It is necessary to teach children with autism spectrum disorders (ASD) delayed reinforcement skills. The aim of the present case study was to examine the effectiveness of shaping procedure application in order to increase appropriate wait time with a six year old boy diagnosed with ASD. In this study we applied delayed reinforcement protocol, which is based on the shaping procedure. The procedure was applied during discrete trial training, natural environment teaching and in home environment by parents. Baseline data was collected regarding adequate wait time exhibited by a participant in three different sessions, where it was established that average wait time duration was four seconds. In eleven sessions, the child mastered the desired skill. A significant progress was related to the application of the protocol in home environment by the parents and the autonomous use of behavior self-regulation strategies. It is relevant to mention that the alternative activities delivered during the time delay were considered as neutral stimuli and after the application of this protocol, they have become preferred items. We believe that this case studies’ biggest limitation is the need for applying this procedure at all in the context of preparing the child for taking on the desired passive role at school. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0792/a.php" alt="Hit counter" /></p>
People with autism spectrum disorder (ASD) exhibit different impairments in the domain of auditory processing of pitch, altitude and prosody of sounds and voices from the environment. It is believed that altered sensory processing of these individuals originates from insufficient stimulation from the persons’ surroundings, therefore they have the need to stimulate themselves in a way of emitting vocal stereotypes of different forms. Having that in mind, the aim of this literature review is to present interventions used in reducing vocal stereotypy in children with ASD, as well as to examine their efficiency. For literature search engines Google Scholar, SCIndex, ProQuest and Serbian Library Consortium for Coordinated Acquisition – KoBson were used. Original research articles were searched in Serbian and English language. Literature review focused on interventions whose primary aim was reducing vocal stereotypy with the self-stimulatory function in participants diagnosed with ASD. A total number of participants in all articles was nine, whose mean age was 7.1 years old. Different procedures were implemented and in 34.8 sessions on average these procedures and their combination led to an 86.5% of success in reducing vocal stereotypy on average. Having the success of mentioned interventions in mind, it is necessary to educate special educators from our region on how to implement them and introduce these procedures in curriculum of all the Faculties which educate future special educators who will work with children diagnosed with ASD. Key words: Vocal stereotypy, auto stimulation, self-stimulation, autism, treatment.
It is stated that people with intellectual disabilities (ID) have self-regulation difficulties when being compared to typically developing people. Process of planning self-regulated strategies for people with ID involves defining the goal, choosing the right strategy that would allow the person to achieve the predetermined goal, goal realization process and evaluating the outcomes. Therefore, the aim of this study was to examine the effectiveness of implementing self-regulated strategies into achieving the goal of dollar up technique usage for independent shopping for a 28 year old participant with Down syndrome and moderate ID. We defined the goal as recognition and use of 100 dinars bills. The set goal had four phases and for each phase the baseline probes were conducted, as well as materials for independent use by the participant were made.The results indicate that the participant mastered the first phase with 40% success, second one with 100% success, third one with 90% success and the fourth and final stage with 100% success. Even though the participant did not master the first phase in the required percentage, this did not disrupt the mastering of the final goal. This study extends the research regarding dollar up strategy implementation, by providing evidence that people with ID can benefit from self-regulation procedures and proves that they are able to learn them on their own when given the right materials, therefore obtain better community skills and obtain full participation in the society they live in. Study limitations and possible procedure modifications were discussed.Key words: Dollar up, money management, self-regulation, Down syndrome, intellectual disability.
The diagnosis of autism spectrum disorders (ASD) itself can include problems with hyper responsiveness to different sensory stimuli. These difficulties can lead to different maladaptive behavioral manifestations and prevent children diagnosed with ASD from participating in certain activities. The aim of the present case study was to examine the effectiveness of shaping procedure application in order to increase compliance with haircutting with a six year old boy diagnosed with ASD. The procedure used for increasing compliance while getting a haircut was shaping and we divided the intervention into two phases. Phase one involved teaching the participant to tolerate the presence of the hair clipper on his head, while phase two consisted of increasing participant’s toleration of the sound emitted by the hair clipper. Generalization probe involved taking the participant into a hair salon, where he would receive hair grooming performed by a professional hair stylist. The child mastered phase one in 54 trials that were conducted during five sessions and mastered the goal time in phase two in 89 trials that were conducted during four sessions. In conclusion, shaping procedure appears to be an effective and efficient training procedure for teaching skills that are important for future everyday functioning in society of children with ASD, as well as basic hygiene skills, such as hair cutting. Study limitations and future research implications are discussed. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0758/a.php" alt="Hit counter" /></p>
The aim of this research was to examine the frequency of different barriers faced by special education teachers in working with children with autism spectrum disorders (ASD). The sample included 53 participants of both genders and of different ages who were diagnosed with ASD. The instrument used to assess the presence of barriers in teaching refers to the Assessment of Barriers in Teaching (VB-Mapp Barriers Assessment -Sundberg, 2008). In our sample, it was found that all respondents have a pronounced presence of teaching barriers, while the most frequent barriers are prompt dependence, generalization difficulties, socialization problems, escape or avoidance of given tasks and the absence of the tact ability. Having in mind the obtained results, it is highlighted as a necessity to develop an approach that would lead to elimination of the mentioned barriers, as well as to develop a treatment plan to address those teaching barriers in working with children with PSA and consequently enable a higher degree of adoption of new knowledge and skills by children with ASD.
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