Top

Optie A:

Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
Optie B:

Deel de link per e-mail
Link delen

vorige artikel Treating Anxiety and Social Deficits in Childre...

volgende artikel Vestibular Function in Children with Neurodevel...

Tip

Swipe om te navigeren naar een ander artikel

14-05-2019 | Original Paper | Uitgave 8/2019

A Pilot Evaluation of a Treatment Package to Teach Social Conversation via Video-Chat

Tijdschrift:: Journal of Autism and Developmental Disorders > Uitgave 8/2019

Auteurs:: Matthew T. Brodhead, So Yeon Kim, Mandy J. Rispoli, Emma S. Sipila, M. Y. Savana Bak

» Toegang tot de volledige tekst krijgen

Belangrijke opmerkingen

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Abstract

By engaging with family members through video-chat technology, children with autism spectrum disorder (ASD) may access additional opportunities to develop social connections to build familial cohesion and access emotional support. The purpose of this study was to evaluate a behavioral intervention package in teaching social conversation via video-chat. Using a non-concurrent multiple-baseline across participants with an embedded alternating treatments design, three seven-year-old males with ASD were taught two variations of a social conversation. Their conversation skills generalized to unfamiliar adults, some of whom had no prior experience with children with ASD. When visual supports were removed, participants appropriately varied their social conversations. Social conversations continued to occur 2 weeks following the completion of the study. Results and implications are discussed.

Log in om toegang te krijgen

Hier inloggen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Met BSL Psychologie Totaal blijft u als professional steeds op de hoogte van de nieuwste ontwikkelingen binnen uw vak. Met het online abonnement heeft u toegang tot een groot aantal boeken, protocollen, vaktijdschriften en e-learnings op het gebied van psychologie en psychiatrie. Zo kunt u op uw gemak en wanneer het u het beste uitkomt verdiepen in uw vakgebied.

Meer informatie

Akers, J. S., Higbee, T. S., Gerencser, K. R., & Pellegrino, A. J. (2018). An evaluation of group activity schedules to promote social play in children with autism. Journal of Applied Behavior Analysis, 51, 553–570. https://doi.org/10.1002/jaba.474. CrossRef

Akers, J. S., Pyle, N., Higbee, T. S., Pyle, D., & Gerencser, K. R. (2016). A synthesis of script fading effects with individuals with autism spectrum disorder: A 20-year review. Review Journal of Autism and Developmental Disorders, 3, 1–17. https://doi.org/10.1007/s40489-015-0062-9. CrossRef

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author. CrossRef

Bauminger, N., Shulman, C., & Agam, G. (2003). Peer interaction and loneliness in high-functioning children with autism. Journal of Autism and Developmental Disorders, 33, 489–507. CrossRef

Bennett, K. S., & Hay, D. A. (2007). The role of family in the development of social skills in children with physical disabilities. International Journal of Disability, Development and Education, 54, 381–397. https://doi.org/10.1080/10349120701654555. CrossRef

Betz, A., Higbee, T. S., & Reagon, K. A. (2008). Using joint activity schedules to promote peer engagement in preschoolers with autism. Journal of Applied Behavior Analysis, 41, 237–241. https://doi.org/10.1901/jaba.2008.41-237. CrossRef

Bozkus-Genc, G., & Yucesoy-Ozkan, S. (2016). Meta-analysis of pivotal response training for children with autism spectrum disorder. Education and Training in Autism and Developmental Disabilities, 51, 31–36.

Brodhead, M. T., Al-Dubayan, M., Mates, M., Abel, E., & Brouwers, L. (2016a). An evaluation of a brief video-based multiple-stimulus without replacement preference assessment. Behavior Analysis in Practice, 9, 160–164. https://doi.org/10.1007/s40617-015-0081-0. CrossRef

Brodhead, M. T., Courtney, W., & Thaxton, J. (2018). Using activity schedules to promote varied application use in children with autism. Journal of Applied Behavior Analysis, 51, 80–86. https://doi.org/10.1002/jaba.435. CrossRef

Brodhead, M. T., Higbee, T. S., Gerencser, K. R., & Akers, J. S. (2016b). The use of a discrimination-training procedure to teach mand variability to children with autism. Journal of Applied Behavior Analysis, 49, 34–48. https://doi.org/10.1002/jaba.280. CrossRef

Brodhead, M. T., Higbee, T. S., Pollard, J. S., Akers, J. S., & Gerencser, K. S. (2014). The use of linked activity schedules to teach children with autism to play hide-and-seek. Journal of Applied Behavior Analysis, 47, 645–650. https://doi.org/10.1002/jaba.145. CrossRef

Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis. Hoboken, NJ: Person Education.

