Teaching children with autism to discriminate the reinforced and nonreinforced responses of others: Implications for observational learning

2015 ◽  
Vol 48 (1) ◽  
pp. 38-51 ◽  
Author(s):  
Jaime Ann DeQuinzio ◽  
Bridget A. Taylor
Keyword(s):  
Observational Learning ◽  
Children With Autism

Observational learning and children with autism: discrimination training of known and unknown stimuli

2018 ◽  
Vol 51 (4) ◽  
pp. 802-818 ◽  
Author(s):  
Jaime A. DeQuinzio ◽  
Bridget A. Taylor ◽  
Brittany J. Tomasi
Keyword(s):  
Discrimination Training ◽  
Observational Learning ◽  
Children With Autism

Teaching observational learning to children with autism

2015 ◽  
Vol 48 (4) ◽  
pp. 800-816 ◽  
Author(s):  
Jacquelyn MacDonald ◽  
William H. Ahearn
Keyword(s):  
Observational Learning ◽  
Children With Autism

Observational Learning and Children With Autism

2012 ◽  
Vol 36 (3) ◽  
pp. 341-360 ◽  
Author(s):  
Bridget A. Taylor ◽  
Jaime A. DeQuinzio
Keyword(s):  
Observational Learning ◽  
Children With Autism

scholarly journals Teaching Observational Learning to Children with Autism: Pedagogical Advancements for the Scientist-Practitioner

2018 ◽  
Vol 2 (2) ◽  
pp. 319
Author(s):  
Nicole Luke ◽  
Nimi Singh
Keyword(s):  
Research Design ◽  
Observational Learning ◽  
Single Case ◽  
Children With Autism ◽  
Multiple Baseline ◽  
Educational Setting ◽  
Generalized Imitation ◽  
Case Research ◽  
Model Response ◽  
Single Case Research

<p>Observational learning is an important skill for all children to acquire. Children with autism often do not demonstrate this skill nor do they learn it on their own.<strong> </strong>The present study, using a multiple baseline across participants, single case, research design, investigated the effects of using a peer-yoked contingency game with four male participants with autism, aged 4-7 years. Each participant was presented with a simple labeling task while his friend was seated beside him. Participants had the same partners throughout the treatment. Once the model response was emitted, the teacher presented the same task to the observing boy. Data were collected on correctly observed and emitted responses during the game. Pre- and post probes and tests were conducted for observational learning, generalized imitation, and learned reinforcement for peers. Results from this study provide support for the use of the peer-yoked contingency game as a method for increasing observational learning in children with autism. All four participants increased their correct responding to specific tasks and increased their demonstration of observational learning in a natural educational setting. Evidence of increased interest in peers was also observed. The present study provides support for the use of the peer-yoked contingency game to teach observational learning.</p>

scholarly journals Observational Learning in Low-Functioning Children With Autism Spectrum Disorders: A Behavioral and Neuroimaging Study

2019 ◽  
Vol 9 ◽  
Author(s):  
Francesca Foti ◽  
Fabrizio Piras ◽  
Stefano Vicari ◽  
Laura Mandolesi ◽  
Laura Petrosini ◽  
...  
Keyword(s):  
Autism Spectrum Disorders ◽  
Observational Learning ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Neuroimaging Study ◽  
Spectrum Disorders ◽  
Low Functioning

scholarly journals INCREASING OBSERVATIONAL LEARNING OF CHILDREN WITH AUTISM: A PRELIMINARY ANALYSIS

2012 ◽  
Vol 45 (4) ◽  
pp. 815-820 ◽  
Author(s):  
Bridget A. Taylor ◽  
Jaime A. DeQuinzio ◽  
Jaime Stine
Keyword(s):  
Observational Learning ◽  
Preliminary Analysis ◽  
Children With Autism

Instruction Using Augmentative and Alternative Communication Supports: Description of Current Practices by Speech-Language Pathologists Who Work With Children With Autism Spectrum Disorder

2020 ◽  
Vol 29 (2) ◽  
pp. 586-596 ◽  
Author(s):  
Kaitlyn A. Clarke ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Diagnostic Category ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Processing Differences

Purpose The aim of this research study was to examine common practices of speech-language pathologists (SLPs) who work with children with autism spectrum disorder (ASD) with respect to whether or not SLPs consider processing differences in ASD or the effects of input during their instruction. Method Following a qualitative research method, how SLPs instruct and present augmentative and alternative communication systems to individuals with ASD, their rationale for method selection, and their perception of the efficacy of selected interventions were probed. Semistructured interviews were conducted as part of an in-depth case report with content analysis. Results Based on completed interviews, 4 primary themes were identified: (a) instructional method , (b) input provided , (c) decision-making process , and (d) perceived efficacy of treatment . Additionally, one secondary theme, training and education received , was identified . Conclusions Clinicians reported making decisions based on the needs of the child; however, they also reported making decisions based on the diagnostic category that characterized the child (i.e., ASD). The use of modeling when teaching augmentative and alternative communication to individuals with ASD emerged as a theme, but variations in the method of modeling were noted. SLPs did not report regularly considering processing differences in ASD, nor did they consider the effects of input during instruction.

Disfluency Characteristics Observed in Young Children With Autism Spectrum Disorders: A Preliminary Report

2010 ◽  
Vol 20 (2) ◽  
pp. 42-50 ◽  
Author(s):  
Laura W. Plexico ◽  
Julie E. Cleary ◽  
Ashlynn McAlpine ◽  
Allison M. Plumb
Keyword(s):  
Autism Spectrum Disorders ◽  
Young Children ◽  
Children With Autism ◽  
Descriptive Study ◽  
Autism Spectrum ◽  
Typically Developing ◽  
Children With Asd ◽  
Young Children With Autism ◽  
Spectrum Disorders ◽  
Developmental Stuttering

This descriptive study evaluates the speech disfluencies of 8 verbal children between 3 and 5 years of age with autism spectrum disorders (ASD). Speech samples were collected for each child during standardized interactions. Percentage and types of disfluencies observed during speech samples are discussed. Although they did not have a clinical diagnosis of stuttering, all of the young children with ASD in this study produced disfluencies. In addition to stuttering-like disfluencies and other typical disfluencies, the children with ASD also produced atypical disfluencies, which usually are not observed in children with typically developing speech or developmental stuttering. (Yairi & Ambrose, 2005).

Using Video Modeling Intervention and Speech Generating Devices To Teach Requesting Behaviors to Persons With Autism

2011 ◽  
Vol 20 (4) ◽  
pp. 109-113
Author(s):  
Karen Copple ◽  
Rajinder Koul ◽  
Devender Banda ◽  
Ellen Frye
Keyword(s):  
Developmental Disabilities ◽  
Experimental Design ◽  
Communication Skills ◽  
Observational Learning ◽  
Video Modeling ◽  
Single Subject ◽  
Design Studies ◽  
Communicative Behaviors ◽  
Speech Generating Device ◽  
Treatment Package

Abstract One of the instructional techniques reported in the literature to teach communication skills to persons with autism is video modeling (VM). VM is a form of observational learning that involves watching and imitating the desired target behavior(s) exhibited by the person on the videotape. VM has been used to teach a variety of social and communicative behaviors to persons with developmental disabilities such as autism. In this paper, we describe the VM technique and summarize the results of two single-subject experimental design studies that investigated the acquisition of spontaneous requesting skills using a speech generating device (SGD) by persons with autism following a VM intervention. The results of these two studies indicate that a VM treatment package that includes a SGD as one of its components can be effective in facilitating communication in individuals with autism who have little or no functional speech.

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