Evaluating a tablet application and differential reinforcement to increase eye contact in children with autism

Jeffries, Tricia; Crosland, Kimberly; Miltenberger, Raymond G.

doi:10.1002/jaba.262

Cited by 22 publications

(13 citation statements)

References 11 publications

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“…Many studies have targeted the behavioral topography of eye contact in individuals with ASD and other developmental disorders, outside of the functional context of RTN. For example, interventions have been designed to increase eye contact following instructions like "look at me" (Foxx, 1977;Hall, Maynes, & Reiss, 2009), as a component of joint attention (e.g., Dube, 2004;Kryzak & Jones, 2015;Taylor & Hoch, 2008;Whalen & Schreibman, 2003), as a way to assess interest during conversations (Peters & Thompson, 2015;Stewart, Carr, & LeBlanc, 2007), and concurrent to making requests (Carbone, O'Brien, Sweeney-Kerwin, & Albert, 2013;Jeffries, Crosland, & Miltenberger, 2016;Ninci et al, 2013). However, to date only two studies have evaluated treatments for increasing eye contact in the functional context of RTN for children with ASD.…”

mentioning

confidence: 99%

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

Conine

Vollmer

Bolívar

2019

J of App Behav Analysis

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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.

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mentioning

confidence: 99%

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

Conine

Vollmer

Bolívar

2019

J of App Behav Analysis

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“…In a recent demonstration of indirect training procedures, Jeffries, Crosland, and Miltenberger (2016) found that eye contact increased for three children with ASD aged 3 to 7 years when each child was required to make eye contact with a therapist prior to requesting preferred items. That is, therapists simply withheld requested items if the child did not make eye contact and provided the item only after the child provided eye contact before making a request.…”

mentioning

confidence: 99%

A Practitioner Model for Increasing Eye Contact in Children With Autism

et al. 2017

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Although many teaching techniques for children with autism spectrum disorder (ASD) require the instructor to gain the child's eye contact prior to delivering an instructional demand, the literature contains notably few procedures that reliably produce this outcome. To address this problem, we evaluated the effects of a sequential model for increasing eye contact in children with ASD. The model included the following phases: contingent praise only (for eye contact), contingent edibles plus praise, stimulus prompts plus contingent edibles and praise, contingent video and praise, schedule thinning, and maintenance evaluations for up to 2 years. Results indicated that the procedures increased eye contact for 20 participants (one additional participant did not require consequences). For 16 participants, praise (alone) was not sufficient to support eye contact; however, high levels of eye contact were typically maintained with these participants when therapists used combined schedules of intermittent edibles or video and continuous praise. We discuss some limitations of this model and directions for future research on increasing eye contact for children with ASD.

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“…Berikut ini adalah penjabaran perubahan skor kuesioner saat sesi baseline, setelah sesi intervensi, dan saat sesi followup: (Foxx, 1977). Selain menggunakan prompt, seperti temuan penelitian sebelumnya (Carbone et al, 2013;Jeffries et al, 2016), kontak mata anak juga diperkuat dengan adanya pemberian extrinsic reinforcer, yaitu social reinforcer (misalnya, pujian) dan edible reinforcer (biskuit). Edible reinforcer juga berhasil digunakan sebagai extrastimulus prompt (menaruh makanan di depan pipi peneliti) untuk memicu kontak mata anak.…”

Section: Gambar 2 Presentase Penggunaan Prompt Dalam Memunculkan Perunclassified

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

Cintaka

Djuwita

2019

JIPT

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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.

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Evaluating a tablet application and differential reinforcement to increase eye contact in children with autism

Cited by 22 publications

References 11 publications

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

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

A Practitioner Model for Increasing Eye Contact in Children With Autism

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

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