Social Intervention for Adolescents With Autism and Significant Intellectual Disability: Initial Efficacy of Reciprocal Imitation Training

2013 ◽  
Vol 118 (4) ◽  
pp. 247-261 ◽  
Author(s):  
Brooke Ingersoll ◽  
Katherine Walton ◽  
Danielle Carlsen ◽  
Theresa Hamlin
Keyword(s):  
Social Engagement ◽  
Children With Autism ◽  
Multiple Baseline ◽  
Older Individuals ◽  
Baseline Design ◽  
Social Interventions ◽  
Adolescents With Autism ◽  
Reciprocal Imitation Training ◽  
Spontaneous Imitation ◽  
Reciprocal Imitation

Abstract Individuals with autism have difficulty with social skills across the lifespan. Few social interventions have been examined for older individuals with autism who also have significant intellectual disabilities (ID). Previous research suggests that reciprocal imitation training (RIT) improves imitation and social engagement in young children with autism. This study used a multiple-baseline design to examine whether RIT could improve social behaviors in four adolescents with autism and significant ID. All adolescents improved their spontaneous imitation and two improved their joint engagement. In addition, two adolescents decreased their rate of self-stimulatory behaviors over the course of treatment. Overall, these results suggest that RIT may be effective at improving social interaction and decreasing self-stimulatory behavior in adolescents with autism and significant ID.

Effects of coaching on the fidelity of parent implementation of reciprocal imitation training

Autism ◽  
2018 ◽  
Vol 23 (6) ◽  
pp. 1497-1507 ◽  
Author(s):  
Ashley Penney ◽  
Ilene Schwartz
Keyword(s):  
Children With Autism ◽  
Didactic Training ◽  
Reciprocal Imitation Training ◽  
Young Children With Autism ◽  
Spontaneous Imitation ◽  
Social Communicative ◽  
Parent Implementation ◽  
Reciprocal Imitation ◽  
Communicative Skill

Imitation is an important early social communicative skill that is often impaired in young children with autism. Reciprocal imitation training is an easy-to-implement intervention that targets social imitation and can be taught to parents or other caregivers to implement at home and in the community. In this study, parents of children with autism were taught to implement reciprocal imitation training. The quality of parent fidelity of intervention implementation and rates of child spontaneous imitation were examined in three phases: baseline, post-didactic training, and after the introduction of 1:1 coaching. The results suggest that coaching improved parent fidelity with all parent participants, and this correlated to an increase in spontaneous imitation with some of the child participants.

Using the Teaching Interactions Procedure to Teach Social Skills to Children With Autism and Intellectual Disability

2016 ◽  
Vol 121 (6) ◽  
pp. 501-519 ◽  
Author(s):  
Aubrey Hui Shyuan Ng ◽  
Kim Schulze ◽  
Eric Rudrud ◽  
Justin B. Leaf
Keyword(s):  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Social Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Multiple Baseline ◽  
Baseline Design ◽  
Teaching Interaction ◽  
Teaching Interaction Procedure

Abstract This study implemented a modified teaching interaction procedure to teach social skills to 4 children diagnosed with autism spectrum disorder with an intellectual disability. A multiple baseline design across social skills and replicated across participants was utilized to evaluate the effects of the modified teaching interaction procedure. The results demonstrated that the teaching interaction procedure resulted in all participants acquiring targeted social skills, maintaining the targeted social skills, and generalizing the targeted social skills.

School-Based Social Skills Training for Children With Autism Spectrum Disorder

2015 ◽  
Vol 32 (4) ◽  
pp. 256-268 ◽  
Author(s):  
Keith C. Radley ◽  
Melissa B. McHugh ◽  
Traci Taber ◽  
Allison A. Battaglia ◽  
W. Blake Ford
Keyword(s):  
Social Skills ◽  
Social Functioning ◽  
Social Engagement ◽  
Social Skills Training ◽  
Children With Autism ◽  
Skills Training ◽  
Teacher Ratings ◽  
Autism Spectrum ◽  
Sociometric Status ◽  
Baseline Design

The present study evaluated the effects of the Superheroes Social Skills program, a social skills curriculum for children with autism spectrum disorders (ASD). Previous research has found the curriculum to improve social engagements of children with ASD during unstructured recess periods but has been limited in research design and lack of maintenance data. Five elementary-age participants with current placements in inclusive public school settings were included in the study. A multiple baseline design across participants was used to determine the effects of the intervention on social engagement during unstructured recess periods, as well as teacher ratings of social functioning and sociometric status. Visual and statistical analyses of data indicate increased social engagement of participants during recess periods following introduction of social skills training. Improvements were also observed in teacher ratings of social functioning and sociometric status. Limitations of the current study are also discussed.

The Use of a Stimulus Control Transfer Procedure to Teach Motivation-Controlled Mands to Children With Autism

2019 ◽  
Vol 34 (4) ◽  
pp. 215-225
Author(s):  
Karen D. Ward ◽  
Smita Shukla Mehta
Keyword(s):  
Stimulus Control ◽  
Visual Analysis ◽  
Children With Autism ◽  
Motivating Operations ◽  
Autism Spectrum ◽  
Multiple Baseline ◽  
Natural Environments ◽  
Baseline Design ◽  
Mand Training ◽  
Control Transfer

Social participation of children with an autism spectrum disorder (ASD) in natural environments can be enhanced by teaching them to communicate spontaneously, at least in situations where they have the motivation to access specific items or activities by controlling the amount of access for these stimuli. The purpose of this study was to determine if mand training, using a stimulus control transfer procedure would promote acquisition and generalization of mands for specific activities or objects evoked by motivating operations. Measurement variables included the frequency of motivation controlled (MO) versus multiply controlled mands during discrete trial training on a variety of verbal operants. Using a concurrent multiple baseline design across participants, visual analysis indicated that MO mands for out-of-view items increased substantially with generalization across targets, staff, and environments for three of the four participants. One participant did not respond to intervention to the same extent as others.

