Behavioral Approaches to Social Skill Development in Autism

Donnellan, Anne M.; Kilman, Beverly A.

doi:10.1007/978-1-4899-2242-7_11

Cited by 9 publications

(2 citation statements)

References 49 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Guess and Seigel-Causey (1985) suggest that although behavioral procedures and interventions provide individuals with an opportunity to learn, they are yet controversial in relation to issues of controlling client decisions. Donnellan and Kilman (1986) also suggest that within the behavioral model, the student is usually a relatively passive participant, while the teacher controls the environment and is responsible in determining what is to be learned and in what way. Implicit in most differential reinforcement procedures are that behaviors targeted for reduction are chosen by staff and that clients are reinforced on a schedule set by the clinician with a reinforcer chosen by that clinician.…”

Section: Discussionmentioning

confidence: 99%

Multiple reinforcement contingencies to reduce aggression, self‐injury and dysfunctional verbal behaviors in an adult who is sensory impaired

Bird¹,

Hepburn²,

Rhodes³

et al. 1991

Behavioral Interventions

View full text Add to dashboard Cite

Differential reinforcement of other behavior (DRO) and differential reinforcement of low rates of responding (DRL) have been effective techniques in reducing maladaptive behaviors in therapeutic settings. Reported studies of these reinforcement-based procedures indicate that they are usually implemented in isolation, targeting only a single behavior or class of behaviors. In this study, multiple DRO and DRL contingencies were utilized concurrently in reducing two distinct classes of behaviors with a 26 year-old blind man with moderate retardation. One class of behaviors included socially inappropriate verbalizations, while the other included aggressive, self-injurious and environmentally destructive behaviors. Distinct contingencies were established according to the functions of the targeted behaviors and their severity and separate schedules of reinforcement were derived from baseline frequencies. Over a period of 20 months, the differential reinforcement interventions resulted in rapid reduction of behaviors in both classes to near-zero rates and frequencies were maintained at this low level while contingency schedules were systematically lengthened. Collateral effects are discussed including performance in functional academics and participation in community integration activities.

show abstract

Section: Discussionmentioning

confidence: 99%

Multiple reinforcement contingencies to reduce aggression, self‐injury and dysfunctional verbal behaviors in an adult who is sensory impaired

Bird¹,

Hepburn²,

Rhodes³

et al. 1991

Behavioral Interventions

View full text Add to dashboard Cite

show abstract

“…This, for instance, can consist of play-based strategies to increase joint attention, engagement, and reciprocal communication [9]. Although autistic traits last a lifetime, the children can be empowered to improve their socio-emotional and functional skills substantially [6,13,14]. Particularly when the intervention occurs early, negative effects of the disorder can be reduced tremendously and the quality of the affected persons' lives can be improved [15][16][17][18].…”

Section: Introductionmentioning

confidence: 99%

Important Preliminary Insights for Designing Successful Communication between a Robotic Learning Assistant and Children with Autism Spectrum Disorder in Germany

et al. 2022

View full text Add to dashboard Cite

Early therapeutic intervention programs help children diagnosed with Autism Spectrum Disorder (ASD) to improve their socio-emotional and functional skills. To relieve the children’s caregivers while ensuring that the children are adequately supported in their training exercises, new technologies may offer suitable solutions. This study investigates the potential of a robotic learning assistant which is planned to monitor the children’s state of engagement and to intervene with appropriate motivational nudges when necessary. To analyze stakeholder requirements, interviews with parents as well as therapists of children with ASD were conducted. Besides a general positive attitude towards the usage of new technologies, we received some important insights for the design of the robot and its interaction with the children. One strongly accentuated aspect was the robot’s adequate and context-specific communication behavior, which we plan to address via an AI-based engagement detection system. Further aspects comprise for instance customizability, adaptability, and variability of the robot’s behavior, which should further be not too distracting while still being highly predictable.

show abstract

Early Social Development in Autism

Lord

1993

Preschool Issues in Autism

View full text Add to dashboard Cite

Behavioral Approaches to Social Skill Development in Autism

Cited by 9 publications

References 49 publications

Multiple reinforcement contingencies to reduce aggression, self‐injury and dysfunctional verbal behaviors in an adult who is sensory impaired

Multiple reinforcement contingencies to reduce aggression, self‐injury and dysfunctional verbal behaviors in an adult who is sensory impaired

Important Preliminary Insights for Designing Successful Communication between a Robotic Learning Assistant and Children with Autism Spectrum Disorder in Germany

Early Social Development in Autism

Contact Info

Product

Resources

About