An evaluation of photographic activity schedules to increase independent playground skills in young children with autism

Akers, Jessica S.; Higbee, Thomas S.; Pollard, Joy S.; Pellegrino, Azure J.; Gerencser, Kristina R.

doi:10.1002/jaba.327

Cited by 16 publications

(28 citation statements)

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“…In this direction, Otero et al (2017) affirm that the school psychologists are required to work with teachers and parents to provide them with necessary strategies to help children function better at school, home and other environments. Thus, interventions at school based on advancements from scientific research should be conducted by psychologists in the process of expanding inclusion practices for children with autism (Akers et al, 2016;Nunes & Santos, 2015;Martins & Mon-D. C. de Matos et al teiro, 2017;Phillips & Vollmer, 2012).…”

Section: Discussionmentioning

confidence: 99%

“…However, the activity schedule always needed to be present for correct responding, otherwise performance dropped to baseline level. Researches like those conducted by Phillips and Vollmer (2012) and Akers et al (2016) describe examples of procedures, which scientifically proved to be effective in establishing complex chains of functional play behaviors in children with learning disabilities. In both studies it was argued that the participants lacked the behavior repertoires, related to functional play, before the implementation of their teaching procedures, which combined the use of prompts, including visual and audio prompts, fading and reinforcement of independent performance.…”

Section: )mentioning

confidence: 99%

“…The prompts may be physical and the fading process involves reducing the use of them in a manner that allows the learner to perform a given task more independently. The visual cues, however, may be used as an alternative to physical prompts, that require the teacher being in closer proximity to the learner and the research by Akers et al (2016) chains of play behavior by the participants under the control of pictures portraying behavior chains. It would be interesting to check if their design could produce similar results for Brazilian children with ASD, who are part of a different culture in comparison to those from the previous study.…”

Section: )mentioning

confidence: 99%

“…Studies in different perspectives of Psychology have investigated themes related to play and social interactions of children with autism, such as Akers, Higbee, Pollard, Pellegrino and Gerencser (2016), Kasari, Chang and Patterson (2013), Martins (2009), Martins and Monteiro (2017), Passerino and Santarosa (2007), Phillips and Vollmer (2012), Orrú (2006), Wong and Kasari (2012).…”

Section: Introductionmentioning

confidence: 99%

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The Establishment of Functional Play Behaviors in Children with Autism: Implications for School Inclusion

Matos¹,

Matos²,

Araújo³

et al. 2018

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Research on evidence-based methodologies is conducted to expand skills of children with autism. Among the skills, which might be considered important for development, the literature emphasizes functional play. In many children with Autism Spectrum Disorder (ASD), the repertoire related to play is impaired and specialized treatment may address the issue by designing individualized procedures based on one-to-one interactions. Discrete trial teaching may help establishing such repertoire in a structured setting and generalization goals must be delineated to increase the likelihood with which the learned skills will emerge in new environments, such as the classroom, the home and other natural contexts. Thus, it is important that skills be shown in places where other people participate. Principles from Educational Psychology are also relevant in the advisory process to professionals related, for example, to school settings in order to favor inclusion of children with ASD to school routine and the relationship with peers. People related to these educational environments should become knowledgeable of evidence-based procedures in order to increase, with their help, generalization of previously established skills in more structured contexts. This paper assessed the efficacy of a structured intervention with functional play activities in three 4-year-old children with autism or suspect. A binder with pictures depicting actions with the components of each of four or two toy sets was used as resource to orient the target-responses of the study. Correct responses, under the control of pictures, produced access to tokens exchangeable for preferred items.

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Section: Discussionmentioning

confidence: 99%

Section: )mentioning

confidence: 99%

Section: )mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Establishment of Functional Play Behaviors in Children with Autism: Implications for School Inclusion

Matos¹,

Matos²,

Araújo³

et al. 2018

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“…Esta emite a ação de imitar o modelo com o carrinho e, em seguida, o terapeuta elogia e permite o acesso a um estímulo reforçador arbitrário de maior preferência. Research, Society andDevelopment, v. 9, n. 7, e465974392, 2020 (CC BY 4.0) | ISSN 2525-3409 | DOI: http://dx.doi.org/10.33448/rsd-v9i7.4392 4 Na ABA, descrições sobre o formato de tentativas discretas costumam comparecer em relatos de pesquisas científicas, e manuais de intervenção com foco em TEA e quadros relacionados (Akers, Higbee, Pollard, Pellegrino & Gerencser, 2016;Allen & Cowan, 2008;Goulart & Assis, 2002;Lear, 2004;Lovaas, 1987;Matos, 2006;Matos, Matos, Araújo, Ribeiro & Melo, 2018;Matos, Silva, Firmo & Matos, 2020;Phillips & Vollmer, 2012;Smith, 2001;Varella & Souza, 2018).…”

Section: Introductionunclassified

Comparação de tipos de pistas sobre brincar funcional em crianças com transtorno do espectro autista

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Matos

2020

RSD

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Children with Autism Spectrum Disorder (ASD) commonly present deficits in several repertoires, including play behavior. In the literature of Applied Behavior Analysis, there were studies, which investigated the effects of use of photographic activity schedule, with pictures portraying actions with toys, and other type of cues on the establishment of independent performance in children with ASD. Responding under the control of pictures was demonstrated through different levels of cues, such as verbal instructions and modeling. However, previous research did not isolate the effects of the cues. The current study had the goal of comparing the effects of two cues, verbal instruction and modeling, in two 10-year old children with ASD, and through an alternating treatments design, as to the establishment of actions with toys in the presence of pictures representing them. The interventions were effective to the development of independent performance in both children. In the case of one of them, differences were more evident, since the modeling cue was more efficient. For the other child, there were no differences in efficiency, considering the two cues. Stimulus control probes with different sequences of pictures presented, suggested the establishment of responding under the control of the pictures.

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Teaching choice‐making within activity schedules to children with autism

Deel

Brodhead

Akers

et al. 2021

Behavioral Interventions

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Though the value of choice-making opportunities in behavioral interventions is well established, specific demonstrations of its applications are limited. In this study, we first taught participants to independently complete two types of activity schedules: a choice activity schedule (i.e., one that allowed the participants to choose the sequence of activities) and a no choice activity schedule (i.e., one in which the sequence was predetermined by the researcher).Then, we evaluated participant preference between the before-mentioned schedules, and a control activity schedule (i.e., baseline contingencies). Obtained preference was idiosyncratic across participants, highlighting the importance of individualized preference assessments in the context of play. Implications and future directions are discussed, including a refined framework for incorporating choice into independent activity schedule completion.

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An evaluation of photographic activity schedules to increase independent playground skills in young children with autism

Cited by 16 publications

References 3 publications

The Establishment of Functional Play Behaviors in Children with Autism: Implications for School Inclusion

The Establishment of Functional Play Behaviors in Children with Autism: Implications for School Inclusion

Comparação de tipos de pistas sobre brincar funcional em crianças com transtorno do espectro autista

Teaching choice‐making within activity schedules to children with autism

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