Generalized Reduction of Disruptive Behavior in Unsupervised Settings through Specific Toy Training

1987 ◽  
Vol 12 (1) ◽  
pp. 38-44 ◽  
Author(s):  
Suzanne Santarcangelo ◽  
Kathleen Dyer ◽  
Stephen C. Luce
Keyword(s):  
Differential Reinforcement ◽  
Effective Means ◽  
Disruptive Behaviors ◽  
Children With Autism ◽  
Training Procedure ◽  
Play Skills ◽  
Toy Play ◽  
Play Behaviors ◽  
Students With Autism ◽  
Extrinsic Reinforcement

This study was designed to achieve a reduction of disruptive behaviors in unsupervised settings through reinforcement of appropriate play behaviors in students with autism. In Experiment 1, two students were exposed to training consisting of differential reinforcement of appropriate play, verbal feedback and prompts for inappropriate play or disruptive behaviors, and a specific toy training condition which involved extrinsic reinforcement of specific components of toy play. This training resulted in decreases in disruptive behaviors accompanied by generalization and maintenance of appropriate play in an unsupervised setting. In a second experiment, two additional children exposed to the specific toy training procedure showed similar decreases in disruptive behaviors accompanied by generalization and maintenance of play skills. The results show that reinforcement of appropriate toy play is an effective means of reducing disruptive behaviors in unsupervised settings in children with autism.

Object-Related Play Skills of Youths with Mental Retardation

1994 ◽  
Vol 15 (3) ◽  
pp. 177-188 ◽  
Author(s):  
D. Michael Malone ◽  
John Langone
Keyword(s):  
Mental Retardation ◽  
Literature Search ◽  
Single Subject ◽  
Positive Outcomes ◽  
Play Skills ◽  
Inclusion Criteria ◽  
Single Subject Research ◽  
Toy Play ◽  
Play Behaviors ◽  
Assertive Training

Areview of single-subject research designed to enhance the object-related play of youths with mental retardation is presented. Eleven studies, obtained from a literature search of appropriate journals, references of relevant articles, and computer databases, met inclusion criteria. Studies were organized by intervention type: (a) response to the introduction of toys, (b) programmed reinforcement of toy play, and (c) direct or assertive training procedures. Positive outcomes in the form of improved play behaviors were consistently reported across intervention type. The apparent responsiveness of participants' play skills to intervention indicates a need for further research in appropriate interventions.

Effects of Video Modeling on the Acquisition, Maintenance, and Generalization of Playing with Imaginary Objects in Children with Autism Spectrum Disorder

2020 ◽  
pp. 014544552093985
Author(s):  
Gabrielle T. Lee ◽  
Xiaoyi Hu ◽  
Yanhong Liu ◽  
Yuan Ren
Keyword(s):  
Autism Spectrum Disorder ◽  
Video Modeling ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Symbolic Play ◽  
Spectrum Disorder ◽  
Play Skills ◽  
Imaginary Play ◽  
Play Behaviors ◽  
Multiple Probe

Many children with autism spectrum disorder (ASD) do not have symbolic play skills. One type of symbolic play involves playing with imaginary objects, in which a child displays play actions without actual objects. The purpose of this study was to evaluate the effects of video modeling on the acquisition, maintenance, and generalization of playing with imaginary objects in young children with ASD. Three male Chinese children (aged 4–5 years) with ASD participated in this study. A multiple-probe across three behaviors design was used. The results indicated that video modeling was effective in establishing and maintaining target symbolic play behaviors for the three children. Generalization to untaught imaginary play activities occurred in all three children.

Comparison of Prompting Techniques to Teach Children With Autism to Ask Questions in the Context of a Conversation

2015 ◽  
Vol 32 (2) ◽  
pp. 93-101 ◽  
Author(s):  
Matthew G. Swerdan ◽  
Rocío Rosales
Keyword(s):  
Stimulus Control ◽  
Children With Autism ◽  
Future Research ◽  
Control Procedure ◽  
Transfer Of Stimulus Control ◽  
Alternating Treatments Design ◽  
Textual Prompts ◽  
Students With Autism ◽  
Adapted Alternating Treatments Design

An adapted alternating treatments design was used to compare the efficacy of echoic and textual prompts to teach three students with autism (ages 8–15) to ask questions related to two pre-selected topics of conversation. Participants were first required to answer questions related to the topics to determine whether accurate responses were within their repertoire. This was followed by a transfer of stimulus control procedure to teach participants to ask relevant questions to the experimenter on the same topics. Probes with a novel conversation topic were conducted in the natural environment with a peer, and follow-up probes were conducted after training. Results indicate questions taught using an echoic prompt were acquired in fewer trials to criterion than questions taught using a textual prompt for two of the three participants. Limitations and implications for future research will be discussed.

