Teaching Children with Autism Self-Initiations as a Pivotal Response

Koegel, Lynn; Carter, Cynthia M.; Koegel, Robert L.

doi:10.1097/00011363-200304000-00006

Cited by 111 publications

(68 citation statements)

References 16 publications

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“…More specifically, Mundy (1995) suggested that a disturbance of neural systems that underpin approach behaviors related to the BAS may interfere with the typical tendency to engage in social approach behaviors in young children with autism and this contributes to joint attention disturbance and social impairments. This is consistent with the broader notion that a central focus of impairment in autism involves difficulties with the selfinitiation of behaviors, perhaps due to motivational issues (Koegel, Carter, & Koegel, 2003). Moreover, recent observations suggest that young children with autism display distinct differences in social approach and avoidance tendencies that may be related to individual differences in responsiveness to specific intervention techniques (Sherer & Schreibman, 2005).…”

Section: Motivation Behavioral Activation/inhibition and Autismsupporting

confidence: 84%

The Modifier Model of Autism and Social Development in Higher Functioning Children

Mundy

Henderson

Inge

et al. 2007

res prac pers severe dis

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The study of phenotypic variability in social impairments and comorbid emotional disorders in autism is important because it provides information on phenotypic differences that currently complicate diagnosis, research, and treatment of this disorder. Currently, though, relatively little is known about the processes that contribute to individual differences in social impairments and comorbidity in autism. In this paper, we present a model that suggests modifier processes (MPs), which are not necessarily specific to the syndrome refractor alter the expression of autism and contribute to fundamental behavioral and psychological differences in children diagnosed with this disorder. One MPs involves the somewhat surprising tendency of some children with higher functioning autism (HFA) to make attributions about other peoples thoughts, although they have social cognitive deficits Just as in other children, the attributions of children with HFA are linked to some of their behavioral problems Another MP involves the influence of differences in motivation associated with the behavioral activation and inhibition systems that can be assessed with measures of anterior EEG asymmetry. This dimension of motivation may be linked to how active but inappropriate and withdrawn children with HFA may appear. Third, differences in the self-monitoring of errors among children with HFA appear to be related to individual differences in IQ and social symptom severity in these children. The possible role of these MPs in diagnostic subgroups and differences in treatment responses among children with HFA are discussed. In addition, the role of MPs in understanding the effects associated with specific genetic functions in autism, such as those associated with the serotonin transporter gene (5-HTTLPR), is discussed. A conclusion of this paper is that the varied expression of autism may require that we understand how autism interacts with other non-syndromespecific processes that are related to individual differences in all people. DESCRIPTORS phenotypic variability; comorbity; self-monitoring; motivation and attributional processes; autism Children affected by autism and other pervasive developmental disorders (PDD) display significant individual differences in social behavior, development, and outcomes (Beglinger & Smith, 2001;Prior et al., 1998). These differences are very clear among older children with higher functioning autism (HFA) (Prior et al., 1998) and can be complicated by the presence of comorbid emotional disturbance, such as anxiety and depression (Kim, Szatmari, Bryson, Streiner, & Wilsonet, 2000). Understanding the nature of these differences is important for several reasons. The study of variability in social impairments and comorbidity in autism may assist in understanding phenotypic (i.e., visible) differences that currently complicate diagnosis, research, and treatment of this disorder (Beauchaine, 2003;Beglinger & Smith, 2001;Piven, 2002 its association with depression-and anxiety-related disorders (Bolton et al....

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Section: Motivation Behavioral Activation/inhibition and Autismsupporting

confidence: 84%

The Modifier Model of Autism and Social Development in Higher Functioning Children

Mundy

Henderson

Inge

et al. 2007

res prac pers severe dis

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“…All of the studies just cited have been carried out using PRT, an approach that uses both a developmental framework and applied behavior analysis procedures to increase a child's motivation to participate in learning skills (R. L. Koegel, O'Dell, & R. L. Laski, Charlop, & Schreibman, 1988;Schreibman & Koegel, 1996). PRT involves specific strategies such as (a) clear instructions presented only when the child is attending, (b) previously mastered tasks interspersed frequently with more difficult tasks, (c) child selected activities, (d) naturally occurring consequences, (e) reinforcement of attempts, and (f) turn taking (Dunlap, 1984;L. K. Koegel, Carter, & Koegel, 2003; R. L. Koegel & Egel, 1979; R. L. Koegel, O'Dell, & Dunlap, 1988; R. L. Koegel, O'Dell, & Koegel, 1987; R. L. Koegel & Williams, 1980).…”

Section: Predicting Treatment Specific Profiles Of Responders and Nonmentioning

confidence: 99%

Evidence-Based Comprehensive Treatments for Early Autism

Rogers

Vismara

2008

Journal of Clinical Child & Adolescent Psychology

760

530

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“…In this approach, a therapist interacts with a child on the floor and uses the child's existing social behaviors to develop new social behaviors and skills (Wieder & Greenspan, 2003). However, a central deficit shared by children with autism is a difficulty with self-initiation of social behavior, possibly because of motivational issues (Koegel, Carter, & Koegel, 2003). Given the anecdotal evidence that children with autism exhibit more social behavior when a robot is present, a robot might be used to augment interventions by addressing reduced self-initiation of behavior.…”

Section: Interaction Scenarios With Children With Autismmentioning

confidence: 99%

Understanding Agency in Interactions Between ChildrenWith Autism and Socially Assistive Robots

Short¹,

Deng²,

Feil-Seifer³

et al. 2017

Journal of Human-Robot Interaction

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Socially assistive robotics (SAR) has increasingly been shown to have potential as a tool for social skills therapy for children with autism, a developmental disorder associated with atypical social development. This work presents the results of a study of robot agency on child-robot interactions involving children with autism. We describe the development of a SAR interaction scenario with both agent-like and object-like robot behaviors and present the results of a pilot study of six children with autism interacting with a humanoid robot with the full controller, as well as three types of control: a non-humanoid "box" robot with similar behavior (reduced morphological agency), a humanoid robot with random behavior (reduced behavioral agency), and a robotic toy (reduced morphological and behavioral agency). We find that the children can be divided into two groups depending on their reaction to the robot; for some children, the robot was an engaging object that elicited social behavior by providing novel and appealing sensory experiences (primarily bubbleblowing), while for other children, the robot was an agent and elicited social behavior through agentlike actions such as autonomous movement. We found that the first group had small differences between robot conditions and vocalized most with the bubble-blowing toy, while the second group vocalized most with the humanoid robots and looked less at the humanoid portion of the robot with reduced behavioral agency.

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Teaching Children with Autism Self-Initiations as a Pivotal Response

Cited by 111 publications

References 16 publications

The Modifier Model of Autism and Social Development in Higher Functioning Children

The Modifier Model of Autism and Social Development in Higher Functioning Children

Evidence-Based Comprehensive Treatments for Early Autism

Understanding Agency in Interactions Between ChildrenWith Autism and Socially Assistive Robots

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