Papers by Laura Schreibman
This study examined the effect of sensory feedback (e.g., flashing lights and sound) on the imita... more This study examined the effect of sensory feedback (e.g., flashing lights and sound) on the imitation performance of children with autism and typical children group-matched for mental age. Participants were administered an immediate object-imitation task with six novel toys constructed for this study: three with a sensory effect that could be activated by imitating the modeled action and three without a sensory effect. Although overall imitation performance did not differ significantly between the two groups, the imitation performance of the participants with autism was significantly higher with sensory toys than with nonsensory toys. Typical participants' imitation performance did not differ between the two sets of toys. Both groups played significantly more with the sensory toys during free play, indicating that sensory toys were more reinforcing for both groups. Additional results demonstrated that typical children used significantly more social behaviors during imitation than children with autism, but they did not differ in objectoriented behaviors, replicating previous findings. It is argued that children with autism may be less motivated to imitate by social interaction, but may be motivated to imitate to receive a nonsocial reward (sensory feedback).
Psychopathology and Child Development, 1976
Autism research and treatment, 2014
Measuring progress of children with autism spectrum disorder (ASD) during intervention programs i... more Measuring progress of children with autism spectrum disorder (ASD) during intervention programs is a challenge faced by researchers and clinicians. Typically, standardized assessments of child development are used within research settings to measure the effects of early intervention programs. However, the use of standardized assessments is not without limitations, including lack of sensitivity of some assessments to measure small or slow progress, testing constraints that may affect the child's performance, and the lack of information provided by the assessments that can be used to guide treatment planning. The utility of a curriculum-based assessment is discussed in comparison to the use of standardized assessments to measure child functioning and progress throughout an early intervention program for toddlers with risk for ASD. Scores derived from the curriculum-based assessment were positively correlated with standardized assessments, captured progress masked by standardized a...
Journal of Child Neurology, 1996
Neuroanatomic, pathologic, and neurobehavioral studies point to a cerebellar and parietal abnorma... more Neuroanatomic, pathologic, and neurobehavioral studies point to a cerebellar and parietal abnormality in autism. We used a standardized protocol to examine neurologic function in 28 pediatric autistic subjects and 24 pediatric normal healthy volunteer controls. As a group, the autistic subjects had quantitative measures from magnetic resonance imaging suggesting hypoplasia or hyperplasia of the cerebellar vermis, as well as measurements
Journal of Autism and Developmental Disorders, 2001
Analysis and Intervention in Developmental Disabilities, 1983
This investigation was designed to: 1) systematically observe the behaviors of autistic children ... more This investigation was designed to: 1) systematically observe the behaviors of autistic children as they vi~ry in different settings in the classroom, 2) develop a methodology for such observation, and 3) assess which environments were associated with the occurrence of certain behaviors. A behavioral mapping observation procedure was employed in three classrooms. Eight behaviors were observed in five typical classroom settings. The results indicated that within a classroom environment, particular settings were associated with or "wedded to" high rates of particular behaviors and low rates of others. The utility of behavioral mapping procedures as well as implications for classroom design are discussed. Reprints may be obtained by writing Marjorie H.
Behavioral Neuroscience, 1994
MRI and autopsy evidence of early maldevelopment of cerebellar vermis and hemispheres in autism r... more MRI and autopsy evidence of early maldevelopment of cerebellar vermis and hemispheres in autism raise the question of how cerebellar maldevelopment contributes to the cognitive and social deficits characteristic of autism. Compared with normal controls, autistic patients and patients with acquired cerebellar lesions were similarly impaired in a task requiring rapid and accurate shifts of attention between auditory and visual
Research in Autism Spectrum Disorders, 2009
Previously researchers identified a behavioral profile that predicted treatment response of child... more Previously researchers identified a behavioral profile that predicted treatment response of children with autism to a specific behavioral intervention, Pivotal Response Training (PRT). This preliminary investigation sought to refine this profile by obtaining six participants matching the original nonresponder profile on all but one of the profile behaviors (toy contact or avoidance) and then assessing their response to PRT. In addition, participants received a course of Discrete Trial Training (DTT) to determine whether the profile predicted child response to this intervention. Altering the original profile behavior of toy contact led to improved response to PRT while, altering the profile behavior of high avoidance had little impact on treatment response, and the profile was not predictive of response to DTT.
Psychological Bulletin, 1979
... Infantile autism, first described by Kanner (1943), is a severe form of psychopathology in ch... more ... Infantile autism, first described by Kanner (1943), is a severe form of psychopathology in children that is characterized by extreme social and emotional ... to sensory input, they typically do not show a startle reflex, and their parents have suspected them to be blind or deaf. ...
