Skip to main content
Top
Gepubliceerd in:

06-06-2018 | Original Paper

Using Progressive Time Delay to Increase Levels of Peer Imitation During Sculpting Play

Auteurs: Erin Sweeney, Erin E. Barton, Jennifer R. Ledford

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 2/2023

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

A multiple probe across participants with an embedded withdrawal single case research design was used to examine the effectiveness of a progressive time delay (PTD) procedure to teach preschoolers with disabilities to imitate their peers during a sculpting play activity. Data indicated the presence of a functional relation between the use of PTD and contingent reinforcement on increased levels of peer imitation across participants; levels also decreased when PTD was withdrawn, although not to baseline levels. Overall levels of peer imitation had a greater magnitude of change than demonstrated in previous research.
Literatuur
go back to reference Ayres, K., & Ledford, J. R. (2014). Dependent measures and measurement systems. In D. L. Gast & J. R. Ledford (Eds.), Single case research methodology: Applications in special education and behavioral sciences (pp. 124–153). New York: Routledge.CrossRef Ayres, K., & Ledford, J. R. (2014). Dependent measures and measurement systems. In D. L. Gast & J. R. Ledford (Eds.), Single case research methodology: Applications in special education and behavioral sciences (pp. 124–153). New York: Routledge.CrossRef
go back to reference Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall. Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.
go back to reference Barton, E. E. (2015). Teaching generalized pretend play and related behaviors to young children with disabilities. Exceptional Children, 81, 489–506.CrossRef Barton, E. E. (2015). Teaching generalized pretend play and related behaviors to young children with disabilities. Exceptional Children, 81, 489–506.CrossRef
go back to reference Barton, E. E., & Ledford, J. R. (2018). The effects of reinforcement on peer imitation in a small group play context. Journal of Early Intervention. 40(1), 105381511774840CrossRef Barton, E. E., & Ledford, J. R. (2018). The effects of reinforcement on peer imitation in a small group play context. Journal of Early Intervention. 40(1), 105381511774840CrossRef
go back to reference Carr, E. G., & Darcy, M. (1990). Setting generality of peer modeling in children with autism. Journal of Autism and Developmental Disorders, 20, 45–59.CrossRefPubMed Carr, E. G., & Darcy, M. (1990). Setting generality of peer modeling in children with autism. Journal of Autism and Developmental Disorders, 20, 45–59.CrossRefPubMed
go back to reference Chazin, K. T., Ledford, J. R., Barton, E. E., & Osborne, K. C. (2017). The effects of antecedent exercise on engagement during large group activities for young children. Remedial and Special Education, 39, 158–170.CrossRef Chazin, K. T., Ledford, J. R., Barton, E. E., & Osborne, K. C. (2017). The effects of antecedent exercise on engagement during large group activities for young children. Remedial and Special Education, 39, 158–170.CrossRef
go back to reference Daly, J. E., Wells, N. J., Swanger-Gagne, M. S., Carr, J. E., Kunz, G. M., & Taylor, A. M. (2009). Evaluation of the multiple-stimulus without replacement preference assessment method using activities as stimuli. Journal of Applied Behavior Analysis, 42, 563–574.CrossRefPubMedPubMedCentral Daly, J. E., Wells, N. J., Swanger-Gagne, M. S., Carr, J. E., Kunz, G. M., & Taylor, A. M. (2009). Evaluation of the multiple-stimulus without replacement preference assessment method using activities as stimuli. Journal of Applied Behavior Analysis, 42, 563–574.CrossRefPubMedPubMedCentral
go back to reference Garfinkle, A. N., & Schwartz, I. S. (2002). Peer imitation: Increasing social interactions in children with autism and other developmental disabilities in inclusive preschool classrooms. Topics in Early Childhood Special Education, 22, 26–38.CrossRef Garfinkle, A. N., & Schwartz, I. S. (2002). Peer imitation: Increasing social interactions in children with autism and other developmental disabilities in inclusive preschool classrooms. Topics in Early Childhood Special Education, 22, 26–38.CrossRef
go back to reference Gazdag, G., & Warren, S. F. (2000). Effects of adult contingent imitation on development of young children’s vocal imitation. Journal of Early Intervention, 23, 24–35.CrossRef Gazdag, G., & Warren, S. F. (2000). Effects of adult contingent imitation on development of young children’s vocal imitation. Journal of Early Intervention, 23, 24–35.CrossRef
go back to reference Hixson, M. D. (2004). Behavioral cusps, basic behavioral repertoires, and cumulative-hierarchical learning. The Psychological Record, 54, 387–403.CrossRef Hixson, M. D. (2004). Behavioral cusps, basic behavioral repertoires, and cumulative-hierarchical learning. The Psychological Record, 54, 387–403.CrossRef
