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| Increasing the Range of Reinforcers for Students with Autistic-Spectrum Disorders |
| Sunday, May 29, 2005 |
| 10:30 AM–11:50 AM |
| Continental A (1st floor) |
| Area: AUT; Domain: Applied Research |
| Chair: Dana R. Reinecke (Room to Grow) |
| Discussant: Dana R. Reinecke (Room to Grow) |
| CE Instructor: Dana R. Reinecke, M.A. |
| Abstract: This symposium will present empirical research studies examining procedures for encouraging students with autism to make varied choices of reinforcers. A general methodology has been developed and evaluated across three age groups and in different settings for students with autism. Generalization of the effectiveness of the procedures is examined and discussed. |
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| Increasing the Number of Play Activities Chosen by Children with Autism: Effects of Exposure and Response-Independent Reinforcers |
| DANA R. REINECKE (Room to Grow), Nancy S. Hemmes (Queens College, City University of New York) |
| Abstract: Children with autism tend to choose the same activities repeatedly. In the present study, simple exposure to new activities was used to increase choices of activities as reinforcers during teaching sessions. In some conditions, exposure to activities was paired with preferred edible stimuli. Students tended to choose activities to which they had been previously exposed more often than when these activities were not exposed. |
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| Generalization of the Exposure Effect within Categories of Activities |
| ERIC H. SHYMAN (East Meadow UFSD), Dana R. Reinecke (Room to Grow) |
| Abstract: Students with autism may choose activities more frequently when additional exposure to these activities is programmed. For three adolescent males with autism, choice of age- and socially-appropriate activities was encouraged through prior exposure to other activities within a given category. |
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| Simple Exposure in the Development of New Reinforcers for Preschoolers with Autism |
| AMY GEWIRTZ (Room to Grow), Dana R. Reinecke (Room to Grow) |
| Abstract: Preschoolers with autism were exposed to new activities during regularly scheduled periods. Students chose these activities more frequently later on as reinforcers for other behavior. These activities remained durable reinforcers even when other, previously more preferred, activities were simultaneously available. |
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