Articlebronze1998

TEACHING A STUDENT WITH AUTISM TO MAKE VERBAL INITIATIONS: EFFECTS OF A TACTILE PROMPT

79 citations0/0 files storedJournal of Applied Behavior Analysis

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Behavioral and Psychological Studies Autism Spectrum Disorder Research Assistive Technology in Communication and Mobility

Abstract

This study examined the effects of a tactile prompting device (the Gentle Reminder) as a prompt for a student with autism to make verbal initiations about his play activities. A multiphase multielement design was used to assess the effects of the device in prompting initiations toward an adult in three different play contexts. Follow-up probes were conducted during cooperative learning activities with typically developing peers in the student's regular education class. The results suggest that the device serves as an effective, unobtrusive prompt for verbal initiations during play contexts and during cooperative learning activities.

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References

1993TEACHING CHILDREN WITH AUTISM TO INITIATE TO PEERS: EFFECTS OF A SCRIPT‐FADING PROCEDURE 1986INCREASING AUTISTIC CHILDREN'S SPONTANEOUS VERBALIZATIONS OF AFFECTION: AN ASSESSMENT OF TIME DELAY AND PEER MODELING PROCEDURES 1995TEACHING CHILDREN WITH AUTISM TO SEEK INFORMATION‐ACQUISITION OF NOVEL INFORMATION AND GENERALIZATION OF RESPONDING

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2009Successes and difficulties in the individual inclusion of children with Autism Spectrum Disorder (ASD) in the eyes of their coordinators 2018Robotic Intervention Program for Enhancement of Social Engagement among Children with Autism Spectrum Disorder 2001Establishing a Behavioral Context for Learning for Students with Autism 2012Embodiment and Cognitive Learning – Can a Humanoid Robot Help Children with Autism to Learn about Tactile Social Behaviour?2005Manipulating establishing operations to promote initiations toward peers in children with autism 2015The Comparative Effectiveness of Portable Video Modeling vs. Traditional Video Modeling Interventions with Children with Autism Spectrum Disorders 2008Effects of Verbal Cues Versus Pictorial Cues on the Transfer of Stimulus Control for Children With Autism

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