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Guerrero-Vásquez LF, López-Nores M, Pazos-Arias JJ, Robles-Bykbaev VE, Bustamante-Cacao KC, Jara-Quito HJ, Bravo-Torres JF, Campoverde-Jara PX. Systematic Review of Technological Aids to Social Interaction in Autistic Spectrum Disorders from Transversal Perspectives: Psychology, Technology and Therapy. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2022. [DOI: 10.1007/s40489-022-00347-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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Erhard P, Falcomata TS, Oshinski M, Sekula A. The Effects of Multiple-Exemplar Training on Generalization of Social Skills with Adolescents and Young Adults with Autism: a Systematic Review. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2022. [DOI: 10.1007/s40489-022-00328-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
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3
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Domanska L, Wójcik M, Eikeseth S. Teaching nonvocal children with autism to request for missing items. BEHAVIORAL INTERVENTIONS 2022. [DOI: 10.1002/bin.1888] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
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A Systematic Review of Intervention Intensity in Pivotal Response Training and Scripting Research. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2021. [DOI: 10.1007/s40489-021-00296-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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Script Fading Procedure: a Systematic Review and Meta-analysis. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2021. [DOI: 10.1007/s40489-021-00258-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Cihon JH, Ferguson JL, Lee M, Leaf JB, Leaf R, McEachin J. Evaluating the Cool Versus Not Cool Procedure via Telehealth. Behav Anal Pract 2021; 15:260-268. [PMID: 33613859 PMCID: PMC7880643 DOI: 10.1007/s40617-021-00553-z] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/26/2021] [Indexed: 01/11/2023] Open
Abstract
Autistics/individuals diagnosed with autism spectrum disorder (ASD) commonly display qualitative impairments in social behavior that commonly result in the use of interventions directly targeting the development of social skills. The COVID-19 pandemic has highlighted the need for effective social skills interventions that can be delivered directly via telehealth. The Cool Versus Not Cool procedure has continually been documented as effective within the literature. However, its reported use has been limited to in-person delivery. The purpose of this study was to evaluate the effectiveness of the Cool Versus Not Cool procedure conducted via telehealth to teach three children diagnosed with ASD to change the conversation when someone is bored. The results of a nonconcurrent multiple-baseline across-participants design demonstrated that all three participants reached the mastery criterion in four to eight sessions. Responding generalized to another adult for two of the three participants, and all three participants maintained correct responding. Social validity measures indicated the skill was important to teach, the intervention was acceptable and effective, and the telehealth format was an acceptable replacement for in-person intervention for these three participants.
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Affiliation(s)
- Joseph H Cihon
- Autism Partnership Foundation, 200 Marina Dr., Seal Beach, CA 90740 USA.,Endicott College, Beverly, MA USA
| | - Julia L Ferguson
- Autism Partnership Foundation, 200 Marina Dr., Seal Beach, CA 90740 USA.,Endicott College, Beverly, MA USA
| | - Matthew Lee
- Autism Partnership Foundation, 200 Marina Dr., Seal Beach, CA 90740 USA
| | - Justin B Leaf
- Autism Partnership Foundation, 200 Marina Dr., Seal Beach, CA 90740 USA.,Endicott College, Beverly, MA USA
| | - Ron Leaf
- Autism Partnership Foundation, 200 Marina Dr., Seal Beach, CA 90740 USA
| | - John McEachin
- Autism Partnership Foundation, 200 Marina Dr., Seal Beach, CA 90740 USA
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Wójcik M, Eikeseth S, Eldevik S, Budzińska A. Teaching children with autism to request items using audio scripts, interrupted chain procedure and sufficient exemplar training. BEHAVIORAL INTERVENTIONS 2020. [DOI: 10.1002/bin.1761] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Marta Wójcik
- Department of Behavioral Science Oslo Metropolitan University Oslo Norway
| | - Svein Eikeseth
- Department of Behavioral Science Oslo Metropolitan University Oslo Norway
| | - Sigmund Eldevik
- Department of Behavioral Science Oslo Metropolitan University Oslo Norway