Preventing School Failure: Alternative Education for Children and Youth, 2010
... When Emily and her teacher approach the bus, her teacher kneels, blocking the entrance to the... more ... When Emily and her teacher approach the bus, her teacher kneels, blocking the entrance to the bus, waves and says, goodbye. (turn ... While playing Candyland, she gives Thomas the instruction Ask Jennifer which color she wants. Thomas asks Jennifer, and she selects red. ...
Neurology, 2001
Article abstract-Objective: To quantify developmental abnormalities in cerebral and cerebellar vo... more Article abstract-Objective: To quantify developmental abnormalities in cerebral and cerebellar volume in autism. Methods: The authors studied 60 autistic and 52 normal boys (age, 2 to 16 years) using MRI. Thirty autistic boys were diagnosed and scanned when 5 years or older. The other 30 were scanned when 2 through 4 years of age and then diagnosed with autism at least 2.5 years later, at an age when the diagnosis of autism is more reliable. Results: Neonatal head circumferences from clinical records were available for 14 of 15 autistic 2-to 5-year-olds and, on average, were normal (35.1 Ϯ 1.3 cm versus clinical norms: 34.6 Ϯ 1.6 cm), indicative of normal overall brain volume at birth; one measure was above the 95th percentile. By ages 2 to 4 years, 90% of autistic boys had a brain volume larger than normal average, and 37% met criteria for developmental macrencephaly. Autistic 2-to 3-year-olds had more cerebral (18%) and cerebellar (39%) white matter, and more cerebral cortical gray matter (12%) than normal, whereas older autistic children and adolescents did not have such enlarged gray and white matter volumes. In the cerebellum, autistic boys had less gray matter, smaller ratio of gray to white matter, and smaller vermis lobules VI-VII than normal controls. Conclusions: Abnormal regulation of brain growth in autism results in early overgrowth followed by abnormally slowed growth. Hyperplasia was present in cerebral gray matter and cerebral and cerebellar white matter in early life in patients with autism.
Journal of the American Academy of Child & Adolescent Psychiatry, 1998
This summary provides an overview of the assessment and treatment recommendations contained in th... more This summary provides an overview of the assessment and treatment recommendations contained in the Practice Parameters for the Assessment and Treatment of Children and Adolescents with Depressive Disorders. Depressive disorders in children and adolescents are marked by core symptoms similar to those seen in adults, although symptom expression varies greatly with developmental stage. These disorders are common, chronic, and recurrent, and they are associated with comorbid psychiatric conditions and poor outcome that can be alleviated by early identification and treatment. Opinions differ regarding treatment planning and duration of treatment required. Development of a treatment relationship with the patient and family is crucial for a successful outcome. Psychotherapy is an appropriate treatment for all children and adolescents with depressive disorders. Antidepressants may prove useful in some cases and are especially recommended for patients with psychosis, bipolar depression, and severe depression. Continuation treatment is necessary in all patients after the acute phase; long-term maintenance is required in some. Early detection and intervention is effective in ameliorating the poor psychosocial outcome.
Journal of Positive Behavior Interventions, 2000
Journal of Experimental Child Psychology, 1977
... interfere with language acquisition (Lovaas et al., 1971), transfer of treatment gains (Rinco... more ... interfere with language acquisition (Lovaas et al., 1971), transfer of treatment gains (Rincover Koegel, 1974), social development (Schreibman Lovaas, 1973), and ... Kari learned the discrimination during 306 KOEGEL AND SCHREIBMAN ,oo e0 80 ri Il KAHI b;; 60 70, 50 40 1i ...
Journal of Consulting and Clinical Psychology, 1983
49 parents of autistic children (aged 2.1–9.75 yrs) generally scored in the normal range on the M... more 49 parents of autistic children (aged 2.1–9.75 yrs) generally scored in the normal range on the MMPI, and their scores did not differ from normative data on families with only normal children. Ss exhibited the same level of marital happiness on the Dyadic Adjustment Scale as a normative group of happily married couples and showed considerably better marital adjustment than
Journal of Child Psychology and Psychiatry, 2003
Background: Deficits in joint attention are considered by many researchers to be an early predict... more Background: Deficits in joint attention are considered by many researchers to be an early predictor of childhood autism (e.g., and are considered to be pivotal to deficits in language, play, and social development in this population . Although many researchers have noted the importance of joint attention deficits in the development of children with autism (e.g., and have called for intervention strategies (e.g., , few studies have attempted to target joint attention. In this study, joint attention behaviors were taught to children with autism using a behavior modification procedure. Methods: A multiple-baseline design was implemented to evaluate intervention effects. The following target behaviors were included in the intervention: 1) Responding to showing, pointing, and gaze shifting of adult; 2) Coordinated gaze shifting (i.e., coordinated joint attention); and 3) Pointing (with the purpose of sharing, not requesting). Generalization to setting and parent, follow-up sessions, and social validation measures were also analyzed. Results: Joint attention behaviors were effectively trained and targeted behaviors generalized to other settings. In addition, positive changes were noted by naïve observers using social validation measures. Conclusions: Integrating joint attention training into existing interventions may be important for children with autism. In addition, training parents in these techniques may help to maintain joint attention skills outside of the treatment setting.
