Teach Me Language

Freeman, Sabrina; Bock, Stacey Jones; Dake, L. Gilbert

doi:10.1177/108835769801300312

Cited by 5 publications

(5 citation statements)

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“…Prior to this study, the child participants were trained in requesting using discrete trial drills modeled after the Teach Me Language manual (Freeman & Dake, 1996). The participants were all able to comply with requests, when motivated, prior to beginning the study.…”

Section: Methodsmentioning

confidence: 99%

Effects of Video Self-Modeling on Spontaneous Requesting in Children with Autism

Wert

Neisworth

2003

Journal of Positive Behavior Interventions

156

111

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Video self-modeling (VSM) is a promising intervention to teach new skills and improve the use of existing skills in young children with autism. VSM includes observation and imitation of one's self on videotape that records specific desirable child behaviors. The purpose of this study was to test the effectiveness of VSM for training young children with autism to make spontaneous requests in school settings. Four young children with autism participated. Experimental control was demonstrated using a multiple-baseline design across participants. Introduction of VSM led to a large increase in requesting behavior in all four children. VSM was effective in causing an increase in spontaneous requesting in young children with autism. 30Children with autism typically display great difficulties in social-communication skills. Poor social communication includes poor social interactions, such as poor imitation skills, and lack of eye contact, and lack of responsiveness to people. Limited or nonexistent communication skills, such as lack of turn-taking skills, problems with speech/ communication, or poor or limited use of appropriate gestures, are also common. Finally, delayed, restricted, repetitive, or unusual responses to stimuli, such as squealing, screaming, and hand flapping are also common examples of poor social-communication skills.This lack of social-communication skills is also a significant problem for children with autism. Socialcommunication skills rely on reciprocal interactions between individuals. Lack of skill in this area often deters other children from beginning or maintaining communication and friendships with children with autism. Socialcommunication skills are an important aspect of human interaction. Deficits in eye contact, turn taking, gestures, or verbalizations that indicate requesting objects or action/ attention, responding to others, or protesting (e.g., refusing to participate in an interaction) are perceived by peers, family members, and other individuals as significant limitations in the social-communicative behavior. Difficulties in social-communicative behaviors can impede children's reciprocal social-communicative interactions (Wetherby, 1998) and subsequent ability to function in society (McGee & Daly, 1999). A lack of skills in this area in children with autism thus is a major concern. An important goal in interventions for children with autism is to increase socialcommunicative development in order to decrease the problems often produced by social avoidance or awkwardness.One effective strategy to aide young children in learning social-communication skills is to model the behavior of individuals around them. This process has been termed observational learning or modeling (Bandura, 1977). Video self-modeling (VSM) is a form of modeling that allows individuals to observe their own behavior. In other words, the person acts as his or her own model (Hosford, 1981). VSM research, which was based on the Bandura modeling research, began approximately 30 years ago, and about 150 studies of VSM ...

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Section: Methodsmentioning

confidence: 99%

Effects of Video Self-Modeling on Spontaneous Requesting in Children with Autism

Wert

Neisworth

2003

Journal of Positive Behavior Interventions

156

111

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“…Prior to the intervention used in this study, a number of strategies were used to teach Gregg alternatives to tantrum behavior, including timer/digital clock, a minischedule, and instruction in appropriately displaying emotion and feelings from Teach Me Language (Freeman & Dake, 1996). These interventions failed to consistently decrease Gregg's tantrums.…”

Section: Targeted Behaviormentioning

confidence: 99%

“…During baseline, the interventions already in place were continued. These included the use of a minischedule, timer and/or digital clock, and emotion worksheets from Teach Me Language (Freeman & Dake, 1996). Specifically, a minischedule was reviewed at the beginning of the session and during each transition to another activity.…”

Section: Experimental Designmentioning

confidence: 99%

The Use of Social Stories as a Preventative Behavioral Intervention in a Home Setting with a Child with Autism

Lorimer¹,

Simpson

Myles

et al. 2002

Journal of Positive Behavior Interventions

144

106

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The purpose of this study was to determine the efficacy of a social story intervention implemented in a home setting to decrease precursors to tantrum behavior in a 5-year-old boy with autism. Using an ABAB design, two social stories were presented and withdrawn while using an event recording procedure in which interrupting verbalizations, determined to be precursors to tantrum behavior, were tallied. Data revealed a decrease in interrupting verbalizations and tantrums when the social stories were available and an increase in these behaviors when the social stories were withdrawn.Five and one-half decades have passed since Kanner (1943) originally identified social interaction, language, and communication characteristics of 11 individuals with autism.

