Examination of the Prevalence of Stimulus Overselectivity in Children with ASD

Autor/inn/en	Rieth, Sarah R.; Stahmer, Aubyn C.; Suhrheinrich, Jessica; Schreibman, Laura
Titel	Examination of the Prevalence of Stimulus Overselectivity in Children with ASD
Quelle	48 (2015) 1, S.1-14 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8855
DOI	10.1002/jaba.165
Schlagwörter	Autism; Pervasive Developmental Disorders; Incidence; Stimuli; Children; Responses; Conditioning; Discrimination Learning; Diagnostic Tests; Observation; Adjustment (to Environment); Behavior Rating Scales; Autism Diagnostic Observation Schedule; Mullen Scales of Early Learning; Preschool Language Scale; Vineland Adaptive Behavior Scales + Suchen Sie Ihr Suchwort? Autismus; Vorkommen; Anreizsystem; Child; Kind; Kinder; Lernen; Lernprozess; Diagnostic test; Diagnostischer Test; Beobachtung
Abstract	Many individuals with autism spectrum disorders (ASD) display stimulus overselectivity, wherein a subset of relevant components in a compound stimulus controls responding, which impairs discrimination learning. The original experimental research on stimulus overselectivity in ASD was conducted several decades ago; however, interventions for children with ASD now typically include programming to target conditional discriminations in ways that might minimize the prevalence of stimulus overselectivity. The present study assessed 42 children who had been diagnosed or educationally identified with ASD using a discrimination learning assessment. Of these 42 children, 19% displayed overselective responding, which is a lower percentage than that seen in early research. Possible explanations for this decreased percentage, implications for intervention, and future directions for research are discussed. [This paper was published in the "Journal of Applied Behavior Analysis" v48 n1 p71-84 Spr 2015 (EJ1053362).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01