Dotson, W. H., Leaf, J. B., Sheldon, J. B., & Sherman, J. A. (2010). Group teaching of conversational skills to adolescents on the autism spectrum. Research in Autism Spectrum Disorders, 4, 199–209. https://doi.org/10.1016/j.rasd.2009.09.005. CrossRef

Eldevik, S., Hastings, R. P., Hughes, C., Jahr, E., Eikeseth, S., & Cross, S. (2009). Meta-analysis of early intensive behavioral intervention for children with autism. Journal of Clinical Child & Adolescent Psychology, 38, 439–450. https://doi.org/10.1080/15374410902851739. CrossRef

Frost, L., & Bondy, A. (2002). The picture exchange communication system training manual (2nd ed.). Cherry Hill, NJ: Pyramid Educational Consultants.

Gunning, C., Breathnach, Ó., Holloway, J., McTiernan, A., & Malone, B. (2019). A systematic review of peer-mediated interventions for preschool children with autism spectrum disorder in inclusive settings. Review Journal of Autism and Developmental Disorders, 6, 40–62. https://doi.org/10.1007/s40489-018-0153-5. CrossRef

Haven, E. L., Manangan, C. N., Sparrow, J. K., & Wilson, B. J. (2014). The relation of parent-child interaction qualities to social skills in children with and without autism spectrum disorders. Autism, 18, 292–300. https://doi.org/10.1177/1362361312470036. CrossRef

Kagohara, D., van der Meer, L., Ramdoss, S., O’Reilly, M., Lancioni, T., Davis, T., et al. (2013). Using iPods and iPads in teaching programs for individuals with developmental disabilities: A systematic review. Research in Developmental Disabilities, 34, 147–156. https://doi.org/10.1901/jaba.1996.29-519. CrossRef

Kazdin, A. E. (2011). Single-case research designs (2nd ed.). New York: Oxford University Press.

Knight, V., Sartini, E., & Spriggs, A. D. (2015). Evaluating visual activity schedules as evidence-based practice for individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 45, 157–178. https://doi.org/10.1007/s10803-014-2201-z. CrossRef

Koegel, L. K., Koegel, R. L., Frea, W. D., & Fredeen, R. M. (2001). Identifying early intervention targets for children with autism in inclusive school settings. Behavior Modification, 25, 745–761. https://doi.org/10.1177/0145445501255005. CrossRef

Koyama, T., & Wang, H. (2011). Use of activity schedules to promote independent performance of individuals with autism and other intellectual disabilities: A review. Research in Developmental Disabilities, 32, 2235–2242. https://doi.org/10.1016/j.ridd.2011.05.003. CrossRef

LaFrance, D. L., & Tarbox, J. (in press). The importance of multiple exemplar instruction in the establishment of novel verbal behavior. Journal of Applied Behavior Analysis.

Larsson, E. V. (2013). Is applied behavior analysis (ABA) and early intensive behavioral intervention (EIBI) an effective treatment for autism? A cumulative review of impartial reports. Retrieved from http://www.abia.net.au/images/Larsson-Is-ABA-and-EIBI-an-effective-treatment-for-autism.pdf.

Ledford, J. R., & Gast, D. L. (2018). Single case research methodology: Applications in special education and behavioral sciences (3rd ed.). New York: Routledge. CrossRef

Lord, C., Rutter, M., DiLavore, P. C., Risi, S., Gotham, K., & Bishop, S. (2012). Autism diagnostic observation schedule (2nd ed.). Torrance, CA: Western Psychological Services.

Matson, J. L., Benavidez, D. A., Compton, L. S., Paclawskyj, T., & Baglio, C. (1996). Behavioral treatment of autism persons: A review of research from 1980 to present. Research in Developmental Disabilities, 17, 433–465. https://doi.org/10.1016/S0891-4222(96)00030-3. CrossRef

Matson, J. L., Turygin, N. C., Beighley, J., Rieske, R., Tureck, K., & Matson, M. L. (2012). Applied behavior analysis in autism spectrum disorders: Recent developments, strengths, and pitfalls. Research in Autism Spectrum Disorders, 6, 144–150. https://doi.org/10.1016/j.rasd.2011.03.014. CrossRef

McClannahan, L. E., & Krantz, P. J. (2010). Activity schedules for children with autism: Teaching independent behavior (2nd ed.). Bethesda, MD: Woodbine House.

