The Effects of Teaching a Problem-Solving Strategy on Recalling Past Events with a Child with Autism

Autor/inn/en	Keesey-Phelan, Stephanie H.; Axe, Judah B.; Williams, Ashley L.
Titel	The Effects of Teaching a Problem-Solving Strategy on Recalling Past Events with a Child with Autism
Quelle	In: Analysis of Verbal Behavior, 38 (2022) 2, S.190-198 (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Keesey-Phelan, Stephanie H.) ORCID (Axe, Judah B.) ORCID (Williams, Ashley L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0889-9401
DOI	10.1007/s40616-022-00176-7
Schlagwörter	Young Children; Autism Spectrum Disorders; Problem Solving; Recall (Psychology); Learning Strategies + Suchen Sie Ihr Suchwort? Frühe Kindheit; Autism; Autismus; Problemlösen; Abberufung; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	Problem-solving strategies, such as visual imagining and self-questioning, may assist children with autism spectrum disorder (ASD) in recalling past events. In the current study, at the start of each session, a 7-year-old boy with ASD engaged in a novel activity with a behavior therapist who took pictures of the activity. Ninety minutes later, a different therapist asked the participant to describe the prior activity. The intervention consisted of showing the participant pictures of the activity, telling him to close his eyes and imagine the activity, modeling asking and answering seven questions (e.g., "Who was there?" "What was one thing that happened?"), prompt fading, and reinforcement. Following the intervention, recall statements increased. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01