go back to reference Hume, K., Loftin, R., & Lantz, J. (2009). Increasing independence in autism spectrum disorders: A review of three focused interventions. Journal of Autism and Developmental Disorders, 39, 1329–1338.CrossRefPubMed Hume, K., Loftin, R., & Lantz, J. (2009). Increasing independence in autism spectrum disorders: A review of three focused interventions. Journal of Autism and Developmental Disorders, 39, 1329–1338.CrossRefPubMed
go back to reference Hwang, B., & Hughes, C. (1995). Effects of social interactive strategies on early social-communicative skills of a preschool child with developmental disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 30, 336–349. Hwang, B., & Hughes, C. (1995). Effects of social interactive strategies on early social-communicative skills of a preschool child with developmental disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 30, 336–349.
go back to reference Hwang, B., & Hughes, C. (2000). The effects of social interactive training on early social communicative skills of children with autism. Journal of Autism and Developmental Disorders, 30, 331–343.CrossRefPubMed Hwang, B., & Hughes, C. (2000). The effects of social interactive training on early social communicative skills of children with autism. Journal of Autism and Developmental Disorders, 30, 331–343.CrossRefPubMed
go back to reference Ingersoll, B. (2010). Brief report: Pilot randomized controlled trial of reciprocal imitation training for teaching elicited and spontaneous imitation to children with autism. Journal of Autism and Developmental Disorders, 40, 1154–1160.CrossRefPubMedPubMedCentral Ingersoll, B. (2010). Brief report: Pilot randomized controlled trial of reciprocal imitation training for teaching elicited and spontaneous imitation to children with autism. Journal of Autism and Developmental Disorders, 40, 1154–1160.CrossRefPubMedPubMedCentral
go back to reference Ingersoll, B. (2012). Brief report: Effect of a focused imitation intervention on social functioning in children with autism. Journal of Autism and Developmental Disorders, 42, 1768–1773.CrossRefPubMedPubMedCentral Ingersoll, B. (2012). Brief report: Effect of a focused imitation intervention on social functioning in children with autism. Journal of Autism and Developmental Disorders, 42, 1768–1773.CrossRefPubMedPubMedCentral
go back to reference Ingersoll, B., Lewis, E., & Kroman, E. (2007). Teaching the imitation and spontaneous use of descriptive gestures in young children with autism using a naturalistic behavioral intervention. Journal of Autism and Developmental Disorders, 37, 1446–1456.CrossRefPubMed Ingersoll, B., Lewis, E., & Kroman, E. (2007). Teaching the imitation and spontaneous use of descriptive gestures in young children with autism using a naturalistic behavioral intervention. Journal of Autism and Developmental Disorders, 37, 1446–1456.CrossRefPubMed
go back to reference Ingersoll, B., & Schreibman, L. (2006). Teaching reciprocal imitation skills to young children with autism using a naturalistic behavioral approach: Effects on language, pretend play, and joint attention. Journal of Autism and Developmental Disorders, 36, 487–505.CrossRefPubMed Ingersoll, B., & Schreibman, L. (2006). Teaching reciprocal imitation skills to young children with autism using a naturalistic behavioral approach: Effects on language, pretend play, and joint attention. Journal of Autism and Developmental Disorders, 36, 487–505.CrossRefPubMed
go back to reference Lane, J. D., Gast, D. L., Shepley, C., & Ledford, J. R. (2015). Including social opportunities during small group instruction of preschool children with social-communication delays. Journal of Early Intervention, 37, 3–22.CrossRef Lane, J. D., Gast, D. L., Shepley, C., & Ledford, J. R. (2015). Including social opportunities during small group instruction of preschool children with social-communication delays. Journal of Early Intervention, 37, 3–22.CrossRef
go back to reference Ledford, J. R., & Gast, D. L. (2014). Combination and other designs. In D. L. Gast & J. R. Ledford (Eds.), Single case research methodology: Applications in special education and behavioral science (pp. 346–376). New York: Routledge.CrossRef Ledford, J. R., & Gast, D. L. (2014). Combination and other designs. In D. L. Gast & J. R. Ledford (Eds.), Single case research methodology: Applications in special education and behavioral science (pp. 346–376). New York: Routledge.CrossRef
