The development of interests in children with autism: A method to establish baselines for analyses and evaluation.

Ala’i-Rosales, Shahla; Zeug, Nicole M.; Baynham, Tanya Y.

doi:10.1037/h0100502

Cited by 6 publications

(3 citation statements)

References 55 publications

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“…This difference was especially true for older children with ASD and for children with more severe ASD symptoms. Another challenge is promoting and encouraging interest in a wide variety of activities, since one of the characteristics of ASD is having highly restricted interests (Ala’i-Rosales and Zeug, 2008). In fact, the most common preferred activities among children with ASD tend to be solitary and sedentary, like watching television, surfing the Internet, and listening to music (Eversole et al, 2016; McCollum et al, 2016; Must et al, 2014; Orsmond and Kuo, 2011).…”

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confidence: 99%

Relations among activity participation, friendship, and internalizing problems in children with autism spectrum disorder

Dovgan

Mazurek

2018

Autism

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Social interaction difficulties in children with autism spectrum disorder can be challenging, especially during adolescence. In addition, high rates of comorbid internalizing disorders in autism spectrum disorder can lead to social isolation. With limited social activity participation, social deficits and internalizing problems in autism spectrum disorder may be related to participation, exposure, and practice with friends. The purpose of this study was to evaluate the relations among friendship, activity participation, and internalizing problems. Participants included 129 children with autism spectrum disorder between the ages of 6 and 18 years. Measures of friendship, sport, hobby, and club participation, and internalizing problems were assessed. Results showed that activity participation was related to more friendships, even after controlling for intelligence quotient. This study sheds light on the impact of social engagement with peers in developing and maintaining friendships as well as managing internalizing problems.

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confidence: 99%

Relations among activity participation, friendship, and internalizing problems in children with autism spectrum disorder

Dovgan

Mazurek

2018

Autism

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“…In general, many teaching methods in behavioral interventions operate under contingencies that involve the child engaging in a response and then receiving the reinforcer. While episodic reinforcement has been successful for teaching many behaviors with a variety of reinforcers, clinicians and educators often face difficulties with finding and arranging reinforcement for children with restricted activities and interests, such as autism [25]. Furthermore, when interests are restricted, it becomes difficult to find effective and lasting reinforcers.…”

Section: Increasing Socially Significant Behaviors For Children With ...mentioning

confidence: 99%

Increasing Socially Significant Behaviors for Children with Autism Using Synchronous Reinforcement

et al. 2023

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In some types of reinforcement schedules, a reinforcer is presented or given to the child and interacted with continuously while a target behavior is occurring. Previous researchers have used this type of reinforcement as an assessment tool and to study basic reinforcement processes. However, little research has explored how to effectively use these schedules to reinforce socially important responses in applied settings. The current study analyzed the implementation of synchronous reinforcement in a nonconcurrent multiple baseline across participants. Several interventionists implemented synchronous reinforcement with four children with autism across a variety of responses and reinforcers. The results indicated that delivering social, audio/visual, and tangible stimuli on a synchronous schedule resulted in increased durations of targeted (e.g., social skills and motor skills) and nontargeted (e.g., approach, social bids, and speed) measures across all children. Recommendations regarding reinforcer and response selection in implementing synchronous schedules in applied settings are provided.

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“…That is, if children are taught the necessary skills required to engage with a variety of activities, the probability of developing problem behavior may be minimized. Furthermore, expansion of activity engagement and preferences can be considered an important part of the process of developing constructive play and leisure repertoires, and there is a growing number of examples, from rotating exposure, to observational learning (e.g., Ala'i-Rosales, Zueg, & Baynam, 2008;Frey & Kaiser, 2011;Leaf et al, 2012).…”

Section: The Big Fourmentioning

confidence: 99%

The Big Four: Functional Assessment Research Informs Preventative Behavior Analysis

Ala’i-Rosales

Cihon

Currier³

et al. 2018

Behav Analysis Practice

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Current practice guidelines suggest that the assessment and treatment of challenging behavior should consist of conducting a functional behavior assessment following the onset of problem behavior. This assessment process can include indirect and direct assessment, as well as manipulation of variables to determine function. The purpose of this article is to outline a proposal that would add prevention practices to early intervention guidelines for problem behavior. Based on decades of research, the suggestion is to proactively teach children at risk for problem behavior to navigate four of the most common conditions that have been demonstrated to occasion problem behavior. Prevention is made a possibility because a large body of research examining the conditions under which challenging behavior occurs has been reliably replicated. Preventative approaches are an emerging phenomenon and reflect a progression in the practice of behavior analysis. Prevention may lead to acquisition of prosocial behavior before problems arise, to expedited and enhanced treatment, to increased access to favorable learning environments, and, we hope, to improvement in the quality of life for many children at risk for the development of problem behavior.

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The development of interests in children with autism: A method to establish baselines for analyses and evaluation.

Cited by 6 publications

References 55 publications

Relations among activity participation, friendship, and internalizing problems in children with autism spectrum disorder

Relations among activity participation, friendship, and internalizing problems in children with autism spectrum disorder

Increasing Socially Significant Behaviors for Children with Autism Using Synchronous Reinforcement

The Big Four: Functional Assessment Research Informs Preventative Behavior Analysis

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