Teaching a Child With Autism to Request Breaks While Concurrently Increasing Task Engagement.
Purpose: An intervention package, including teaching break requests and tolerance for delay in reinforcement delivery to increase task engagement, was implemented with a 4-year-old child with an autism spectrum disorder who did not engage for a duration commensurate with individual education program...
| Publicado en: | Language, Speech & Hearing Services in Schools Vol. 46; no. 3; pp. 256 - 266 |
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| Autores principales: | , , |
| Formato: | case study research tables/charts Journal Article |
| Publicado: |
American Speech-Language-Hearing Association
Jul2015
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=109824086&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 109824086 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01611461 LSH jtl: Language, Speech & Hearing Services in Schools issn: 01611461 maglogo: N pubinfo: dt: Jul2015 vid: 46 iid: 3 pid: 42 pub: American Speech-Language-Hearing Association place: Rockville, Maryland artinfo: ui: 109824086 108704619 10.1044/2015_LSHSS-14-0081 109824086 ppf: 256 ppct: 10 formats: fmt: @attributes: type: P tig: atl: Teaching a Child With Autism to Request Breaks While Concurrently Increasing Task Engagement. aug: au: Kreibich, Shelley R. Mo Chen Reichle, Joe affil: University of Minnesota--Twin Cities, Minneapolis sug: subj: Task Performance and Analysis Autism Spectrum Disorder Reinforcement (Psychology) Teaching Methods Human Child, Preschool DSM Scales Descriptive Statistics Case Studies Interrater Reliability Effect Size Attention Cues Funding Source Child, Preschool: 2-5 years ab: Purpose: An intervention package, including teaching break requests and tolerance for delay in reinforcement delivery to increase task engagement, was implemented with a 4-year-old child with an autism spectrum disorder who did not engage for a duration commensurate with individual education program team expectations. Method: A multiple-probe design across tasks was implemented. Dependent measures taken included engagement duration and the production of spoken break requests after work completion. Intervention was implemented with tasks involving short periods of engagement prior to the learner's disengagement. The possibility of the learner's overgeneralized production of break requests with tasks originally associated with longer engagement was also examined. Results: The participant learned to request breaks in short engagement tasks. In addition, engagement increased dramatically without off-task behavior. Overgeneralized use of break requests with long engagement tasks did not occur. Generalization of break requests to untrained short engagement tasks that were not the focus of intervention (but were associated with escape and short engagement) did not occur until the intervention package was implemented. Conclusions: The combination of teaching break requests and tolerance for delay in reinforcement delivery was effective in addressing problem behavior. Implications for enhancing properly generalized and moderated use of break requests across different tasks or contexts are discussed. pubtype: Academic Journal doctype: case study research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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