A Practitioner Model for Increasing Eye Contact in Children With Autism

Cook, Jennifer; Rapp, John T.; Mann, Kathryn R.; McHugh, Catherine; Burji, Carla; Nuta, Raluca

doi:10.1177/0145445516689323

Cited by 28 publications

(93 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Notably, vocal responses emerged during treatment for Beckham and Bethany (see Supporting Information). This finding corresponds with anecdotal reports of unplanned vocal responses in previous research (Cook et al, 2017). However, in the current study, these vocal responses were greetings modeled by the experimenter during social interactions (Table 2).…”

Section: Discussionsupporting

confidence: 93%

“…However, to date only two studies have evaluated treatments for increasing eye contact in the functional context of RTN for children with ASD. Cook et al (2017) evaluated a model for increasing RTN in the form of making eye contact for 20 children with ASD. A series of treatment conditions was evaluated, and all participants met mastery criteria after exposure to this model.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Response to name in children with autism: Treatment, generalization, and maintenance

Conine

Vollmer

Bolívar

2019

J of App Behav Analysis

View full text Add to dashboard Cite

Deficits in response to name (RTN) are an early indicator of autism spectrum disorder (ASD), and RTN is a treatment goal in many early intervention curricula for children with ASD. However, little research has empirically evaluated methods for increasing RTN in children with ASD. We evaluated a series of conditions designed to increase RTN for 4 children with ASD using a multielement experimental design. The schedules of tangible reinforcement were thinned after mastery and generalization was tested across people and contexts. Tangible reinforcers were necessary to increase RTN for all 4 participants, and the schedule of reinforcement was successfully thinned with all participants after intervention. Generalization was also observed across people and experimental contexts.

show abstract

Section: Discussionsupporting

confidence: 93%

mentioning

confidence: 99%

Response to name in children with autism: Treatment, generalization, and maintenance

Conine

Vollmer

Bolívar

2019

J of App Behav Analysis

View full text Add to dashboard Cite

show abstract

“…When considering interventions using VR for individuals with ASD, it is important to consider how the eyes of agents are designed because individuals with ASD pay less attention to the area of the eyes than do individuals with typical development . Increasing eye contact is widely acknowledged as an important and promising treatment for individuals with ASD . To create useful public speaking training for these individuals, it is important for them to look at the eyes of agents during training.…”

mentioning

confidence: 99%

Feasibility of autism‐focused public speech training using a simple virtual audience for autism spectrum disorder

Kumazaki

Muramatsu

Kobayashi

et al. 2019

Psychiatry Clin Neurosci

View full text Add to dashboard Cite

Aim Public speaking seems to be one of the most anxiety‐provoking situations for individuals with autism spectrum disorder (ASD). However, there are few evidence‐based interventions. We developed Autism‐Focused Public Speech Training using Simple Virtual Audiences (APSV), which differs from a general virtual audience in terms of its simple facial expressions and emphasis on the importance of the eyes. The present study aimed to evaluate the feasibility of APSV as an educational method for individuals with ASD. Methods Fifteen male individuals with ASD were randomly assigned to two groups: one group received APSV (n = 8), and the other group (n = 7) received independent study (IS). From Days 2 to 6, participants in the APSV and IS groups were encouraged to read and answer questions often asked in actual public speaking events. Participants in the APSV study group performed this activity in front of the APSV system, while those in the IS group performed in an empty room. Before and after the intervention (Days 1 and 7), the participants in the two groups had a mock public speaking experience in front of 10 people for approximately 10 min. Results After the training sessions, the participants’ self‐confidence had improved and salivary cortisol levels were significantly decreased in the APSV group as compared to those in the IS group. APSV improved self‐confidence and decreased public speaking stress in individuals with ASD. Conclusion APSV appears to be useful in improving self‐confidence and decreasing public speaking stress in individuals with ASD.

