Applied Behavior Analysis Treatment of Autism: The State of the Art

Foxx, Richard M.

doi:10.1016/j.chc.2008.06.007

Cited by 183 publications

(115 citation statements)

References 18 publications

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“…Some differences seen between typically developing children and children with ASD include reduced vocal expressions, anticipatory gestures, social reciprocity, facial expressions, affection, and eye contact (American Psychiatric Association, 2013;Szatmari, Archer, Fisman, Streiner, & Wilson, 1995). Common therapeutic interventions aimed at helping children with autism to navigate the social world include many hours of intensive practice of social skills and related foundational behaviors (e.g., applied behavior analysis (Anderson & Romanczyk, 1999;Foxx, 2008), pivotal response training (Pierce & Schreibman, 1995), or the Early Start Denver Model (Dawson et al, 2010)). One challenge common to all these interventions is maintaining engagement over the many hours of practice they require, particularly given that the interaction may not have any inherent appeal for the child.…”

Section: Background and Related Workmentioning

confidence: 99%

Understanding Agency in Interactions Between ChildrenWith Autism and Socially Assistive Robots

Short¹,

Deng²,

Feil-Seifer³

et al. 2017

Journal of Human-Robot Interaction

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Socially assistive robotics (SAR) has increasingly been shown to have potential as a tool for social skills therapy for children with autism, a developmental disorder associated with atypical social development. This work presents the results of a study of robot agency on child-robot interactions involving children with autism. We describe the development of a SAR interaction scenario with both agent-like and object-like robot behaviors and present the results of a pilot study of six children with autism interacting with a humanoid robot with the full controller, as well as three types of control: a non-humanoid "box" robot with similar behavior (reduced morphological agency), a humanoid robot with random behavior (reduced behavioral agency), and a robotic toy (reduced morphological and behavioral agency). We find that the children can be divided into two groups depending on their reaction to the robot; for some children, the robot was an engaging object that elicited social behavior by providing novel and appealing sensory experiences (primarily bubbleblowing), while for other children, the robot was an agent and elicited social behavior through agentlike actions such as autonomous movement. We found that the first group had small differences between robot conditions and vocalized most with the bubble-blowing toy, while the second group vocalized most with the humanoid robots and looked less at the humanoid portion of the robot with reduced behavioral agency.

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Section: Background and Related Workmentioning

confidence: 99%

Understanding Agency in Interactions Between ChildrenWith Autism and Socially Assistive Robots

Short¹,

Deng²,

Feil-Seifer³

et al. 2017

Journal of Human-Robot Interaction

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“…A literatura também ressalta que intervenções educacionais são aquelas com mais evidências científicas positivas, tanto para a redução de comportamentos inapropriados, como para o aumento da comunicação, aprendizagem e comportamento social apropriado para crianças com autismo e, portanto, devem ser priorizadas (COLL; MARCHESI;PALACIOS, 2004;WONG et al, 2014). É importante destacar que as intervenções educacionais devem ser planejadas de forma individualizada para promoverem a aprendizagem das crianças com autismo (FOXX, 2008;LANSING;SCHOPLER, 1978;SILVA;MULICK, 2009). O planejamento de ensino individualizado é recomendado pelos Parâmetros Curriculares Nacionais (BRASIL, 1998), sob a denominação Plano de Ensino Individualizado (PEI), e descrito como uma das adaptações curriculares necessárias para garantir o acesso do estudante com NEE ao currículo regular, orientando as ações pedagógicas do professor e as atividades dos estudantes (SMITH, 2008).…”

Section: Introductionunclassified

A Inclusão de Estudantes com Autismo na Rede Municipal de Ensino de Maceió

2017

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The educational inclusion movement is resulting in an increased number of enrollments of special needs students in regular schools. Among these students are those with autism who exhibit communication and social interaction deficits, as well as restricted and repetitive patterns of behavior, interests and activities. There are evidences in the literature that educational interventions are the most effective to minimize the deficits of children with autism. Thus, it is necessary to evaluate the qualitative aspects of regular education access by these students. The purpose of this study was to investigate the inclusion of students with autism in public regular schools in Maceió, through their teachers' perspective. Twenty-six teachers and two teaching assistants of 22 schools participated, characterizing 30 students with autism. A semi-structured questionnaire and the Childhood Autism Rating Scale (CARS) were used. The results point to a deficit in the teachers' specific training for teaching students with autism and to the consequences of this deficit as an absence of individualized plans, materials, and assessments. Therefore, the inclusion of students with autism in public regular schools in Maceió has not been successful in accomplishing one of its main assumptions which is to promote these students learning through the necessary individualized attention.

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“…http://www.autismdailynewscast.com/ documentary-influences-a-change-in-frances-autisim-policy/77/richardjames/. 131 ABA is recognized an essential and scientifically valid method of educating and managing children and youth with ASD, but around this method a debate is open concerning diverse aspects, see Simpson (2001) and Foxx (2008). 132 The Danish Law on Equal Treatment in the Labour Market (LBK no.…”

mentioning

confidence: 99%

Domestic Laws and National Plans or Strategies for the Protection of the Rights of People with Autism: An Appraisal

Fina

2015

Protecting the Rights of People With Autism in the Fields of Education and Employment

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Applied Behavior Analysis Treatment of Autism: The State of the Art

Cited by 183 publications

References 18 publications

Understanding Agency in Interactions Between ChildrenWith Autism and Socially Assistive Robots

Understanding Agency in Interactions Between ChildrenWith Autism and Socially Assistive Robots

A Inclusão de Estudantes com Autismo na Rede Municipal de Ensino de Maceió

Domestic Laws and National Plans or Strategies for the Protection of the Rights of People with Autism: An Appraisal

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