Social Skills and Autism: Understanding and Addressing the Deficits

Weiss, Mary Jane; LaRue, Robert; Newcomer, Andrea

doi:10.1007/978-1-4419-0088-3_7

Cited by 8 publications

(3 citation statements)

References 84 publications

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“…Incorporation of prompts for a variety of appropriate responses may ensure that several appropriate responses come into contact with reinforcement. For example, several researchers have suggested that incorporation of multiple models of correct responding (e.g., in video modeling) may minimize the likelihood of developing behavioral rigidity (e.g., Goldsmith & LeBlanc, ; Weiss, LaRue, & Newcomer, ). The relation between providing multiple models and varied responding during ANY contingencies has not yet been examined empirically.…”

Section: Methods For Treating Invariant Respondingmentioning

confidence: 99%

Behavioral variability and autism spectrum disorder

Rodriguez

Thompson

2014

J of App Behav Analysis

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Restricted and repetitive behavior is a diagnostic characteristic of autism spectrum disorder (ASD). To the extent that the behavior of individuals with ASD can be conceptualized as problems of invariance, our understanding of environmental variables that influence restricted and repetitive behavior may be informed by the basic and applied literature on response variability. The purposes of this paper are (a) to describe how restricted and repetitive behavior can be conceptualized as problems of invariance, (b) to consider the implications of a lack of varied responding for individuals with ASD, (c) to review relevant basic and applied research on response variability, (d) to present methods to address invariant responding for individuals with ASD, and (e) to suggest areas for future research.

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Section: Methods For Treating Invariant Respondingmentioning

confidence: 99%

Behavioral variability and autism spectrum disorder

Rodriguez

Thompson

2014

J of App Behav Analysis

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“…They tend to have the symptoms of poor eye contact, failure to develop peer relationships appropriate to their developmental level, abnormality in voice and speech intonation, impairment in the use of multiple non-verbal behaviors (such as eye to eye gaze, facial expression, gestures) and failure to spontaneously seek to share enjoyment, interest or achievement with other people [14]. There are three main types of ASD that are most studied: Asperger Syndrome, PDD-NOS and Autistic Disorder.…”

Section: Introductionmentioning

confidence: 99%

A mobile communicator with meta communicator for children with Asperger Syndrome

Löw

2010

2010 5th IEEE Conference on Industrial Electronics and Applications

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Our research aims to aid children with Asperger Syndrome in communication by information technology. We proposed an interactive prototype to assist children to communicate with people at school, home or care centre. Our main concern is to have the design that is affordable and portable. Our prototype emphasizes on localization of contents, it allows each user to create and import the self related and familiar images to his profile. Our communication assistant could also assist adults who have speech disability after stroke or other traumatic brain injury.

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“…Like a history of reinforcement for varied responding (Saldana & Neuringer, ), it is possible that other supplemental strategies, such as modeling varied responding, may be sufficient to bring multiple responses in contact with reinforcement when reinforcement is provided for any correct response. To this point, several researchers have suggested the importance of including varied models to increase varied responding during social interactions (Weiss, LaRue, & Newcomer, ) and play (Jahr & Eldevik, ). However, to our knowledge only one study has evaluated the effects of modeling variability when prompting within DTI.…”

mentioning

confidence: 99%

Effects of modeling rote versus varied responses on response variability and skill acquisition during discrete‐trial instruction

Peterson¹,

Rodriguez

Pawich

2018

J of App Behav Analysis

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Despite its advantages, discrete-trial instruction (DTI) has been criticized for producing rote responding. Although there is little research supporting this claim, if true, this may be problematic given the propensity of children with autism to engage in restricted and repetitive behavior. One feature that is common in DTI that may contribute to rote responding is the prompting and reinforcement of one correct response per discriminative stimulus. To evaluate the potential negative effects of rote prompts on varied responding, we compared the effects of modeling rote versus varied target responses during the teaching of intraverbal categorization. We also evaluated the effects of these procedures on the efficiency of acquisition of any one correct response. For all four children, any increase in varied responding was fleeting, and for two participants, acquisition was slower in the variable-modeling condition.

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Social Skills and Autism: Understanding and Addressing the Deficits

Cited by 8 publications

References 84 publications

Behavioral variability and autism spectrum disorder

Behavioral variability and autism spectrum disorder

A mobile communicator with meta communicator for children with Asperger Syndrome

Effects of modeling rote versus varied responses on response variability and skill acquisition during discrete‐trial instruction

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