Reversal Learning Task in Children with Autism Spectrum Disorder: A Robot-Based Approach

2014 ◽  
Vol 45 (11) ◽  
pp. 3715-3725 ◽  
Author(s):  
Cristina A. Costescu ◽  
Bram Vanderborght ◽  
Daniel O. David
2014 ◽  
Vol 39 (1) ◽  
pp. 56-66 ◽  
Author(s):  
Deb Keen ◽  
Donna Pennell

Identifying and using preferred items and activities to increase motivation and participation of children with autism spectrum disorder (ASD) has been an important and frequently used intervention strategy. Preferred objects, typically identified through a preference assessment, are most frequently used during instruction as reinforcers. These objects may be offered contingent upon a correct response or following a set period of work or may be made available continuously by incorporating them into the learning task. This alternating treatment design study examined the effects of offering preferred items during a word-learning task on learning and on-task behaviour under 2 conditions: following the completion of a set of learning trials (sequential) or continuously during a set of learning trials (embedded). Participants were 3 children with ASD aged 3–5 years. Results showed that children were more on task when preferred items were embedded, but the sequential condition led to superior learning of target behaviours for 2 of the children. Implications of using preferred items to enhance learning and on-task behaviour are discussed.


Author(s):  
Lauren M. Schmitt ◽  
John A. Sweeney ◽  
Craig A. Erickson ◽  
Rebecca Shaffer

AbstractCognitive flexibility deficits are a hallmark feature of autism spectrum disorder (ASD), but few evidence-based behavioral interventions have successfully addressed this treatment target. Outcome measurement selection may help account for previous findings. The probabilistic reversal learning task (PRL) is a measure of cognitive flexibility previously validated for use in ASD, but its use as an outcome measure has not yet been assessed. The current study examined the feasibility, reproducibility, and sensitivity of PRL in a within-subjects trial of Regulating Together, a group-based intervention targeting emotion regulation. We demonstrated the PRL is highly feasible, showed test–retest reproducibility, and is sensitive to detect change following the intervention. Our findings demonstrate the PRL task may be a useful outcome measure of cognitive flexibility in future intervention trials in ASD.


2020 ◽  
Vol 29 (2) ◽  
pp. 586-596 ◽  
Author(s):  
Kaitlyn A. Clarke ◽  
Diane L. Williams

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.


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