The use of linked activity schedules to teach children with autism to play hide‐and‐seek

Brodhead, Matthew T.; Higbee, Thomas S.; Pollard, Joy S.; Akers, Jessica S.; Gerencser, Kristina R.

doi:10.1002/jaba.145

Cited by 35 publications

(27 citation statements)

References 5 publications

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“…Consistent with prior research on activity schedules (e.g., Brodhead, Higbee, Pollard, Akers, & Gerencser, ), we pretaught prerequisite skills for using the activity schedule prior to the beginning of the study. The purposes of this were to ensure participants had the necessary prerequisite skills to use the schedule, and to ensure that lack of varied application use and poor schedule performance during the baseline and schedule probe would not occur due to a deficit in prerequisite skills.…”

Section: Methodsmentioning

confidence: 68%

Using activity schedules to promote varied application use in children with autism

Brodhead

Courtney

Thaxton

2018

J of App Behav Analysis

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We evaluated the effects of an activity schedule embedded within an iPad on varied play across applications. After establishing a pattern of repetitive gameplay, we taught three children with autism to follow the activity schedule using physical guidance. All participants increased their varied play to four applications per session and demonstrated independent and accurate activity schedule usage. The activity schedule was removed, and responding decreased to baseline levels, demonstrating the activity schedule's control over varied responding. The activity schedule was reintroduced and participant responding maintained when engaging with novel applications.

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Section: Methodsmentioning

confidence: 68%

Using activity schedules to promote varied application use in children with autism

Brodhead

Courtney

Thaxton

2018

J of App Behav Analysis

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“…Researchers have used individual activity schedules (e.g., Morrison et al, 2002) and peer activity schedules (e.g., Betz, Higbee, & Reagon, 2008;Brodhead, Higbee, Pollard, Akers, & Gerencser, 2014) to promote appropriate play for children with ASD. Betz et al (2008) first examined the use of activity schedules to increase peer engagement with three dyads of preschoolers with ASD.…”

mentioning

confidence: 99%

“…A common interactive game played by young children is hide-and-seek. Brodhead et al (2014) examined the use of activity schedules to teach three dyads of preschool children with ASD to play hide-and-seek. During baseline, the dyads were instructed to play hide-and-seek and provided with 10 min of unrestricted play.…”

mentioning

confidence: 99%

An evaluation of group activity schedules to promote social play in children with autism

Akers

Higbee

Gerencser

et al. 2018

J of App Behav Analysis

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Children with autism spectrum disorder (ASD) often have deficits in social skills and may avoid engaging in play activities with typically developing peers. The purpose of this study was to identify the utility of activity schedules, with embedded scripts, to teach three children with ASD to play a complex social game. Specifically, children with ASD were taught to play hide-and-seek with typically developing peers. Once the activity schedules were introduced, participants began engaging in independent hide-and-seek behaviors. A secondary purpose of this study was to systematically fade the activity schedules to the least intrusive version. We faded all of the scripts and the majority of activity schedule components for the three participants. Participants continued to play hide-and-seek with the faded versions of the schedules in a novel environment and 2 weeks after treatment concluded.

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“…This is despite the fact that ABA procedures have empirically demonstrated improvements for specific and overall social behaviors for high-functioning individuals diagnosed with ASD (Brodhead et al 2014;Kamps et al 1992;Koegel et al 1992;Koegel and Frea 1993;Laugeson et al 2012;Leaf et al 2015;Nikopoulous 2007;Weiss and Harris 2001).…”

Section: Does Social Thinking® Make Negative Statements About Other Pmentioning

confidence: 99%

Social Thinking®: Science, Pseudoscience, or Antiscience?

Leaf

Kassardjian

Oppenheim‐Leaf

et al. 2016

Behav Analysis Practice

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Today, there are several interventions that can be implemented with individuals diagnosed with autism spectrum disorder. Most of these interventions have limited to no empirical evidence demonstrating their effectiveness, yet they are widely implemented in home, school, university, and community settings. In 1996, Green wrote a chapter in which she outlined three levels of science: evidence science, pseudoscience, and antiscience; professionals were encouraged to implement and recommend only those procedures that would be considered evidence science. Today, an intervention that is commonly implemented with individuals diagnosed with autism spectrum disorder is Social Thinking®. This intervention has been utilized by behaviorists and non-behaviorists. This commentary will outline Social Thinking® and provide evidence that the procedure, at the current time, qualifies as a pseudoscience and, therefore, should not be implemented with individuals diagnosed with autism spectrum disorder, especially given the availability of alternatives which clearly meet the standard of evidence science.

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The use of linked activity schedules to teach children with autism to play hide‐and‐seek

Cited by 35 publications

References 5 publications

Using activity schedules to promote varied application use in children with autism

Using activity schedules to promote varied application use in children with autism

An evaluation of group activity schedules to promote social play in children with autism

Social Thinking®: Science, Pseudoscience, or Antiscience?

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