go back to reference Ledford, J. R., Lane, J. D., Elam, K. L., & Wolery, M. (2012). Using response-prompting procedures during small-group direct instruction: Outcomes and procedural variations. American Journal on Intellectual and Developmental Disabilities, 117, 413–434.CrossRefPubMed Ledford, J. R., Lane, J. D., Elam, K. L., & Wolery, M. (2012). Using response-prompting procedures during small-group direct instruction: Outcomes and procedural variations. American Journal on Intellectual and Developmental Disabilities, 117, 413–434.CrossRefPubMed
go back to reference Ledford, J. R., & Wolery, M. (2011). Teaching imitation to young children with disabilities: A review of the literature. Topics in Early Childhood Special Education, 30, 245–255.CrossRef Ledford, J. R., & Wolery, M. (2011). Teaching imitation to young children with disabilities: A review of the literature. Topics in Early Childhood Special Education, 30, 245–255.CrossRef
go back to reference Ledford, J. R., & Wolery, M. (2013). Peer modeling of academic and social behaviors during small-group direct instruction. Exceptional Children, 79, 439–458.CrossRef Ledford, J. R., & Wolery, M. (2013). Peer modeling of academic and social behaviors during small-group direct instruction. Exceptional Children, 79, 439–458.CrossRef
go back to reference Ledford, J. R., & Wolery, M. (2015). Observational learning of academic and social behaviors during small-group direct instruction. Exceptional Children, 81, 272–291.CrossRef Ledford, J. R., & Wolery, M. (2015). Observational learning of academic and social behaviors during small-group direct instruction. Exceptional Children, 81, 272–291.CrossRef
go back to reference Rosales-Ruiz, J., & Baer, D. M. (1997). Behavioral cusps: A developmental and pragmatic concept for behavior analysis. Journal of Applied Behavior Analysis, 30, 533–544.CrossRefPubMedPubMedCentral Rosales-Ruiz, J., & Baer, D. M. (1997). Behavioral cusps: A developmental and pragmatic concept for behavior analysis. Journal of Applied Behavior Analysis, 30, 533–544.CrossRefPubMedPubMedCentral
go back to reference Stone, W. L., Ousley, O. Y., & Littleford, C. L. (1997). Motor imitation in young children with autism: What’s the object? Journal of Abnormal Child Psychology, 25, 475–485.CrossRefPubMed Stone, W. L., Ousley, O. Y., & Littleford, C. L. (1997). Motor imitation in young children with autism: What’s the object? Journal of Abnormal Child Psychology, 25, 475–485.CrossRefPubMed
go back to reference Stone, W. L., & Yoder, P. J. (2001). Predicting spoken language level in children with autism spectrum disorders. Autism, 5, 341–361.CrossRefPubMed Stone, W. L., & Yoder, P. J. (2001). Predicting spoken language level in children with autism spectrum disorders. Autism, 5, 341–361.CrossRefPubMed
go back to reference Strain, P. S., Schwartz, I. S., & Barton, E. E. (2011). Providing interventions for young children with autism spectrum disorders: What we still need to accomplish. Journal of Early Intervention, 33, 321–332.CrossRef Strain, P. S., Schwartz, I. S., & Barton, E. E. (2011). Providing interventions for young children with autism spectrum disorders: What we still need to accomplish. Journal of Early Intervention, 33, 321–332.CrossRef
go back to reference Tapp, J. (2003). ProcoderDV. Nashville, TN: Vanderbilt Kennedy Center. Tapp, J. (2003). ProcoderDV. Nashville, TN: Vanderbilt Kennedy Center.
go back to reference Venn, M. L., Wolery, M., Werts, M. G., Morris, A., DeCesare, L. D., & Cuffs, M. S. (1993). Embedding instruction in art activities to teach preschoolers with disabilities to imitate their peers. Early Childhood Research Quarterly, 8, 277–294.CrossRef Venn, M. L., Wolery, M., Werts, M. G., Morris, A., DeCesare, L. D., & Cuffs, M. S. (1993). Embedding instruction in art activities to teach preschoolers with disabilities to imitate their peers. Early Childhood Research Quarterly, 8, 277–294.CrossRef
go back to reference Wolery, M. (2013). A commentary: Single-case design technical document of the what works clearinghouse. Remedial and Special Education, 34, 39–43.CrossRef Wolery, M. (2013). A commentary: Single-case design technical document of the what works clearinghouse. Remedial and Special Education, 34, 39–43.CrossRef
go back to reference Wolery, M., Ault, M. J., & Doyle, P. M. (1992). Teaching students with moderate to severe disabilities: Use of response prompting strategies. London: Longman Publishing Group. Wolery, M., Ault, M. J., & Doyle, P. M. (1992). Teaching students with moderate to severe disabilities: Use of response prompting strategies. London: Longman Publishing Group.
Metagegevens
Titel
Using Progressive Time Delay to Increase Levels of Peer Imitation During Sculpting Play
Auteurs
Erin Sweeney
Erin E. Barton
Jennifer R. Ledford
Publicatiedatum
06-06-2018
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 2/2023
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-018-3638-2

Andere artikelen Uitgave 2/2023

Journal of Autism and Developmental Disorders 2/2023 Naar de uitgave