Parker, R. I., Vannest, K. J., & Davis, J. L. (2011). Effect size in single-case research: A review of nine nonoverlap techniques. Behavior Modification, 35, 303–322. https://doi.org/10.1177/0145445511399147. CrossRef

Peters-Scheffer, N., Didden, R., Korzilius, H., & Sturmey, P. (2011). A meta-analytic study on the effectiveness of comprehensive ABA-based intervention programs for children with autism spectrum disorders. Research in Autism Spectrum Disorders, 5, 60–69. https://doi.org/10.1016/j.rasd.2010.03.011. CrossRef

Pollard, J. S., Betz, A. M., & Higbee, T. S. (2012). Script fading to promote unscripted bids for joint attention in children with autism. Journal of Applied Behavior Analysis, 45, 387–393. https://doi.org/10.1901/jaba.2012.45-387. CrossRef

Radley, K. C., Battaglia, A. A., Dadakhodjaeva, K., Ford, W. B., & Robbins, K. (2018). Increasing behavioral variability and social skill accuracy in children with autism spectrum disorder. Journal of Behavioral Education, 27, 395–418. https://doi.org/10.1007/s10864-018-9294-y. CrossRef

Rakap, R. (2015). Effect sizes as result interpretation aids in single-subject experimental research: Description and application of four nonoverlap methods. British Journal of Special Education, 42, 11–33. https://doi.org/10.1111/1467-8578.12091. CrossRef

Ranick, J., Persicke, A., Tarbox, J., & Kornack, J. A. (2013). Teaching children with autism to detect and respond to deceptive statements. Research in Autism Spectrum Disorders, 7, 503–508. https://doi.org/10.1016/j.rasd.2012.12.001. CrossRef

Rodriguez, N. M., & Thompson, R. H. (2014). Behavioral variability and autism spectrum disorder. Journal of Applied Behavior Analysis, 48, 167–187. https://doi.org/10.1002/jaba.164. CrossRef

Shattuck, P. T., Seltzer, M. M., Greenberg, J. S., Orsmond, G. I., Bolt, D., Kring, S., et al. (2007). Chang in autism symptoms and maladaptive behaviors in adolescents and adults with an autism spectrum disorder. Journal of Autism and Developmental Disorders, 37, 1735–1747. https://doi.org/10.1007/s10803-006-0307-7. CrossRef

Silbaugh, B. C., Falcomata, T. S., & Ferguson, R. H. (2018). Effects of a lag schedule of reinforcement with progressive time delay on topographical mand variability in children with autism. Developmental Neurorehabilitation, 21, 166–177. https://doi.org/10.1080/17518423.2017.1369190. CrossRef

Stokes, T. F., & Baer, D. M. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 10, 349–367. https://doi.org/10.1901/jaba.1977.10-349. CrossRef

Sundberg, M. L. (2014). Verbal behavior milestones assessment and placement program (VB-MAPP) (2nd ed.). Concord, CA: AVB Press.

Thompson, T. (2014). Autism and behavior analysis. In F. K. McSweeney & E. S. Murphy (Eds.), The Wiley Blackwell handbook of operant and classical conditioning (pp. 483–508). Oxford: Wiley. https://doi.org/10.1002/9781118468135.ch19. CrossRef

Van Reet, J. (2012). Learning through play: procedural versus declarative knowledge. In A. M. Pinkham, T. Kaefer, & S. B. Neuman (Eds.), Knowledge development in early childhood (pp. 11–34). New York: The Guilford Press.

Virués-Ortega, J. (2010). Applied behavior analytic intervention for autism in early childhood: Meta-analysis, meta-regression and dose-response meta-analysis of multiple outcomes. Clinical Psychology Review, 30, 387–399. https://doi.org/10.1016/j.cpr.2010.01.008. CrossRef

Titel: A Pilot Evaluation of a Treatment Package to Teach Social Conversation via Video-Chat
Auteurs:: Matthew T. Brodhead
So Yeon Kim
Mandy J. Rispoli
Emma S. Sipila
M. Y. Savana Bak
Publicatiedatum: 14-05-2019
DOI: https://doi.org/10.1007/s10803-019-04055-4
Uitgeverij: Springer US
Tijdschrift: Journal of Autism and Developmental Disorders
Uitgave 8/2019
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Tip

Swipe om te navigeren naar een ander artikel

Publisher's Note

Abstract

Log in om toegang te krijgen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Andere artikelen Uitgave 8/2019

Teaching Digital, Block-Based Coding of Robots to High School Students with Autism Spectrum Disorder and Challenging Behavior

Sustainability of a Care Pathway for Children and Adolescents with Autism Spectrum Disorder on an Inpatient Psychiatric Service

“I’m Destined to Ace This”: Work Experience Placement During High School for Individuals with Autism Spectrum Disorder

The Developmental Behaviour Checklist (DBC) Profile in Young Children on the Autism Spectrum: The Impact of Child and Family Factors

Family Emotional Climate and Children with Autism Spectrum Disorder

Brief Report: Olfactory Adaptation in Children with Autism Spectrum Disorders