Three teenagers with autism were taught to respond to a vibrating pager to seek assistance in com... more Three teenagers with autism were taught to respond to a vibrating pager to seek assistance in community settings when physically separated from their parents or teachers. A multiple baseline probe design across participants demonstrated that, upon being paged, participants successfully handed a communication card to a community member indicating that they were lost. Generalization was assessed in nontraining community sites and on outings with the participants' parents.
This study examined the effects of manipulating establishing operations on the frequency of initi... more This study examined the effects of manipulating establishing operations on the frequency of initiations of three children with autism toward peers with autism. The EO targeted was deprivation of preferred edibles, and the target initiation was a mand for the preferred snack. A reversal design was used to assess the effects of the EO conditions on frequency of initiations. Results indicated that when the EO was absent, no spontaneous initiations toward the peer occurred. Two participants required training sessions with an adult to transfer initiations toward peers. Once the EO had been established and was present, the participants initiated mands for the snack. Results are discussed in terms of implications for the use of establishing operations in language training for children with autism.
We used a multiple baseline design to assess the effects of prompting and reinforcement to teach ... more We used a multiple baseline design to assess the effects of prompting and reinforcement to teach three pairs of adolescents with autism to use photographic activity schedules to cooperatively complete a multistep vocational task (e.g., cleaning a kitchen). Baseline data indicated that despite being competent schedule followers, participants did not coordinate their actions to complete the schedule cooperatively. Following intervention, we observed an increase in cooperative schedule following. All prompts were removed and the schedule of reinforcement was thinned to the end of the task for two of the three pairs. We discuss the results in terms of increasing the collaborative work skills of individuals with autism.
Three boys with autism participated in a study of the effects of magnitude and quality of reinfor... more Three boys with autism participated in a study of the effects of magnitude and quality of reinforcement on choice responding. Two concurrent response alternatives were arranged: (a) to play in an area where a peer or sibling was located, or (b) to play in an area where there was no peer or sibling. During one condition, the magnitude (i.e., duration of access to toys) or quality (level of preference) of reinforcement provided for both responses was equal. During the other condition, the magnitude or quality of reinforcement was relatively greater for choosing the play area where the peer or sibling was located than the area where the peer or sibling was not located. Results showed that after repeated exposure to the unequal magnitude or quality condition, the participant increasingly allocated his responses to the play area where the peer or sibling was located. For 2 participants, this pattern of responding was maintained in the subsequent equal magnitude or quality condition. Overall, the analysis suggests that the dimensions of magnitude and quality of reinforcement can be arranged to influence choice responding in favor of playing near a peer or sibling rather than playing alone. DESCRIPTORS: reinforcer magnitude, quality, concurrent schedules, response allocation, choice responding, autism The variables that influence choice responding are generally studied in a concurrent-schedules arrangement in which two or more simultaneously available response alternatives are each correlated with an inde-We wish to acknowledge the contributions to this study made by Daphna El-Roy and express our sincere and deep appreciation to her, the participants, Abe's mother, the staff of the Genesis School and the Alpine Learning Group, Inc.
This study assessed the effects of a vibrating pager for increasing the duration of meal consumpt... more This study assessed the effects of a vibrating pager for increasing the duration of meal consumption in 3 teenagers with autism who were observed to eat too quickly. Participants were taught to take a bite only when the pager vibrated at predetermined intervals. A reversal design indicated that the vibrating pager successfully increased the total duration of mealtime, thereby slowing the pace of consumption for all 3 participants. DESCRIPTORS: autism, pager prompts, rapid eating, stimulus control
Children with autism have severe and pervasive impairments in social interactions and communicati... more Children with autism have severe and pervasive impairments in social interactions and communication that impact most areas of daily living and often limit independent engagement in leisure activities. We taught four children with autism to engage in an age-appropriate leisure skill, playing the video game Guitar Hero II™, through the use of (a) an activity schedule to set up, turn on, and turn off the game and system, (b) simultaneous video modeling embedded in the game to teach manipulation of the Guitar Hero II™ controller to play the game, and (c) the training of multiple exemplars of songs to develop a generalized repertoire of playing Guitar Hero II™. A multipleprobe design across participants was used to evaluate the effectiveness of the training package. All of the participants successfully learned to play Guitar Hero II™ and playing skills generalized to a song and a setting not used during training.
This study examined procedures for the assessment and treatment of automatically reinforced vocal... more This study examined procedures for the assessment and treatment of automatically reinforced vocal stereotypy of a 6-year-old girl with autism. Stimulus assessments were conducted to identify toys that were correlated with higher rates of vocal stereotypy and toys that were not. A ...
A multiple baseline design across 3 children with autism was used to assess the effects of prompt... more A multiple baseline design across 3 children with autism was used to assess the effects of prompting and social reinforcement to teach participants to respond to an adult’s bid for joint attention and to initiate bids for joint attention. Participants were taught to respond to an adult’s bid for joint attention by looking in the direction of an object at which the adult pointed, by making a comment about the object, and by looking back at the adult. Additional training and reinforcement were needed to teach the participants to initiate bids for joint attention. Findings are discussed in terms of the social relevance of teaching children with autism to respond to and initiate bids for joint attention.