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Gorycki KA, Ruppel PR, Zane T. Is long-term ABA therapy abusive: A response to Sandoval-Norton and Shkedy. COGENT PSYCHOLOGY 2020. [DOI: 10.1080/23311908.2020.1823615] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022] Open
Affiliation(s)
- Kathryn A. Gorycki
- Department of Applied Behavioral Science, University of Kansas, Lawrence, KS, USA
| | - Paula R. Ruppel
- Department of Applied Behavioral Science, University of Kansas, Lawrence, KS, USA
| | - Thomas Zane
- Department of Applied Behavioral Science, University of Kansas, Lawrence, KS, USA
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Topuz C, Ulke-Kurkcuoglu B. Increasing Verbal Interaction in Children with Autism Spectrum Disorders Using Audio Script Procedure. J Autism Dev Disord 2019; 49:4847-4861. [PMID: 31463634 DOI: 10.1007/s10803-019-04203-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
This study aimed at investigating the effectiveness of audio script and script-fading procedure in teaching initiation to children with ASD. Three children with ASD and a parent of each child participated in the study. A nonconcurrent multiple baseline design across children was used. The findings showed that the initiation emitted by the children increased during audio script and script-fading procedure. Children also generalized initiation across different conditions and maintained the acquired skills. Finally, the social validity findings showed that the opinions of the parents regarding the procedure were overall positive. Results were discussed in terms of recommendations for practitioners and future research.
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Affiliation(s)
- Cetin Topuz
- Research Institute for Individuals with Disabilities, Anadolu University, 26470, Eskisehir, Turkey
| | - Burcu Ulke-Kurkcuoglu
- Research Institute for Individuals with Disabilities, Anadolu University, 26470, Eskisehir, Turkey.
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LaFrance DL, Tarbox J. The importance of multiple exemplar instruction in the establishment of novel verbal behavior. J Appl Behav Anal 2019; 53:10-24. [PMID: 31332774 DOI: 10.1002/jaba.611] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2017] [Accepted: 06/19/2019] [Indexed: 11/06/2022]
Abstract
According to traditional linguistic accounts language, and its generative nature, cannot be taught. From a behavior analytic perspective, language is like any other behavior; it is learned and amenable to change. Based upon Skinner's radical behavioral analysis of verbal behavior, specific procedures have been designed to promote novel verbal relations. However, despite the strength and utility of this approach, using behavioral principles to understand the generativity of language has been challenging. Dependent upon the specific theory (e.g., stimulus equivalence, relational frame theory, bidirectional naming) within the radical behavioral orientation, researchers arrange unique procedures to evaluate the variables responsible for this phenomenon. This paper presents the commonalities and differences of two procedures (i.e., multiple exemplar training, multiple exemplar instruction) with examples of research highlighting the use of both in producing generativity. Further, it describes how multiple exemplar instruction is independent from other procedures leading to this outcome, and concludes by providing recommendations for both research and practice.
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Gomes SR, Reeve SA, Brothers KJ, Reeve KF, Sidener TM. Establishing a Generalized Repertoire of Initiating Bids for Joint Attention in Children with Autism. Behav Modif 2019; 44:394-428. [PMID: 30614245 DOI: 10.1177/0145445518822499] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The current study evaluated whether multiple-exemplar training, auditory scripts, and script-fading procedures could establish a generalized repertoire of initiating bids for joint attention in four young children with autism. Stimuli drawn from each of three experimenter-defined categories were used during teaching to program for generalization of initiations of bids for joint attention from trained stimuli to novel stimuli. A fourth category was reserved for assessment of across-category generalization of bids for joint attention. The four categories were (a) visually enticing toys, (b) unusually placed items, (c) environmental sounds, and (d) pictures. Assignment of categories for teaching and assessment of generalization was counterbalanced across the participants. Three different auditory scripts were used during intervention for each of the training stimuli to program for response generalization. All four children learned to initiate bids for joint attention. After scripts were subsequently faded and reinforcement was thinned, bids for joint attention were maintained and also generalized to novel stimuli and settings.
