Direct assessment of preferences for social interactions in children with autism

Abstract

Qualitative and quantitative differences in social interactions are core symptoms of the autism spectrum disorder (ASD) diagnostic criteria, although there is heterogeneity among individuals with ASDs. This study used a concurrent operants arrangement to evaluate whether social interactions functioned as positive reinforcement, negative reinforcement, or as neutral stimuli for 6 individuals with autism. Data suggest that clinicians who work with individuals with ASD should ascertain the functional properties of social interactions prior to using them as a consequence in interventions.

Evaluating the function of social interaction using time allocation as a dependent measure: A replication and extension

“…To our knowledge, only one study has directly evaluated social time allocation with children diagnosed with ASD in such an arrangement. Call et al (2013) conducted an assessment in which a room was divided into two identical halves, an adult was present on one side and sometimes switched sides during sessions. The duration children with ASD were on the same side as the adult was recorded.…”

“…Previous studies had separately assessed whether social interactions were reinforcing or aversive, but this method allows clinicians and researchers to do both within the same assessment. However, the method described by Call et al (2013) had some limitations. The method was somewhat inefficient, included aspects that may have been aversive and favored indifference, and may have yielded clearer results with additional measures and analyses of participants' behavior in this arrangement.…”

“…Removing these aspects of the procedure could decrease the likelihood that social interactions are found to function as neutral stimuli (which was the case for five out of six participants in Call et al) and allow the assessment to more clearly identify evidence of approach or avoidance of social interaction. Call et al (2013) recorded the duration that participants were on the sides with and without social interaction. Although duration alone was effective in determining the function of social interaction in their preparation, the inclusion of other dependent measures may allow researchers and clinicians to more clearly determine the degree to which social interactions are reinforcing or aversive for a given individual.…”

“…Thus, the purpose of the current study was threefold (a) to replicate the general procedures used by Call et al (2013), (b) to alter the procedures in ways that may increase efficiency and feasibility and decrease the likelihood that the assessment favors indifference, and (c) to attempt to allow for clearer conclusions regarding the function of social interaction by including additional measures and analyses.…”

Establishing praise as a conditioned reinforcer: Pairing with one versus multiple reinforcers

“…The social deficits inherent in children with autism spectrum disorder (ASD) and related disabilities often preclude praise and other forms of social attention functioning as positive reinforcers. Researchers have recently been evaluating methods of assessing the reinforcing value of social stimuli, and praise has been shown to function as a reinforcer in some cases (Call, Shillingsburg, Bowen, Reavis, & Findley, ; Clay, Samaha, & Bogoev, ; Goldberg et al, ; Morris & Vollmer, ; Morris & Vollmer, ; Robinson, Desrochers, & Napolitano, ; Smaby, MacDonald, Ahearn, & Dube, ; Wolfe, Kunnavatana, & Shoemaker, ). However, for the behavior of many of these children, praise does not function as a reinforcer and may even function as an aversive stimulus (Hagopian, Wilson, & Wilder, ; Taylor & Carr, ; Tiger, Fisher, Toussaint, & Kodak, ).…”