Systematic Individualized Narrative Language Intervention on the Personal Narratives of Children With Autism

2014 ◽  
Vol 45 (1) ◽  
pp. 67-86 ◽  
Author(s):  
Douglas B. Petersen ◽  
Catherine L. Brown ◽  
Teresa A. Ukrainetz ◽  
Christine Wise ◽  
Trina D. Spencer ◽  
...  
Keyword(s):  
Personal Narratives ◽  
Children With Autism ◽  
Language Intervention ◽  
Multiple Baseline ◽  
Single Subject ◽  
Story Grammar ◽  
Baseline Design ◽  
Verbal Scaffolding ◽  
Narrative Language ◽  
Systematic Reduction

Purpose The purpose of this study was to investigate the effect of an individualized, systematic language intervention on the personal narratives of children with autism. Method A single-subject, multiple-baseline design across participants and behaviors was used to examine the effect of the intervention on language features of personal narratives. Three 6- to 8-year-old boys with autism participated in 12 individual intervention sessions that targeted 2–3 story grammar elements (e.g., problem, plan) and 3–4 linguistic complexity elements (e.g., causal subordination, adverbs) selected from each participant's baseline performance. Intervention involved repeated retellings of customized model narratives and the generation of personal narratives with a systematic reduction of visual and verbal scaffolding. Independent personal narratives generated at the end of each baseline, intervention, and maintenance session were analyzed for presence and sophistication of targeted features. Results Graphical and statistical results showed immediate improvement in targeted language features as a function of intervention. There was mixed evidence of maintenance 2 and 7 weeks after intervention. Conclusion Children with autism can benefit from an individualized, systematic intervention targeting specific narrative language features. Greater intensity of intervention may be needed to gain enduring effects for some language features.

Reducing Stereotypic Behavior by Teaching Orienting Responses to Environmental Stimuli

1997 ◽  
Vol 22 (1) ◽  
pp. 28-35 ◽  
Author(s):  
William D. Frea
Keyword(s):  
Eye Movements ◽  
The Other ◽  
Multiple Baseline ◽  
Stereotypic Behavior ◽  
Multiple Baseline Design ◽  
Community Settings ◽  
Baseline Design ◽  
Environmental Stimuli ◽  
Natural Stimuli ◽  
Adolescents With Autism

This study investigated the feasibility of decreasing the stereotypic behavior of two adolescents with autism by teaching them to increase orienting responses to their environment using an external prompt. Both participants exhibited high rates of stereotypic behaviors, one in the form of physical rigidity and stereotyped eye movements, the other in the form of perseverative speech and repeated gesturing. They were taught to increase the amount of appropriate orienting to natural stimuli in community settings. Within a multiple baseline design across settings, both demonstrated decreases in stereotypic behavior as appropriate orienting increased.

scholarly journals Teaching a Multi-Step Requesting Sequence to Two Adolescents with Autism Using  an iPod-based Speech Generating Device

2021 ◽  
Author(s):  
◽  
Donna Adorina Achmadi
Keyword(s):  
Differential Reinforcement ◽  
Children With Autism ◽  
Single Step ◽  
Multiple Baseline ◽  
Ipod Touch ◽  
Turn On ◽  
Speech Generating Device ◽  
Adolescents With Autism ◽  
Response Prompting ◽  
Prompt Fading

<p>Many children with autism fail to develop speech and are therefore candidates for the use of speech-generating devices (SGDs). However, existing studies are limited because they have tended to focus only on teaching an initial single-step requesting sequence. This thesis aimed to extend the existing literature by evaluating intervention procedures for teaching two adolescents with autism to perform multistep requesting sequences that required navigating across two screen pages (Intervention 1). Intervention 2 focused on teaching the adolescents to turn on and unlock the screen of the SGD prior to initiating the previously learnt multi-step requesting sequence. Both interventions made use of response prompting, prompt fading, and differential reinforcement procedures and were evaluated using the multiple-baseline across subjects design. Results showed that both interventions were effective in teaching these adolescents to use the iPod Touch(R) to make a sequence of requests. The results of the present study suggest that adolescents with autism can successfully learn to use an iPod Touch(R) to independently perform multi-step requesting sequences.</p>

scholarly journals Emergent Intraverbal and Reverse Intraverbal Behavior Following Listener Training in Children with Autism Spectrum Disorder

2022 ◽  
Author(s):  
Inger Karin Almås ◽  
Dean P. Smith ◽  
Sigmund Eldevik ◽  
Svein Eikeseth
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Multiple Baseline ◽  
Future Research ◽  
Baseline Design ◽  
Listener Behavior ◽  
Intraverbal Behavior ◽  
Listener Training

AbstractWe evaluated whether intraverbal and reverse intraverbal behavior emerged following listener training in children with autism spectrum disorder (ASD). Six participants were each taught three sets of three “when?” questions in listener training. A multiple baseline design across behaviors (stimulus sets) was used to assess the effects of listener training. Results showed that intraverbal behavior emerged following listener training for five out of six participants. One participant received additional listener training and intraverbal training before intraverbal behavior emerged. Furthermore, reverse intraverbal responding occurred across all three sets of questions for three of the six participants. Establishing listener behavior may be a pathway for emergent intraverbal and reverse intraverbal responding in children with ASD. Future research could examine what skill repertoire may facilitate such transfer.

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