Use of a tactile prompt to increase social initiations in children with autism

2014 ◽  
Vol 8 (6) ◽  
pp. 726-736 ◽  
Author(s):  
Pagona Tzanakaki ◽  
Corinna F. Grindle ◽  
Sarah Dungait ◽  
Amy Hulson-Jones ◽  
Maria Saville ◽  
...  
Keyword(s):  
Children With Autism ◽  
Social Initiations ◽  
Tactile Prompt

scholarly journals INCREASING SOCIAL INITIATIONS IN CHILDREN WITH AUTISM: EFFECTS OF A TACTILE PROMPT

2002 ◽  
Vol 35 (1) ◽  
pp. 79-83 ◽  
Author(s):  
Daniel B. Shabani ◽  
Roger C. Katz ◽  
David A. Wilder ◽  
Kenneth Beauchamp ◽  
Crystal R. Taylor ◽  
...  
Keyword(s):  
Children With Autism ◽  
Social Initiations ◽  
Tactile Prompt

Using Tactile Prompts to Increase Social-Communicative Skills with Children with Autism

2012 ◽  
pp. 216-220
Author(s):  
Judah B. Axe
Keyword(s):  
Facial Expressions ◽  
Eye Contact ◽  
Children With Autism ◽  
Communicative Skills ◽  
Communicative Behavior ◽  
Social Initiations ◽  
Social Communicative ◽  
Research Document

Tactile prompts can be worn by children with autism to cue them to make social initiations to peers and make eye contact and respond to adults’ facial expressions. Two previous studies and this author’s research document the efficacy of tactile prompts. Teachers and therapists should use tactile prompts to increase social-communicative behavior with children with autism.

Effectiveness of avatar-delivered instruction on social initiations by children with Autism Spectrum Disorder

2020 ◽  
Vol 71 ◽  
pp. 101494 ◽  
Author(s):  
Cade T. Charlton ◽  
Ryan O. Kellems ◽  
Brooke Black ◽  
Heidi C. Bussey ◽  
Rachel Ferguson ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Social Initiations

The Relationship between Stereotypic Behavior and Peer Social Interaction for Children with Severe Disabilities

1996 ◽  
Vol 21 (2) ◽  
pp. 88-95 ◽  
Author(s):  
SoHyun Lee ◽  
Samuel L. Odom
Keyword(s):  
Social Interaction ◽  
Social Integration ◽  
Children With Disabilities ◽  
Functional Relationship ◽  
Children With Autism ◽  
Severe Disabilities ◽  
Stereotypic Behavior ◽  
Social Initiations ◽  
The Relationship

The purpose of this study was to examine the collateral relationship between engagement in social interaction with peers and the occurrence of stereotypic behavior for two children with severe disabilities. Peers without disabilities were taught to make social initiations to two children with autism and other severe disabilities who engaged in high rates of stereotypic behavior. When the peers made social initiations and the children with disabilities increased their engagement in social interaction, collateral decreases occurred in their stereotypic behavior. Within an ABAB design, the functional relationship between these variables was demonstrated. Implications of these findings for designing interventions for promoting social integration and their possible effects on stereotypic behavior are noted.

Improving Social Initiations of Children with Autism Using Video Self-Modeling with Video Feedback: A Case Study

2017 ◽  
Vol 7 (2) ◽  
pp. 111-121 ◽  
Author(s):  
Lema Kabashi ◽  
Ann Epstein
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Video Feedback ◽  
Special Educator ◽  
Target Behaviors ◽  
Social Initiations ◽  
Inclusive Preschool ◽  
Video Self Modeling

AbstractThe purpose of this A-B subject research design was to investigate the efficacy of video self-modeling with video feedback using an iPad to promote social initiation skills in a young child with Autism Spectrum Disorder (ASD). It was hypothesized that the participant would increase social initiations toward peers in an inclusive preschool classroom by viewing a video of himself performing four targeted behaviors. The participant’s paraprofessional and his early childhood special educator implemented the intervention and provided feedback on his performance. Findings of this case study revealed improvements in the four targeted behaviors: approaching, greeting, inviting, and interacting with a peer. As a result of the intervention, the participant demonstrated generalization of target behaviors across settings, peers, items, and activities. In addition, the target behaviors were maintained one month after the intervention was withdrawn. Social validity results from the participant’s parents as well as his paraprofessional and teachers supported efficacy of the intervention.

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