulus conditions. Changes in responding were also deemed socially valid by blind observers. In Experiment 3, participants who had learned to ask a question or change the topic with an uninterested listener were exposed to extinction, and when necessary, these participants were taught to use the other response they had learned when their first attempt was ineffective at regaining listener interest. Results are discussed in terms of the benefits and limitations of the procedures for children with autism and the application of the procedures to other social skills." -- Abstract, p.2.
Book Synopsis Handbook of Early Intervention for Autism Spectrum Disorders by : Jonathan Tarbox
Download or read book Handbook of Early Intervention for Autism Spectrum Disorders written by Jonathan Tarbox and published by Springer Science & Business Media. This book was released on 2014-04-04 with total page 658 pages. Available in PDF, EPUB and Kindle. Book excerpt: Current rates of autism diagnoses have been cause for concern and research as well as rumor and misinformation. Important questions surround the condition: how early can an accurate diagnosis be made? At what age should intervention start? How can parents recognize warning signs? And what causes autism in the first place? There are no easy answers, but the Handbook of Early Intervention for Autism Spectrum Disorders gives researchers, practitioners, and academics the science and guidance to better understand and intervene. Background chapters survey the history of professional understanding of the disorders and the ongoing debate over autism as a single entity or a continuum. Chapters on best methods in screening, assessment, and diagnosis reflect the transition between the DSM-V and older diagnostic criteria. And at the heart of the book, the intervention section ranges from evidence-based strategies for developing core skills to ethical concerns, cultural considerations, and controversial treatments. Included in the Handbook's broad-based coverage: Designing curriculum programs for children with autism spectrum disorders (ASD). Mainstream education for children with ASD. Teaching independent living skills to children with ASD. Social skills and play. Behavioral and mental health disorders in children with ASD. Training and supporting caregivers in evidence-based practices. Teaching cognitive skills to children with ASD. The Handbook of Early Intervention for Autism Spectrum Disorders is a comprehensive reference for researchers, professors, and graduate students as well as clinicians and other scientist-practitioners in clinical child and school psychology, child and adolescent psychiatry, social work, rehabilitation, special education, and pediatric medicine.
Book Synopsis Improvements in Social Conversation in Children with Autism Spectrum Disorder Through Teaching Contingent Queries by : Crystal Mina Bahamondes
Download or read book Improvements in Social Conversation in Children with Autism Spectrum Disorder Through Teaching Contingent Queries written by Crystal Mina Bahamondes and published by . This book was released on 2012 with total page 81 pages. Available in PDF, EPUB and Kindle. Book excerpt: Impairments in social communication are widely recognized as one, if not, the core deficits in children with autism spectrum disorder (ASD). Many of the social communicative behaviors that contribute to sustaining reciprocal conversation are lacking in children with ASD. Specifically, impairments include ignoring or rejecting conversational bids, deficits in sustaining conversation and contingently responding to conversational partners. In addition, researchers have noted children with ASD's impairment in asking appropriate questions during social conversation. Consequently, the development of interventions that target social communication deficits in this population is of marked importance. Naturalistic behavioral interventions have shown promising results in ameliorating the social communicative deficits in children with autism. In addition to demonstrating rapid acquisition and spontaneous use of the target behavior, these types of intervention usually demonstrate generalization effects and meaningful outcomes. The purpose of this study was to examine whether intervention strategies incorporating motivational variables can improve the use of contingent queries. Furthermore, the study examined whether the improvements in contingent queries lead to improvements in conversational skills in children with autism. A nonconcurrent multiple baseline design across participants was employed to address the research question. The results indicated that the intervention led to (a) increased use of contingency queries in both environmental conversation and abstract conversation (b) increased synchronous discourse (c) increase in the diversity of responses and (d) increased turn taking during conversation. Furthermore, that data suggest both maintenance and generalization of treatment gains. Clinical and theoretical implications are discussed.
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.
Download or read book Replays written by Karen Levine and published by Jessica Kingsley Publishers. This book was released on 2007 with total page 141 pages. Available in PDF, EPUB and Kindle. Book excerpt: Replays addresses the challenging behaviors of children with autism spectrum disorders through interactive symbolic play. It shows parents and professionals how to help children access their emotions, whether the child is verbal or not, cognitively able or impaired, even-tempered or volatile. The chapters introduce and show readers how to implement Replays, and describe ways of adapting this intervention to address specific issues in different settings and circumstances. Levine and Chedd present more than just behavioral management strategies in the context of social, emotional and communication development: they have developed a technique that helps children to re-experience, play through and master the complex emotional response states that often lead to ongoing behavioral challenges. Replays is an easy and fun tool that provides numerous step-by-step examples and illustrations. It enables parents and professionals to guide children with autism spectrum disorders towards mastering, and changing, their emotional and behavioral responses.