show abstract

“…Terdapat beberapa penelitian yang telah dilakukan untuk meningkatkan frekuensi kontak mata anak. Beberapa di antaranya melakukan modifikasi perilaku kontak mata dengan menggunakan prompting, yaitu verbal, gestural, physical, dan extrastimulus prompt diikuti dengan pemberian positive reinforcer, seperti makanan, mainan, atau pujian (Foxx, 1977;Tarbox, Ghezzi, & Wilson, 2006;Carbone et al, 2013;Jeffries, Crosland, & Milterberger, 2016;Cook et al, 2017). Penggunaan positive reinforcer (social) seperti halnya pujian, ditemukan tidak selalu dapat mendukung kemunculan kontak mata anak (Cook et al, 2017).…”

unclassified

“…Beberapa di antaranya melakukan modifikasi perilaku kontak mata dengan menggunakan prompting, yaitu verbal, gestural, physical, dan extrastimulus prompt diikuti dengan pemberian positive reinforcer, seperti makanan, mainan, atau pujian (Foxx, 1977;Tarbox, Ghezzi, & Wilson, 2006;Carbone et al, 2013;Jeffries, Crosland, & Milterberger, 2016;Cook et al, 2017). Penggunaan positive reinforcer (social) seperti halnya pujian, ditemukan tidak selalu dapat mendukung kemunculan kontak mata anak (Cook et al, 2017). Oleh karena itu, penelitian sebelumnya (Foxx, 1977;Cook et al, 2017) juga memberikan makanan sebagai positive reinforcer (edible) untuk setiap kemunculan kontak mata anak, serta menggunakannya sebagai extrastimulus prompt (menampilkan makanan) untuk memicu kontak mata anak.…”

unclassified

Penerapan prompting untuk meningkatkan frekuensi kontak mata pada anak dengan global developmental delay

Cintaka

Djuwita

2019

JIPT

View full text Add to dashboard Cite

Abstrak. Kontak mata merupakan prasyarat penting bagi seseorang untuk dapat mencapai kemampuan yang lebih kompleks, seperti halnya bahasa dan sosial. Oleh karena itu, kontak mata menjadi target perilaku pertama untuk diintervensi. H merupakan anak laki-laki berusia 4 tahun 8 bulan dengan diagnosis Global Developmental Delay yang sangat jarang melakukan kontak mata dengan orang lain. Ia belum mampu berkomunikasi dan respon yang ditunjukkan terhadap sekitarnya juga sangat minim. Penelitian ini merupakan penelitian single-subject, yang bertujuan untuk mengetahui efektivitas penerapan prompting dalam meningkatkan frekuensi kontak mata anak dengan Global Developmental Delay (H). Kontak mata anak diperoleh dari data pencatatan melalui observasi langsung dan didukung dengan alat ukur Kuesioner Kontak Mata dan Kuesioner Kemampuan Bahasa dan Personal/Sosial yang diisi oleh orang tua. Hasil penelitian menunjukkan adanya peningkatan frekuensi kemunculan kontak mata serta peningkatan skor pada kedua kuesioner sebelum (pre-test) dan sesudah (post-test) intervensi diberikan. Meskipun demikian, kontak mata belum muncul secara konsisten setiap kali anak dipanggil namanya dan hasil penelitian ini masih perlu didukung oleh penelitian serupa, khususnya pada kelompok anak dengan Global Developmental Delay.Kata Kunci: Prompting, Kontak Mata, Global Developmental Delay. Abstract. Eye contact is an important prerequisite to achieve more complex abilities, such as language and social. Therefore, it is the first behavior targeted for intervention. H is a 4-year-old boy with a diagnosis of Global Developmental Delay who rarely makes eye contact with other people. He has not been able to communicate and the response shown to his surrounding is also very minimal. This study is a single-subject research, which aims to determine the effectiveness of the application of prompting in increasing the frequency of eye contact in children with Global Developmental Delay (H). Child's eye contact is obtained from the recorded data through direct observation and supported by Children’s Eye Contact Questionnaire and Language and Personal/Social Ability Questionnaire filled by parents. The result showed an increase in the frequency of eye contact occurrence and an increase in scores on both questionnaires before (pre-test) and after (post-test) intervention was given. However, eye contact has not occurred consistently every time the child is called by his name and the result of this study still need to be supported by similar research, especially in children with Global Developmental Delay.Keywords: Prompting, Eye Contact, Global Developmental Delay.

show abstract

A Practitioner Model for Increasing Eye Contact in Children With Autism

Cited by 28 publications

References 32 publications

Response to name in children with autism: Treatment, generalization, and maintenance

Response to name in children with autism: Treatment, generalization, and maintenance

Feasibility of autism‐focused public speech training using a simple virtual audience for autism spectrum disorder

Penerapan prompting untuk meningkatkan frekuensi kontak mata pada anak dengan global developmental delay

Contact Info

Product

Resources

About