Three teenagers with autism were taught to respond to a vibrating pager to seek assistance in com... more Three teenagers with autism were taught to respond to a vibrating pager to seek assistance in community settings when physically separated from their parents or teachers. A multiple baseline probe design across participants demonstrated that, upon being paged, participants successfully handed a communication card to a community member indicating that they were lost. Generalization was assessed in nontraining community sites and on outings with the participants' parents.
This study examined the effects of manipulating establishing operations on the frequency of initi... more This study examined the effects of manipulating establishing operations on the frequency of initiations of three children with autism toward peers with autism. The EO targeted was deprivation of preferred edibles, and the target initiation was a mand for the preferred snack. A reversal design was used to assess the effects of the EO conditions on frequency of initiations. Results indicated that when the EO was absent, no spontaneous initiations toward the peer occurred. Two participants required training sessions with an adult to transfer initiations toward peers. Once the EO had been established and was present, the participants initiated mands for the snack. Results are discussed in terms of implications for the use of establishing operations in language training for children with autism.
We used a multiple baseline design to assess the effects of prompting and reinforcement to teach ... more We used a multiple baseline design to assess the effects of prompting and reinforcement to teach three pairs of adolescents with autism to use photographic activity schedules to cooperatively complete a multistep vocational task (e.g., cleaning a kitchen). Baseline data indicated that despite being competent schedule followers, participants did not coordinate their actions to complete the schedule cooperatively. Following intervention, we observed an increase in cooperative schedule following. All prompts were removed and the schedule of reinforcement was thinned to the end of the task for two of the three pairs. We discuss the results in terms of increasing the collaborative work skills of individuals with autism.
Three boys with autism participated in a study of the effects of magnitude and quality of reinfor... more Three boys with autism participated in a study of the effects of magnitude and quality of reinforcement on choice responding. Two concurrent response alternatives were arranged: (a) to play in an area where a peer or sibling was located, or (b) to play in an area where there was no peer or sibling. During one condition, the magnitude (i.e., duration of access to toys) or quality (level of preference) of reinforcement provided for both responses was equal. During the other condition, the magnitude or quality of reinforcement was relatively greater for choosing the play area where the peer or sibling was located than the area where the peer or sibling was not located. Results showed that after repeated exposure to the unequal magnitude or quality condition, the participant increasingly allocated his responses to the play area where the peer or sibling was located. For 2 participants, this pattern of responding was maintained in the subsequent equal magnitude or quality condition. Overall, the analysis suggests that the dimensions of magnitude and quality of reinforcement can be arranged to influence choice responding in favor of playing near a peer or sibling rather than playing alone. DESCRIPTORS: reinforcer magnitude, quality, concurrent schedules, response allocation, choice responding, autism The variables that influence choice responding are generally studied in a concurrent-schedules arrangement in which two or more simultaneously available response alternatives are each correlated with an inde-We wish to acknowledge the contributions to this study made by Daphna El-Roy and express our sincere and deep appreciation to her, the participants, Abe's mother, the staff of the Genesis School and the Alpine Learning Group, Inc.
This study assessed the effects of a vibrating pager for increasing the duration of meal consumpt... more This study assessed the effects of a vibrating pager for increasing the duration of meal consumption in 3 teenagers with autism who were observed to eat too quickly. Participants were taught to take a bite only when the pager vibrated at predetermined intervals. A reversal design indicated that the vibrating pager successfully increased the total duration of mealtime, thereby slowing the pace of consumption for all 3 participants. DESCRIPTORS: autism, pager prompts, rapid eating, stimulus control
Children with autism have severe and pervasive impairments in social interactions and communicati... more Children with autism have severe and pervasive impairments in social interactions and communication that impact most areas of daily living and often limit independent engagement in leisure activities. We taught four children with autism to engage in an age-appropriate leisure skill, playing the video game Guitar Hero II™, through the use of (a) an activity schedule to set up, turn on, and turn off the game and system, (b) simultaneous video modeling embedded in the game to teach manipulation of the Guitar Hero II™ controller to play the game, and (c) the training of multiple exemplars of songs to develop a generalized repertoire of playing Guitar Hero II™. A multipleprobe design across participants was used to evaluate the effectiveness of the training package. All of the participants successfully learned to play Guitar Hero II™ and playing skills generalized to a song and a setting not used during training.
This study examined procedures for the assessment and treatment of automatically reinforced vocal... more This study examined procedures for the assessment and treatment of automatically reinforced vocal stereotypy of a 6-year-old girl with autism. Stimulus assessments were conducted to identify toys that were correlated with higher rates of vocal stereotypy and toys that were not. A ...
A multiple baseline design across 3 children with autism was used to assess the effects of prompt... more A multiple baseline design across 3 children with autism was used to assess the effects of prompting and social reinforcement to teach participants to respond to an adult’s bid for joint attention and to initiate bids for joint attention. Participants were taught to respond to an adult’s bid for joint attention by looking in the direction of an object at which the adult pointed, by making a comment about the object, and by looking back at the adult. Additional training and reinforcement were needed to teach the participants to initiate bids for joint attention. Findings are discussed in terms of the social relevance of teaching children with autism to respond to and initiate bids for joint attention.
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