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.
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.
Book Synopsis Building Reasoning and Problem-Solving Skills in Children with Autism Spectrum Disorder by : Janice Nathan
Download or read book Building Reasoning and Problem-Solving Skills in Children with Autism Spectrum Disorder written by Janice Nathan and published by Jessica Kingsley Publishers. This book was released on 2018-05-21 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teaching children with Autism Spectrum Disorder (ASD) to develop the 'inner voice' needed to solve problems, this book's innovative approach will help children reach logical and appropriate solutions to everyday problems. This book shows students and professionals how to formally teach key skills for reasoning and problem-solving that aren't usually explicitly taught, such as planning, pausing and reflecting and increasing emotional regulation. Focusing on the 'inner voice' - the dialogue that goes on inside our heads during every day routines - the authors explain how to help children with ASD solve problems independently. The book also shows how children can learn to cope with feelings of stress when confronted with difficult situations, whether getting stuck on homework, making mistakes, choosing options, following procedures that are perceived to be arbitrary, or everyday social situations. Examples of implementing this new approach in different situations are given to show the many ways of teaching these cognitive skills to children with autism.
Book Synopsis The Effects of Multiple Exemplar Instruction on Generating Functional Interdependence Between Listener and Intraverbal Categorization Repertoires by : Sarah A. Lechago
Download or read book The Effects of Multiple Exemplar Instruction on Generating Functional Interdependence Between Listener and Intraverbal Categorization Repertoires written by Sarah A. Lechago and published by . This book was released on 2009 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: The results of the present study extend the literature on multiple exemplar instruction (MEI) by demonstrating that MEI was ineffective in producing functional interdependence between listener and intraverbal categorization repertoires. Four typically developing children between the ages of 3 years 11 months and 4 years 7 months participated in the study in which two categorization types (listener and intraverbal) were targeted. Previous research has demonstrated functional independence between these two categorization response forms (Petursdottir, Carr, Lechago, & Almason, 2008). The present study examined the efficacy of MEI in the form of alternating categorization response forms (listener and intraverbal) during training in producing emergent intraverbal categorization responding after training listener categorization responses. For two participants for whom there was some evidence of functional interdependence between listener and intraverbal categorization repertories, responding was variable. For the remaining two participants, 72 to 100 MEI training trials produced minimal improvement in responding or no functional interdependence at all. The results are discussed in terms of Skinner's analysis of verbal behavior and naming theory (Horne & Lowe, 1996).
Book Synopsis A Review of Parent Training Interventions for Children with Autism Spectrum Disorder and Proposed Guidelines for Choosing Best Practices by : Jessica Sisavath
Download or read book A Review of Parent Training Interventions for Children with Autism Spectrum Disorder and Proposed Guidelines for Choosing Best Practices written by Jessica Sisavath and published by . This book was released on 2014 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this project is to critically analyze and review parent training interventions published between the years 2000 to 2013 focused on enhancing social and communicative behaviors in young children between 3 to 10 years old with autism spectrum disorder. All studies involved a form of parent training in combination with an intervention type such as pivotal response training, milieu approach and naturalistic approaches. Overall, each study yielded positive outcomes for children with ASD, but data collection strategies, target goals, and outcome measures were variable. This review included an in-depth analysis of 16 studies of parent intervention programs evaluated based on their goals, methodology, and effectiveness of parent training on the children with ASD's language skills. The review will present a set of guidelines for parents and professionals to use when deciding on the most effective and efficient parent training therapy for families who have children with ASD. Critically evaluating the available empirical research can help parents, therapists, and researchers more effectively consider viable options for parent training programs tailored to support the needs of children with ASD. Tables will summarize the findings to make the information more accessible. Implications for future research will follow the literature review.