Journal of Autism and Childhood Schizophrenia, 1976
The use of electric shock in a punishment paradigm has continued to be a highly controversial iss... more The use of electric shock in a punishment paradigm has continued to be a highly controversial issue in the treatment of autistic children. While the experimental literature argues for the effectiveness of the procedure for reducing maladaptive behaviors, some clinicians and researchers have expressed fear of possible negative side effects. The reported side effects of contingent electric shock were reviewed in an attempt to evaluate the validity of these fears. The review indicated that the majority of reported side effects of shock were of a positive nature. These positive effects included response generalization, increases in social behavior, and positive emotional behavior. The few negative side effects reported included fear of the shock apparatus, negative emotional behavior, and increases in other maladaptive behavior. The implication of these findings for the use of the shock procedure are discussed in terms of correct usage of the shock, therapist reservations, and alternative procedures.
Journal of Autism and Developmental Disorders, 2000
This study examined the effect of sensory feedback (e.g., flashing lights and sound) on the imita... more This study examined the effect of sensory feedback (e.g., flashing lights and sound) on the imitation performance of children with autism and typical children group-matched for mental age. Participants were administered an immediate object-imitation task with six novel toys constructed for this study: three with a sensory effect that could be activated by imitating the modeled action and three without a sensory effect. Although overall imitation performance did not differ significantly between the two groups, the imitation performance of the participants with autism was significantly higher with sensory toys than with nonsensory toys. Typical participants' imitation performance did not differ between the two sets of toys. Both groups played significantly more with the sensory toys during free play, indicating that sensory toys were more reinforcing for both groups. Additional results demonstrated that typical children used significantly more social behaviors during imitation than children with autism, but they did not differ in objectoriented behaviors, replicating previous findings. It is argued that children with autism may be less motivated to imitate by social interaction, but may be motivated to imitate to receive a nonsocial reward (sensory feedback).
Journal of Autism and Developmental Disorders, 1995
We assessed the effects of teaching sociodramatic play to three children with autism. The trainin... more We assessed the effects of teaching sociodramatic play to three children with autism. The training was conducted using a variation of Pivotal Response Training (PRT), a program traditionally used to teach language to children with autism. Measures of play skills, social behavior, and language skills were obtained before treatment, after treatment, and at a follow-up period. The correlation between language and pretend play was explored, as was the relationship between sociodramatic play and social competence. Positive changes were observed in play, language, and social skills. These changes generalized across toys and settings, although little generalization to other play partners occurred. Effects of play training with children with autism and maintenance of behavior change is discussed.
Journal of Autism and Developmental Disorders, 1996
Recent research suggests that using naturalistic teaching paradigms leads to therapeutic gains in... more Recent research suggests that using naturalistic teaching paradigms leads to therapeutic gains in clinic settings for children with autism and related disorders. More recent studies are demonstrating that implementing these strategies within a parent training format may produce collateral effects in other areas of family life. The present experiment assessed collateral effects of two very different parent training paradigms during unstructured dinnertime interactions in the family setting. One paradigm focused on teaching individual target behaviors (ITB) serially, and the other focused on a recently developed naturalistic paradigm that teaches the pivotal responses (PRT) of motivation and responsivity to multiple cues. Two groups of families were randomly assigned to each of the parent training conditions. Pretraining and post-parent-training videotapes of dinnertime interactions were scored in a random order across four interactional scales (level of happiness, interest, stress, and style of communication). Results obtained for the four interactional scales showed that the families in both conditions initially scored in the neutral range, and the ITB training paradigm produced no significant influence on the interactions from pretraining to posttraining. In contrast, however the PRT parent training paradigm resulted in the families showing positive interactions on all four scales, with the parent-child interactions rated as happier, the parents more interested in the interaction, the interaction less stressful, and the communication style as more positive.
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Papers by Laura Schreibman