Experimental analysis of stereotypy with applications of nonparametric statistical tests for alternating treatments designs.
Introduction: Stereotypy is common in individuals with developmental disabilities and may become disruptive in the context of instruction. Purpose: The purpose of this study was to embed brief experimental analyses in the context of reading instruction to evaluate effects of antecedent and consequen...
| Publicado en: | Developmental Neurorehabilitation Vol. 21; no. 4; pp. 212 - 223 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
May2018
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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=129811855&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 129811855 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 17518423 2Y75 jtl: Developmental Neurorehabilitation issn: 17518423 maglogo: Y pubinfo: dt: May2018 vid: 21 iid: 4 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 129811855 129811855 129811855 10.3109/17518423.2015.1091043 129811855 ppf: 212 ppct: 11 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Experimental analysis of stereotypy with applications of nonparametric statistical tests for alternating treatments designs. aug: au: Lloyd, Blair P. Finley, Crystal I. Weaver, Emily S. affil: Peabody College of Education and Human Development, Vanderbilt University, Nashville, TN, USA sug: subj: Stereotyping Antecedent Variable Autism Spectrum Disorder Psychosocial Factors Autism Spectrum Disorder Therapy Human Social Behavior Adolescence Type I Error Reinforcement (Psychology) Teaching Materials Vision Tests Nonparametric Statistics Adolescent: 13-18 years ab: Introduction: Stereotypy is common in individuals with developmental disabilities and may become disruptive in the context of instruction. Purpose: The purpose of this study was to embed brief experimental analyses in the context of reading instruction to evaluate effects of antecedent and consequent variables on latencies to and durations of stereotypy. Method: We trained a reading instructor to implement a trial-based functional analysis and a subsequent antecedent analysis of stimulus features for an adolescent with autism in a reading clinic. We used alternating treatments designs with applications of nonparametric statistical analyses to control Type I error rates. Results: Results of the experimental analyses suggested stereotypy was maintained by non-social reinforcement and informed the extent to which features of academic materials influenced levels of stereotypy. Results of nonparametric statistical analyses were consistent with conclusions based on visual analysis. Conclusion: Brief experimental analyses may be embedded in academic instruction to inform the stimulus conditions that influence stereotypy. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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