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Wichnick-Gillis AM, Vener SM, Poulson CL. Script fading for children with autism: Generalization of social initiation skills from school to home. J Appl Behav Anal 2018; 52:451-466. [PMID: 30565222 DOI: 10.1002/jaba.534] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/05/2016] [Accepted: 06/06/2018] [Indexed: 11/11/2022]
Abstract
We used a script-fading package to teach children with autism to initiate social interactions across various activities in the school setting, and we programmed for generalization in the untrained home setting with a sibling. The three participants, ages 8 to 10 years, demonstrated deficits in social initiations with their peers. During baseline, the participants emitted initiations to one another, although this behavior was variable and did not endure over time. With the introduction of the script-fading package, however, social initiations systematically increased. Moreover, the effects of the script-fading package generalized to the untrained home setting with a sibling. This study expands upon previous research by demonstrating the generalization of social initiations from school with peers to the home setting with siblings.
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Stauch TA, Plavnick JB, Sankar S, Gallagher AC. Teaching social perception skills to adolescents with autism and intellectual disabilities using video-based group instruction. J Appl Behav Anal 2018; 51:647-666. [DOI: 10.1002/jaba.473] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2015] [Accepted: 03/28/2018] [Indexed: 11/08/2022]
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Discrete Trial Teaching and Social Skill Training: Don’t Throw the Baby Out with the Bathwater. HANDBOOK OF SOCIAL SKILLS AND AUTISM SPECTRUM DISORDER 2017. [DOI: 10.1007/978-3-319-62995-7_10] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
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Gallant EE, Reeve SA, Brothers KJ, Reeve KF. Auditory script location does not affect acquisition and maintenance of vocal initiations by children with autism. BEHAVIORAL INTERVENTIONS 2016. [DOI: 10.1002/bin.1467] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Emily E. Gallant
- Department of Applied Behavior Analysis; Caldwell University; Caldwell NJ USA
| | - Sharon A. Reeve
- Department of Applied Behavior Analysis; Caldwell University; Caldwell NJ USA
| | | | - Kenneth F. Reeve
- Department of Applied Behavior Analysis; Caldwell University; Caldwell NJ USA
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A Synthesis of Script Fading Effects With Individuals With Autism Spectrum Disorder: A 20-Year Review. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2015. [DOI: 10.1007/s40489-015-0062-9] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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Ledbetter-Cho K, Lang R, Davenport K, Moore M, Lee A, Howell A, Drew C, Dawson D, Charlop MH, Falcomata T, O'Reilly M. Effects of script training on the peer-to-peer communication of children with autism spectrum disorder. J Appl Behav Anal 2015; 48:785-99. [DOI: 10.1002/jaba.240] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/24/2014] [Accepted: 04/27/2015] [Indexed: 11/07/2022]
Affiliation(s)
| | - Russell Lang
- CLINIC FOR AUTISM RESEARCH EVALUATION AND SUPPORT, TEXAS STATE UNIVERSITY SAN MARCOS
| | - Katy Davenport
- CLINIC FOR AUTISM RESEARCH EVALUATION AND SUPPORT, TEXAS STATE UNIVERSITY SAN MARCOS
| | - Melissa Moore
- CLINIC FOR AUTISM RESEARCH EVALUATION AND SUPPORT, TEXAS STATE UNIVERSITY SAN MARCOS
| | - Allyson Lee
- CLINIC FOR AUTISM RESEARCH EVALUATION AND SUPPORT, TEXAS STATE UNIVERSITY SAN MARCOS
| | - Alexandria Howell
- CLINIC FOR AUTISM RESEARCH EVALUATION AND SUPPORT, TEXAS STATE UNIVERSITY SAN MARCOS
| | - Christine Drew
- CLINIC FOR AUTISM RESEARCH EVALUATION AND SUPPORT, TEXAS STATE UNIVERSITY SAN MARCOS
| | - Dana Dawson
- CLINIC FOR AUTISM RESEARCH EVALUATION AND SUPPORT, TEXAS STATE UNIVERSITY SAN MARCOS
| | | | - Terry Falcomata
- UNIVERSITY OF TEXAS AT AUSTIN AND THE MEADOWS CENTER FOR PREVENTING EDUCATIONAL RISK
| | - Mark O'Reilly
- UNIVERSITY OF TEXAS AT AUSTIN AND THE MEADOWS CENTER FOR PREVENTING EDUCATIONAL RISK
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