|
| Motivational Procedures for Improving Communication Skills in Individuals with Autism Spectrum Disorders |
| Sunday, May 24, 2009 |
| 9:00 AM–10:20 AM |
| North 126 |
| Area: AUT; Domain: Applied Behavior Analysis |
| Chair: Whitney Ann Ence (University of California Santa Barbara) |
| Abstract: This symposium will explore motivational interventions for improving a variety of communicative skills in children with ASD. These studies were all conducted within the context of multiple baseline designs across behaviors and participants. Specifically, the first study examined the effect of initiation training on peer socialization for children with Asperger's Syndrome in a free play setting at school. Results showed that social facilitation alone led to gains during intervention that were not generalized and initiations training plus social facilitation led to generalized gains. The second study investigated the effects of recasting with and without a contingency placed on the correct production of the target linguistic structure in order to improve language skills. Results established the need to provide contingent reinforcement for imitating the recasted phrase in order to improve acquisition and generalization of target linguistic structures. The third study utilized an organizational framework to improve conversational skills by limiting extraneous details the children provided. The study showed positive results by improving the ability to appropriately limit extraneous details generalizing to new partners. The fourth study examined the use of video self-management to improve nonverbal pragmatic behavior during social conversation. Results indicated that the intervention was successful in improving nonverbal pragmatics and results maintained at follow-up and during generalization probes. |
| |
| Improving Generalized Peer Socialization in School Setting Using Initiations Training |
| Lynn Kern Koegel (University of California, Santa Barbara), ANJILEEN K SINGH (University of California, Santa Barbara), Sarah Kuriakose (UC Santa Barbara), Robert L. Koegel (University of California, Santa Barbara) |
| Abstract: Children with Autism Spectrum Disorders (ASDs) have difficulties interacting socially with peers, especially in unstructured play settings. Generalized peer social engagement and initiations were targeted in two participants (one child with autism and one with Asperger's Syndrome). In the first phase of the study, social facilitation techniques led to gains during intervention but failed to generalize outside of the intervention sessions. In the second phase, the children were provided with training for play and social initiations training. Following this phase, the children demonstrated generalization in both social engagement and initiations. The results are discussed in terms of the theoretical implications for incorporating initiations into social interventions. |
| |
| Improving Acquisition of Target Language Skills in Children with Autism |
| Lynn Kern Koegel (University of California, Santa Barbara), GREGORY LYONS (UCSB Koegel Autism Center), Robert L. Koegel (University of California, Santa Barbara) |
| Abstract: The literature suggests that recasting linguistic structures for children with autism may be an effective instructional strategy. However, the literature is not clear about specifying the type of contingency while implementing recasting. Although recasting results in the acquisition and generalization of target linguistic structures in children without autism, this study questions whether recasting, which according to common practice does not require a correct-response contingency, is effective for children with autism. Within the context of a multiple-baseline design across participants and behaviors, this study examined the effects of recasting with and without a contingency placed on the correct production of the target linguistic structure. Specifically, during the recast-only condition the children were not required to produce the target linguistic structure. However, during the recast-with-contingency condition participants were required to repeat the target linguistic structure. Acquisition and generalization of target linguistic structures were measured. Results demonstrated the need to provide contingent reinforcement when recasting in order to improve acquisition and generalization of target linguistic structures in children with autism |
| |
| Improving Appropriate Conversation with Children with Asperger's Disorder Through the use of a Social Conversational Framework |
| Robert L. Koegel (University of California, Santa Barbara), WHITNEY ANN ENCE (University of California Santa Barbara), Lynn Kern Koegel (University of California, Santa Barbara) |
| Abstract: Individuals with Asperger Disorder have high cognitive and linguistic abilities; however, despite their social motivation, they remain socially vulnerable due to their challenges acquiring appropriate social skills. At times, their circumscribed interests can interfere with social conversations as these individuals have difficulty time restricting their explanations to appropriate amounts of detail which over time can lead to deleterious effects such as peer isolation. To target this deficit, a multiple baseline design was implemented across participants to examine children with Asperger Disorder could learn to limit their extraneous conversational detail and improve organization through the use of treatment package consisting of a visual conversational framework combined with self-management. Combination of a visual cue and self management was chosen as the intervention as self-management has been shown to increase independence and individuals with Asperger Disorder have a relative strength in processing visual information. The study showed positive results by improving the ability to appropriately limit extraneous details, increase organization of thoughts, and generalized to new conversational partners. The positive results of the study discuss the importance of teaching appropriate conversation and implications this may have to future peer friendships. |
| |
| Improving Pragmatics in Children with Autism: The Use of Video Self-Management |
| Robert L. Koegel (University of California, Santa Barbara), KATIE LEVINGER (University of California, Santa Barbara), Rosy Fredeen (UCSB Autism Research & Training Center), Lynn Kern Koegel (University of California, Santa Barbara) |
| Abstract: Individuals with Asperger Disorder have high cognitive and linguistic abilities; however, despite their social motivation, they remain socially vulnerable due to their challenges acquiring appropriate social skills. At times, their circumscribed interests can interfere with social conversations as these individuals have difficulty time restricting their explanations to appropriate amounts of detail which over time can lead to deleterious effects such as peer isolation. To target this deficit, a multiple baseline design was implemented across participants to examine children with Asperger Disorder could learn to limit their extraneous conversational detail and improve organization through the use of treatment package consisting of a visual conversational framework combined with self-management. Combination of a visual cue and self management was chosen as the intervention as self-management has been shown to increase independence and individuals with Asperger Disorder have a relative strength in processing visual information. The study showed positive results by improving the ability to appropriately limit extraneous details, increase organization of thoughts, and generalized to new conversational partners. The positive results of the study discuss the importance of teaching appropriate conversation and implications this may have to future peer friendships. |
|
| |