Book Synopsis Teaching Generalized Attending to Name to Children with Autism Spectrum Disorder Using a Point-of-view Video Model by : Brittany Hunter
Download or read book Teaching Generalized Attending to Name to Children with Autism Spectrum Disorder Using a Point-of-view Video Model written by Brittany Hunter and published by . This book was released on 2020 with total page 35 pages. Available in PDF, EPUB and Kindle. Book excerpt: Social and communicative deficits are one of the hallmark traits of autism spectrum disorder (ASD). One of the deficits associated with ASD is attending to a social partner in response to name. Responding to name is important for safety and social reasons. Though responding to name is seen as incredibly important and is often one of the first skills targeted in a child's program, current strategies focus on teaching this response at an instructional table and do not promote generalization to a more natural environment. Video modeling has been demonstrated to be an efficient and least intrusive method of prompting for children with ASD because it limits the number of stimuli in the environment. Point-of-view video modeling further limits the number or stimuli and may prove to be effective in teaching the discrete skill of attending to an adult in response to name. A multiple probe design was utilized to determine the efficacy of using a point-of-view video modeling to teach three young children with ASD to respond to their name. Due to the COVID-19, the current study was terminated before the experiment could be completed. Of the collected data, there is some evidence to support the use of point-of-view video models as a method for teaching attending in response to name to children with ASD.
Book Synopsis Implementing Pivotal Response Treatment to Teach Question-Asking to High School Students with Autism Spectrum Disorder: A Pilot Study by : Jennifer Kowitt
Download or read book Implementing Pivotal Response Treatment to Teach Question-Asking to High School Students with Autism Spectrum Disorder: A Pilot Study written by Jennifer Kowitt and published by . This book was released on 2018 with total page 153 pages. Available in PDF, EPUB and Kindle. Book excerpt: Autism Spectrum Disorder (ASD) is characterized by persistent deficits in social communication and social interaction. These challenges persist into adulthood, which can lead to poor outcomes in postsecondary education, employment, and independent living. Although social skills can be taught, the majority of evidence-based practices addressing social skills deficits have only been tested with young children with ASD. As such, there is an urgent need to test the use of evidence-based practices to teach social skills with older students with ASD. Pivotal Response Treatment (PRT) is an evidence-based practice that has been used to improve the social and communication skills of children with ASD. However, it has primarily been implemented with young children and in the clinical setting. This concurrent multiple baseline design study across dyads investigated the use of PRT in the secondary school setting with adolescents with ASD. Specifically, it examined the impact of PRT on one aspect of social interaction: question-asking. Education providers (n = 3) were trained to implement PRT with a secondary student with whom they already worked. Results of the study found no functional relation between education provider-implemented PRT and targeted question-asking behavior (id est, questions beginning with who, what, or where) in secondary students with ASD. In part, this finding was attributed to lack of fidelity of implementation: only one of three education providers was able to achieve the criterion level for fidelity. Nonetheless, two of the students exhibited clear effects. Implications for practice and research, limitations, and directions for future research are discussed.
Book Synopsis The Effect of Natural Aided Language Stimulation on Requesting Desired Objects Or Actions in Children with Autism Spectrum Disorder by :
Download or read book The Effect of Natural Aided Language Stimulation on Requesting Desired Objects Or Actions in Children with Autism Spectrum Disorder written by and published by . This book was released on 2006 with total page 159 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the effect of Natural Aided Language Stimulation (NALS) on requesting objects and actions in preschool children with autism spectrum disorder (ASD). NALS used picture symbols that were highlighted (pointed out) while a message was spoken (naming choices available). Three children, diagnosed with ASD, who attended a preschool classroom for children with disabilities in an urban school district and who lacked the speech and language skills to make an appropriate and understandable request, participated. Background data were gathered through tape-recorded interviews with participants' parents and teacher to gain information on communication skills and picture language boards were made. A training video was made for the teacher to learn the NALS procedure and use of prompts to elicit responses and to recognize an appropriate response during requesting routines. A multiple baseline design across participants was used to analyze the effects of NALS intervention. The independent variable was the use of NALS during a requesting routine within the classroom. The dependent variable was the change in communication behavior on the part of the participants. Four routines were recorded each day. A data point represented two days or eight responses. Baseline data were recorded without the use of NALS and, after a clear trend was established, intervention data were gathered with NALS in place. Follow-up data were gathered in the same way as intervention data to show maintenance in the procedure as well as in the children's responses. Spontaneous communication was also recorded during the study. Results showed that the NALS intervention was effective for all participants. Summary tables and figures illustrated that the children's appropriate responses increased over the course of the study and that the participants responded primarily by pointing to the pictures on the language boards or pointing to and verbalizing the choices. Data also showed a decrease in the number of prompts needed to elicit an appropriate response. Social validity data gathered through "end of the study" questionnaire revealed that the parents and the teacher believed that the NALS intervention was an effective strategy in aiding the participants in appropriately and clearly communicating a request.
Download or read book A Work in Progress written by Ron Leaf and published by Different Roads to Learning. This book was released on 1999 with total page 406 pages. Available in PDF, EPUB and Kindle. Book excerpt: Guide to Educate Children Diagnosed with Autism Through Applied Behavior Analysis
