Increasing Peer-Directed Vocal Manding of Young Children with Autism Spectrum Disorder

Autor/inn/en	Centone, Kayla; Dilks, Abigail; Tincani, Matt
Titel	Increasing Peer-Directed Vocal Manding of Young Children with Autism Spectrum Disorder
Quelle	In: Education and Training in Autism and Developmental Disabilities, 54 (2019) 4, S.377-390 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Autism; Pervasive Developmental Disorders; Verbal Operant Conditioning; Reinforcement; Behavior Modification; Teaching Methods; Program Effectiveness; Prompting; Preschool Children; Preschool Education; Communication Skills; Peer Relationship; After School Programs + Suchen Sie Ihr Suchwort? Autismus; Positive Verstärkung; Behaviour modification; Verhaltensänderung; Teaching method; Lehrmethode; Unterrichtsmethode; Benutzerführung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kommunikationsstil; Peer-Beziehungen; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm
Abstract	Manding for preferred items and activities is a critical skill for young children with autism spectrum disorder (ASD). However, little research has evaluated procedures to teach children with ASD to mand with their peers. This study evaluated the effects of a teaching package involving least-to-most prompting to increase peer-directed vocal manding using carrier phrases (e.g., "I want ...") of three preschool-aged children with ASD in a classroom setting. Following a preference assessment and baseline, experimenters taught children to vocally request toys from their peers through a combination of least-to-most prompting and differential reinforcement of peer-directed manding. Results indicated that each child acquired independent, peer-directed vocal manding with carrier phrases; manding responses generalized across different peers; and manding responses maintained in the classroom setting up to four weeks after the study concluded. (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01