Setting Generalization of Question-Asking by Children With Autism

Koegel, Lynn; Camarata, Stephen; Valdez-Menchaca, Marta C.; Koegel, Robert L.

doi:10.1352/0895-8017(1998)102<0346:sgoqbc>2.0.co;2

Cited by 112 publications

(82 citation statements)

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“…First, whilst the experimenter lacked of a history of reinforcement with the participants, the latter's responding could be acquired and maintained by naturally occurring contingencies of reinforcement (e.g., Gena & Kymissis, 2001;Kohler & Greenwood, 1986). That is, the video display might have altered the reinforcing effectiveness of the toy/objects as an example of an establishing operation (Nikopoulos & Keenan, 2004a) which was evidenced by the fact that extinction did not occur in any of the generalization situations (e.g., Koegel, Camarata, Valdez-Menchaca, & Koegel, 1998). Second, a history of reinforcement for imitative responding might exist for these participants by the social community prior to the current study (Masia & Chase, 1997), providing an instance of generalized imitation (e.g., Baer & Deguchi, 1985;Young, Krantz, McClannahan, & Poulson, This article is a version after peer-review, with revisions having been made (i.e., pre-publication version).…”

Section: Discussionmentioning

confidence: 99%

Using Video Modeling to Teach Complex Social Sequences to Children with Autism

Nikopoulos

Keenan²

2006

J Autism Dev Disord

135

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This study comprised of two experiments was designed to teach complex social sequences to children with autism. Experimental control was achieved by collecting data using means of within-system design methodology. Across a number of conditions children were taken to a room to view one of the four short videos of two people engaging in a simple sequence of activities. Then, each child's behavior was assessed in the same room. Results showed that this video modeling procedure enhanced the social initiation skills of all children. It also facilitated reciprocal play engagement and imitative responding of a sequence of behaviors, in which social initiation was not included. These behavior changes generalized across peers and maintained after a 1-and 2-month follow-up period.

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Section: Discussionmentioning

confidence: 99%

Using Video Modeling to Teach Complex Social Sequences to Children with Autism

Nikopoulos

Keenan²

2006

J Autism Dev Disord

135

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“…Specifically, Koegel et al (2012) used facilitated social play training and Thorp et al (1995) implemented socio-dramatic play training. Five studies did not indicate whether PRT or NLP was implemented, but these studies explicitly stated that the specific motivational techniques inherent to PRT were implemented (Koegel et al 1998a(Koegel et al , 2003a(Koegel et al , 2010a(Koegel et al , b, 1998b.…”

Section: Intervention Proceduresmentioning

confidence: 99%

“…Two studies incorporated all seven PRT techniques (Minjarez et al 2011;Suhrheinrich 2011). Several studies incorporated additional intervention strategies, such as multiple cues (e.g., Pierce and Schreibman 1997b), modeling of target response (Stahmer 1995), prompting (e.g., Koegel et al 2012), prompt fading (e.g., Koegel et al 2010a), time delay (Koegel et al 1998a), and narrative play (e.g., Harper et al 2008).…”

Section: Intervention Proceduresmentioning

confidence: 99%

“…Eleven studies (28.2 %) were rated as providing a preponderant level of certainty (Coolican et al 2010;Gillet and LeBlanc 2007;Koegel et al 1998aKoegel et al , b, 2010aKoegel et al , 2012Koegel et al , 2002Nefdt et al 2010;Pierce and Schreibman 1997a;Symon 2005;Thorp et al 1995). Of these studies, seven studies were classified as "preponderant", because they provided limited control for alternative explanations of intervention outcomes.…”

Section: Certainty Of Evidencementioning

confidence: 99%

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Pivotal Response Treatment for Children with Autism Spectrum Disorders: A Systematic Review

Verschuur

Didden

Lang

et al. 2013

Rev J Autism Dev Disord

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Intervention studies evaluating pivotal response treatment (PRT) were systematically identified and analyzed. Forty-three studies were summarized in terms of (a) participant characteristics, (b) dependent variables, (c) intervention procedures, (d) intervention outcomes, and (e) certainty of evidence. The majority of the reviewed studies (56.4 %) had serious methodological limitations. However, the reviewed studies that provided conclusive or preponderant evidence (43.6 %) indicated that PRT results in increases in self-initiations and collateral improvements in communication and language, play skills, affect and reductions in maladaptive behavior for a number of children. Furthermore, the reviewed studies suggested that the majority of caregivers and staff members were able to implement PRT techniques, but evidence for collateral improvements in caregivers' and staff members' behaviors remains sparse. Implications for future research are discussed.

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“…In connection with extreme sensitivity to sound, autistic children may have difficulty in following intentional instructions. These children experience difficulty in oral communication which may restrain them from following simple commands which may lead to communicative problems (Attwood, 1993;Piggot & Anderson, 1993;Kavon & McLaughlin, 1995;Bettison, 1996;Hughes, 1996;O'Neill & Jones, 1997;Duchan, 1998;Grandin, 1998;Huebner & Emery, 1998;Koegel et al, 1998;Gresham et al, 1999;Mudford et al, 2000;Anonim, 2003;Fazlioglu, 2003).…”

Section: Auditory Problemsmentioning

confidence: 99%