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“…An overview of the socio-cognitive differences between ASDs and WS (based on Asada & Itakura, 2012; Barak & Feng, 2016; Baron-Cohen et al, 1985; Bellugi et al, 1994, 2000; Bhatara et al, 2010; Brock et al, 2007; Charman et al, 1997; Diez-Itza et al, 2016; Doyle et al, 2004; Dykens, 2003; Fein et al, 1996; Fishman et al, 2011; Freeman & Dake, 1996; Gastgeb et al, 2006; Graham et al, 2005; Happé, 1997; Happé & Frith, 1996; Järvinen et al, 2015; Järvinen-Pasley et al, 2008; Jawaid et al, 2012; Klein-Tasman et al, 2009; Klin et al, 1999; Lacroix et al, 2009; 2016; Laws & Bishop, 2004; E. Lough et al, 2015; Mervis & Becerra, 2007; Mervis et al, 2001; Perovic et al, 2013; Perovic & Wexler, 2007; Philofsky et al, 2007; Reilly et al, 2004; Rhodes et al, 2010; Riby et al, 2011; Riby & Hancock, 2008, 2009; Rodgers et al, 2012; Rose et al, 2007; Schultz, 2005; Stojanovik & James, 2006; Sullivan et al, 2003; Swensen et al, 2007; Tager-Flusberg, 2000, 2003, 2004; Tager-Flusberg et al, 2006; Thakur et al, 2018; Vivanti et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Autism and Williams syndrome: Dissimilar socio-cognitive profiles with similar patterns of abnormal gene expression in the blood

Niego

Benítez‐Burraco

2020

Autism

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Autism spectrum disorders and Williams syndrome exhibit quite opposite features in the social domain, but also share some common underlying behavioral and cognitive deficits. It is not clear, however, which genes account for the attested differences (and similarities) in the socio-cognitive domain. In this article, we adopted a comparative molecular approach and looked for genes that might be differentially (or similarly) regulated in the blood of subjects with these two conditions. We found a significant overlap between differentially expressed genes compared to neurotypical controls, with most of them exhibiting a similar trend in both conditions, but with genes being more dysregulated in Williams syndrome than in autism spectrum disorders. These genes are involved in aspects of brain development and function (particularly dendritogenesis) and are expressed in brain areas (particularly the cerebellum, the thalamus, and the striatum) of relevance for the autism spectrum disorder and the Williams syndrome etiopathogenesis. Lay abstract Autism spectrum disorders and Williams syndrome are complex cognitive conditions exhibiting quite opposite features in the social domain: whereas people with autism spectrum disorders are mostly hyposocial, subjects with Williams syndrome are usually reported as hypersocial. At the same time, autism spectrum disorders and Williams syndrome share some common underlying behavioral and cognitive deficits. It is not clear, however, which genes account for the attested differences (and similarities) in the socio-cognitive domain. In this article, we adopted a comparative molecular approach and looked for genes that might be differentially (or similarly) regulated in the blood of people with these conditions. We found a significant overlap between genes dysregulated in the blood of patients compared to neurotypical controls, with most of them being upregulated or, in some cases, downregulated. Still, genes with similar expression trends can exhibit quantitative differences between conditions, with most of them being more dysregulated in Williams syndrome than in autism spectrum disorders. Differentially expressed genes are involved in aspects of brain development and function (particularly dendritogenesis) and are expressed in brain areas (particularly the cerebellum, the thalamus, and the striatum) of relevance for the autism spectrum disorder and the Williams syndrome etiopathogenesis. Overall, these genes emerge as promising candidates for the similarities and differences between the autism spectrum disorder and the Williams syndrome socio-cognitive profiles.

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Teach Me Language

Cited by 5 publications

References 0 publications

Effects of Video Self-Modeling on Spontaneous Requesting in Children with Autism

Effects of Video Self-Modeling on Spontaneous Requesting in Children with Autism

The Use of Social Stories as a Preventative Behavioral Intervention in a Home Setting with a Child with Autism

Autism and Williams syndrome: Dissimilar socio-cognitive profiles with similar patterns of abnormal gene expression in the blood

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