Swipe om te navigeren naar een ander artikel
This study compared the effects of circumscribed interests (CI) to less preferred (LP) tangible stimuli on the social behaviors of three children with autism spectrum disorders (ASD). Based on single subject design methodology, the CI experimental sessions resulted in longer durations of target-child initiated social interactions in comparison to LP sessions. In addition, latency of participant’s initial social bids to peers was decreased when CI were present. The results suggest that embedding CI into dyadic play situations with typical peers can be used to increase the social behavior children with ASD direct toward typical peers. Future research should examine the specific environmental conditions that must be present in naturalistic settings to facilitate generalization of social behavior.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Adams, L. W. (1998). Incorporating narrow interests into school tasks of children with autism. (Doctoral dissertation, University of North Carolina, Chapel Hill, 1998). Dissertation Abstracts International, 60(09), 4872 (UMI No. 9943180).
Attwood, T. (1998). Asperger’s syndrome: A guide for parents and professionals. Philadelphia: Jessica Kingsley.
Baker, M. J. (2000). Incorporating the thematic ritualistic behaviors of children with autism into games: Increasing social play interactions with siblings. Journal of Positive Behavior Interventions, 2(2), 66–84.
Baker, M. J., Koegel, R. L., & Koegel, L. K. (1998). Increasing the social behavior of young children with autism using their obsessive behaviors. Journal of the Association for Persons with Severe Handicaps, 23, 300–308. CrossRef
Brown, W. H., Odom, S. L., & Buyssee, V. (2002). Assessment of preschool children’s peer-related social competence. Assessment for Effective Intervention, 27(4), 61–71.
Carr, E. G., Carlson, J. I., Langdon, N. A., Magito-McLaughlin, D., & Yarbrough, S. C. (1998). Two perspectives on antecedent control: Molecular and molar. In J. K. Luiselli, & M. J. Cameron (Eds.), Antecedent control: Innovative approaches to behavioral support (pp. 67–86). Baltimore: Paul H. Brookes.
Chinn, H. Y., & Optiz, V. B. (2000). Teaching conversational skills to children with autism: Effects on the development of a theory of mind. Journal of Autism and Developmental Disorders, 30(6), 569–583. CrossRef
Conroy, M. A., & Stichter, J. P. (2003). The application of antecedents in the functional assessment process: Existing research, issues, and recommendations. The Journal of Special Education, 37, 15–25. CrossRef
Cuccaro, M. L., Shao, Y., Grubber, J., Slifer, M., Wolpert, C. M., Donnelly, S. L., et al. (2003). Factor analysis of restricted and repetitive behaviors in autism using the Autism Diagnostic Interview-R. Journal of Autism and Developmental Disorders, 36(6), 601–616.
Kazdin, A. E. (1982). Single-case research designs: Methods for clinical and applied settings. New York: Oxford University Press.
Lewis, M. H., & Bodfish, J. W. (1998). Repetitive behavior disorders in autism. Mental Retardation and Developmental Disabilities Research Reviews, 4, 80–89. CrossRef
McIlvane, W. J., & Dube, W. V. (2003). Stimulus control topography coherence theory: Foundations and extensions. The Behavior Analyst, 26, 195–213.
Mesibov, G. B., Shea, V., & Schopler, E. (2005). The TEACCH approach to autism spectrum disorders. New York: Kluwer Academic/Plenum.
Ozonoff, S., & Miller, J. N. (1995). Teaching theory of mind: A new approach to social skills training for individuals with autism. Journal of Autism and Developmental Disorders, 25, 413–433. CrossRef
Peck, J., Sasso, G. M., & Jolivette, K. (1997). Use of structural analysis hypothesis testing model to improve social interactions via peer-mediated interventions. Focus on Autism and Other Developmental Disabilities, 12, 219–230. CrossRef
Symons, F. A., Sperry, L. A., Dropik, P. L., & Bodfish, J. W. (2004). The early development of stereotypy and self-injury: A review of research methods. Journal of Intellectual Disability Research, 49(2), 144–158. CrossRef
Tapp, J. (2002). Multiple option observation system for experimental studies ( MOOSES) [Software]. Retrieved July 2004, from http://kc.vanderbilt.edu/∼jont/mooses.html.
Tapp, J. (2003). Tap-It [Software]. Retrieved July 2004, from www.ubehave.net/collector.
Turner, M. A. (1997). Toward an executive dysfunction account of repetitive behavior in autism. In J. Russell (Ed.), Autism as an executive disorder. Oxford: Oxford University Press.
Yoder, P. J., & Feurer, I. D. (2000). Quantifying the magnitude of sequential association between events or behaviors. In T. Thompson, D. Felce, & F. J. Symons (Eds.), Behavioral observation: Technology and applications in developmental disabilities (pp. 317–333). Baltimore: Paul H. Brookes.
- Effects of Circumscribed Interests on the Social Behaviors of Children with Autism Spectrum Disorders
Brian A. Boyd
Maureen A. Conroy
G. Richmond Mancil
Peter J. Alter
- Springer US