Early Social Development in Autism

Lord, Catherine

doi:10.1007/978-1-4899-2441-4_4

Cited by 13 publications

(11 citation statements)

References 91 publications

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“…An uneven pattern of performance between procedural and conceptual print-related accomplishments for our sample of children with ASD may be secondary to the nature of ASD, the children's print motivation, or their educational experiences. Speaking to this first point, children with ASD demonstrate differences in social interactions from an early age (Lord, 1993). This explains why deficits in discourse and pragmatics characterize the oral communication profile of children with ASD-proficiencies with language form or structure is more variable (Luyster et al, 2008).…”

Section: Discussionmentioning

confidence: 97%

Procedural and Conceptual Print-Related Achievements in Young Children With Autism Spectrum Disorders

Lanter

Freeman

Dove

2012

Focus Autism Other Dev Disabl

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A comparative analysis between emergent procedural and conceptual print-related achievements was conducted for 32 children with autism spectrum disorders (ASD) aged 4 to 8 years. To minimize the influence of linguistic competence on the assessment, the ASD print-related profile was compared with that of a language-matched sample of typically developing peers. Two factors associated with young children's print-related achievements, their print motivation and home-based experiences, were illustrated for the matched participants. We found that children with ASD earned significantly higher scores on a parentally reported composite measure of emergent procedural (e.g., letter name identification) than conceptual (e.g., pretend reading) print-related accomplishments. The children with ASD were more often reported by their parents as motivated by letters but less likely to request or enjoy shared reading than their language-matched peers. Findings provide a preliminary profile of emergent print-related accomplishments that may be considered in educational planning for children with ASD.

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Section: Discussionmentioning

confidence: 97%

Procedural and Conceptual Print-Related Achievements in Young Children With Autism Spectrum Disorders

Lanter

Freeman

Dove

2012

Focus Autism Other Dev Disabl

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“…For example, most typical children like to be picked up. Some children with autism are averse to physical contact (Lord, 1993;Ornitz & Ritvo, 1986;Wing, 1996), so vocal stimuli paired with being picked up may become conditioned aversives rather than conditioned reinforcers. Child vocal behavior may be automatically punishing and remain low.…”

Section: Introductionmentioning

confidence: 99%

The Effects of a Delay of Noncontingent Reinforcement during a Pairing Procedure in the Development of Stimulus Control of Automatically Reinforced Vocalizations

Ward¹,

Osnes²,

Partington³

2007

Analysis Verbal Behav

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Children with autism and related disabilities frequently fail to develop echoic repertoires. Among the ways in which treatment approaches vary is the extent to which automatic reinforcement is utilized. The present experiment was designed to test the efficacy of a procedure that incorporates automatic reinforcement and socially mediated reinforcement in the development of an echoic repertoire. The implementation of this treatment package resulted in an increase in the vocal play and echoic behavior for two participants, each of whom had very limited verbal repertoires. The study was conducted as a multiple probe across sounds design. Vocal play for Participant 1 increased from baseline rates as low as .2 per min to 4.5 per min during treatment, and her percent correct echoic behavior increased from 0% to at least 90% on both sounds. Participant 2 showed rapid gains in echoic control on one sound before requiring dismissal from the study. Interobserver agreement on the occurrence of target vocals equaled 100%. The results of this study have implications for which procedures to use in the establishment of echoic, echoic mand, and mand repertoires.

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“…Many children with autism engage infrequently in social interaction, particularly with peers (Lord, 1993). These children rarely initiate social interaction with peers and may actively avoid social contact.…”

mentioning

confidence: 99%

The Relationship between Stereotypic Behavior and Peer Social Interaction for Children with Severe Disabilities

Lee

Odom

1996

Journal of the Association for Persons with Severe Handicaps

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The purpose of this study was to examine the collateral relationship between engagement in social interaction with peers and the occurrence of stereotypic behavior for two children with severe disabilities. Peers without disabilities were taught to make social initiations to two children with autism and other severe disabilities who engaged in high rates of stereotypic behavior. When the peers made social initiations and the children with disabilities increased their engagement in social interaction, collateral decreases occurred in their stereotypic behavior. Within an ABAB design, the functional relationship between these variables was demonstrated. Implications of these findings for designing interventions for promoting social integration and their possible effects on stereotypic behavior are noted.DESCRIPTORS: autism, challenging behavior, nonhandicapped peers, social interaction, stereotypic behavior Stereotypic behavior and social isolation are defining characteristics of autism (Dawson, 1989;Schreibman, 1988). Stereotypies are highly visible and unusual behaviors that may take the form of body rocking, mouthing, or complex hand a n d finger movements, although vocal stereotypies also occur for

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Early Social Development in Autism

Cited by 13 publications

References 91 publications

Procedural and Conceptual Print-Related Achievements in Young Children With Autism Spectrum Disorders

Procedural and Conceptual Print-Related Achievements in Young Children With Autism Spectrum Disorders

The Effects of a Delay of Noncontingent Reinforcement during a Pairing Procedure in the Development of Stimulus Control of Automatically Reinforced Vocalizations

The Relationship between Stereotypic Behavior and Peer Social Interaction for Children with Severe Disabilities

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