The beginning of a friendship: Teaching individuals with autism to identify shared interests

Hood, Stephanie A.; Gopez, Jesey M; Fallon, Maya J; Byczynski, Francesca A; Aquino, Sylvia C; Monroy, Stephanie

doi:10.1002/jaba.951

Cited by 3 publications

(2 citation statements)

References 47 publications

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“…Although such studies were seminal in the development of methods of assessing preference for social stimuli, they are not as straightforward or efficient as most current methods of social preference assessment are. Excluded were those evaluating preference for or interest in different conversation topics (Hood et al, 2022; Kronfli et al, 2022; Stocco et al, 2021). To date, researchers have only used indirect assessments of topic preferences via caregiver report, which did not meet our inclusion criteria.…”

Section: Discussionmentioning

confidence: 99%

A review of methods of assessing preference for social stimuli

Morris

Gallagher

Allen

2023

J of App Behav Analysis

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Research on preference and reinforcer assessments has historically focused on the evaluation of edible and leisure reinforcers, but the identification and use of individualized social reinforcers may be beneficial for several reasons. Recently, many studies have evaluated methods of assessing preference for social stimuli. The procedures and outcomes across these studies have varied greatly, and the current state of evidence for methods of assessing preference for social stimuli remains unclear. Thus, we conducted a review to synthesize all previous research in this area, evaluate the evidence for the utility of this general methodology, and identify factors that may influence its utility. Our results suggest that social preference assessments are likely to produce results that correspond with reinforcer assessment hierarchies. Preference assessment modality was one factor that influenced utility; video-based preference assessments had greater correspondence with reinforcer assessments than did other modalities. Directions for future research and implications for the use of social preference assessments in research and practices are discussed.

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Section: Discussionmentioning

confidence: 99%

A review of methods of assessing preference for social stimuli

Morris

Gallagher

Allen

2023

J of App Behav Analysis

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“…ASD is a developmental disorder that can be detected in the first two years of life, with later irregularities in social behavior and corresponding skill deficits (American Psychiatric Association, 2013). Social skill deficits or excesses may impact social interaction and limit the development of meaningful connections (Hood et al, 2022). Ranging from mild to severe, children with ASD can manifest deficits in initiating and maintaining reciprocal social interaction, communication difficulties, and characteristics of idiosyncratic language and repetitive motor mannerisms (Min & Wah, 2011).…”

Section: The Characteristics Of Asdmentioning

confidence: 99%

A Pilot Study of Using Picture Books to Improve the Social Skills of Children in the Autism Spectrum Disorder

Lian,

Wang,

GAN

et al. 2024

JEDP

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Evaluating the effectiveness of using picture books in teaching behavior to children with Autism Spectrum Disorder (ASD), five children with ASD intellectual disabilities (ASD+ID) were taught queuing behavior using picture books. Multiple baselines with a staggered introduction of the independent variable of picture books to participants were employed to evaluate the dependent variable of the percentage of correct behavior observed. Children without exposure to picture books continued to fail to line up, whereas there was an increase in queuing behaviorwith picture book exposure. The results showed that picture books could be used to teach children with ASD+ID queuing behavior sustainably and effectively.

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Communication without Barriers: Development of Intraverbal Skills in Adolescents with ASD in Group Sessions

Karetnikova

2024

Autism and Developmental Disorders

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Objectives. People with autism spectrum disorder (ASD) have poor intraverbal skills, which makes communication especially difficult for them because they appear disinterested in communication if they lack these skills. In a group of adolescents with ASD, work was carried out to study the level of development of intelligence and adaptive skills in order to develop a comprehensive program for the development of intraverbal skills for further socialization and increased independence. The work was carried out in three stages: assessment, program development, development of intraverbal skills. Methods. The study involved 9 adolescents (3 girls and 6 boys) aged 11—13 years with ASD. At the assessment stage, the level of cognitive development was assessed using the Wechsler Intelligence Scale for Children (WISC) and the Leiter-3 International Productivity Scale. Adaptive functioning was assessed using the Vineland Adaptive Behavior Scale. When determining the number of initiatives to communicate, the observation method was used with recording of data in information collection sheets. The group training program, compiled based on the diagnostic results of the participants, included practices with proven effectiveness: visual support methods, video modeling, social stories. Results. Studies of intellectual development have revealed differences in the level of intelligence among the group participants: 3 people have an age norm level, 4 — a borderline level, 2 — a decrease in intellectual level. At the same time, the data on the Vineland school of adaptive behavior in all 9 study participants are below the age norm (the complex final indicator did not exceed 75), primarily due to violations in the field of socialization. This confirms the presence of communication difficulties in adolescents with ASD, regardless of the level of intellectual development. The identified common features and individual results of the participants were used to develop a comprehensive program of group classes on the formation of intraverbal skills in adolescents. The lessons took into account the existing deficits: difficulties in maintaining attention during communication, understanding the figurative meaning of words, recognizing facial expressions and gestures, as well as an excessive tendency to monologue. Conclusions. The obtained data obtained and the results of observation of each study participant made it possible to develop a pilot comprehensive program of group classes aimed at developing intraverbal skills. At the end of the program, repeated testing is planned to compare changes in the main areas of life for all group participants.

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The beginning of a friendship: Teaching individuals with autism to identify shared interests

Cited by 3 publications

References 47 publications

A review of methods of assessing preference for social stimuli

A review of methods of assessing preference for social stimuli

A Pilot Study of Using Picture Books to Improve the Social Skills of Children in the Autism Spectrum Disorder

Communication without Barriers: Development of Intraverbal Skills in Adolescents with ASD in Group Sessions

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