Analysis of the published articles related to autism in Turkey: A model proposal for students

2018 ◽  
Vol 4 (1) ◽  
pp. 14-23
Author(s):  
Necmi SağıroÄŸlu ◽  
Huseyin Uzunboylu
Keyword(s):  
Skill Training ◽  
Children With Autism ◽  
Skills Training ◽  
Survey Study ◽  
Autistic Children ◽  
Development Education ◽  
Analysis Technique ◽  
The Family ◽  
Students With Autism ◽  
Training State

In this study, we aimed to the revision of the articles written about autism studies conducted in Turkey. In this study, the survey study was conducted on the studies on development, education, care, teaching methods of children with autism and the studies related to the family. 93 articles were reviewed and 20 of them could not be reached. As a result of the research conducted using the document analysis technique, the articles reached are categorized according to their subjects. Studies; children's skills training (9 studies), family and family views (15 studies), studies on the comparison of children with autism with children with normal needs (3 studies), studies on fusion in autistic children (3 studies), studies related to autism description (14 studies) and studies on the effectiveness of programs and methods related to autism (29 studies) were examined in six categories. Information on the studies of the articles in each category is given. According to the findings obtained from the study, it was concluded that the most studied areas were studies on the effectiveness of the programs and methods related to Autism, and that the studies on comparing autistic children with children with normal needs were not sufficient and a model proposal for students with autism was presented..           Keywords: Skill training, State description, Inclusion, Autism

Understanding Communication and Students with Autism Spectrum Disorder

2020 ◽  
pp. 39-66
Author(s):  
Alice M. Hammel ◽  
Ryan M. Hourigan
Keyword(s):  
Autism Spectrum Disorder ◽  
Joint Attention ◽  
Augmentative And Alternative Communication ◽  
Expressive Language ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Alternative Communication ◽  
Music Classroom ◽  
Students With Autism

Communication is one of the considerable challenges faced by children with autism. Before a child with autism can learn, their must be able to communicate. This chapter includes information on communication traits and characteristics of persons with autism as well as steps to obtain effective communication with students with autism in the music classroom. Other topics include joint attention, reciprocation, echolalia, receptive and expressive language, and augmentative and alternative communication for students with autism in the music classroom.

scholarly journals Qualification for upper secondary education in individuals with autism without intellectual disability: Total population study, Stockholm, Sweden

Autism ◽  
2020 ◽  
pp. 136236132097592
Author(s):  
Isidora Stark ◽  
Peiwen Liao ◽  
Cecilia Magnusson ◽  
Michael Lundberg¹ ◽  
Dheeraj Rai ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Intellectual Disability ◽  
Secondary Education ◽  
Attention Deficit ◽  
Total Population ◽  
Children With Autism ◽  
Upper Secondary Education ◽  
Hyperactivity Disorder ◽  
Upper Secondary ◽  
Students With Autism

This study used the Stockholm Youth Cohort, a total population cohort ( N = 364,957), to describe patterns and predictors of qualification for upper secondary education, defined by passing graduation grades in core compulsory school subjects in contemporary young individuals diagnosed with autism spectrum disorders without intellectual disability ( n = 6138). At the expected age for graduation, 16 years, 29% (adjusted rate difference 95% confidence interval (28.0–30.0)) fewer autistic than non-autistic individuals were qualified for upper secondary education (57% and 86%, respectively). Comorbid attention-deficit hyperactivity disorder further increased this difference. Within the group of autistic students without intellectual disability, female sex and lower family income were associated with non-qualification for upper secondary education. The proportion of students with autism without intellectual disability who qualified for upper secondary education increased at age 20. These findings underline the need for improved support for students with a diagnosis of autism without intellectual disability in mainstream education. Lay abstract Obtaining a quality education is important for any individual’s chances of leading a healthy and thriving life. Currently, educational policies in many countries underscore the rights of students with autism to be educated in mainstream schools. While there is some knowledge on school outcomes among students with autism from older studies, little is known about rates of qualification for upper secondary education among children with autism in mainstream schools today. This lack of knowledge is problematic since autism is diagnosed more widely, and prior evidence may not be relevant for individuals with autism and their families today. Using Swedish registers, we therefore examined this in a study including all children and young people in Stockholm County in 2001 through 2011. We found that about two thirds of children with autism without intellectual disability qualified for upper secondary education at the expected age, in comparison with about nine in ten among typically developing peers. We also found that girls with autism had further difficulties obtaining such qualification than boys and that those who were additionally diagnosed with attention-deficit hyperactivity disorder were particularly at risk of non-qualification. Finally, students with autism without intellectual disability had a greater chance of completing compulsory education if given an extended period to graduate. These findings underline the need for supportive interventions for children with autism during compulsory school. They may also challenge the inclusive education policy adopted by majority of western countries, at least in the wake of addressing special needs in mainstream schooling.

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