Manipulating establishing operations to promote initiations toward peers in children with autism

Taylor, Bridget A.; Hoch, Hannah; Potter, Barbara; Rodríguez, Ángela Pilar Albarracín; Spinnato, Danielle; Kalaigian, Michele

doi:10.1016/j.ridd.2004.11.003

Cited by 45 publications

(36 citation statements)

References 10 publications

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“…Following recommendations of Taylor et al [6] regarding social interactions embedded during mand training, all video vignettes in this study embedded greeting behavior. However, this intervention was not powerful enough to elicit independent greeting to the peer for Lily.…”

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“…Two studies [5,6] investigated teaching mands to children with autism in order to improve their social initiation skills to adults and peers. Taylor et al [6] explored manipulation of the MO in order to increase the social initiations of three children with autism to their peers. Pellecchia and Hineline [5] taught three preschool children with autism to mand for preferred items, while investigating the degree to which a mand repertoire generalized across parents, instructors, siblings and peers.…”

Section: Introductionmentioning

confidence: 99%

“…Taylor et al [6] indicated that commenting before manding for preferred items or embedding a social interaction into reinforcers may be more likely to increase the probability of appropriate mands and facilitate other types of social initiations. Given that social reinforcement is not as strong a reinforcer for children with autism as for typically developing children, one of the study's speculations was that the integration of social interactions into reinforcers delivered during mand training is more likely to increase the sensitivity to social reinforcers and the frequency of other types of social initiations.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Teaching Social Initiation Skills to Young Children with Autism Using Video Self-Modeling with Video Feedback

Kabashi¹,

Kaczmarek²

2017

Autism Open Access

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The purpose of this study was to examine the efficacy of video self-modeling with video feedback using iPads for establishing mands and greeting to peers in three young children with autism using a multiple probe single subject design across participants. Findings demonstrated that the intervention was effective for improving the target behaviors of two of the three participants. Independent mands generalized and were maintained, both short and long term, for two participants. Greetings generalized and were maintained in the short-term for one participant. Social validity results indicated that the raters viewed the intervention as beneficial for improving mands and greetings to peers.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Teaching Social Initiation Skills to Young Children with Autism Using Video Self-Modeling with Video Feedback

Kabashi¹,

Kaczmarek²

2017

Autism Open Access

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“…One possible explanation for the decrease in aberrant behavior was that the FT schedule of reinforcement resulted in satiation indicating AO effects. Taylor et al (2005) manipulated the EO associated with preferred snacks to increase peer-directed mands (i.e., requests) exhibited by three children with autism. MOs were altered through the restriction of the preferred snacks and access to the snacks was made contingent on mands that were peer-directed.…”

Section: Establishing Operationsmentioning

confidence: 99%

Applied Behavior Analysis And The Treatment of Childhood Psychopathology And Developmental Disabilities

Ringdahl¹,

Falcomata²

Treating Childhood Psychopathology and Developmental Disabilities

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A Preliminary Examination of Motivating Operation and Reinforcer Class Interaction

Ivy

Neef

Meindl

et al. 2015

Behavioral Interventions

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The interaction effects between motivating operations and reinforcer classes were evaluated using a superordinate multielement design. Two individuals with developmental disabilities participated. Participants were exposed to a motivating operation condition-pre-session access until rejection or pre-session restriction for 24 h-followed by a reinforcer assessment, in which the reinforcer response requirements progressively increased. Reinforcers, stimuli representative of primary, conditioned, and token reinforcers, were available on alternating sessions. The results showed that pre-session access and restriction produced reliable evocative and abative effects across reinforcer classes. For one of the participants, the effectiveness of the motivating operation appeared to be influenced by the reinforcer class. The interaction effects between motivating operations and reinforcer classes are discussed.

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Manipulating establishing operations to promote initiations toward peers in children with autism

Cited by 45 publications

References 10 publications

Teaching Social Initiation Skills to Young Children with Autism Using Video Self-Modeling with Video Feedback

Teaching Social Initiation Skills to Young Children with Autism Using Video Self-Modeling with Video Feedback

Applied Behavior Analysis And The Treatment of Childhood Psychopathology And Developmental Disabilities

A Preliminary Examination of Motivating Operation and Reinforcer Class Interaction

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