Improving Social Initiations in Young Children with Autism Using Reinforcers with Embedded Social Interactions

被引:88
作者
Koegel, Robert L. [1 ]
Vernon, Ty W. [1 ]
Koegel, Lynn K. [1 ]
机构
[1] Univ Calif Santa Barbara, Dept Counseling, Sch Psychol, Gevirtz Grad Sch Educ,Koegel Autism Ctr, Santa Barbara, CA 93106 USA
关键词
Social engagement; Pivotal Response Treatment; Dyadic orienting; Social intervention; JOINT ATTENTION; PRESCHOOL-CHILDREN; INTERVENTION; LANGUAGE; COMMUNICATION; INFANTS; SPECTRUM; BEHAVIOR; MOTHERS;
D O I
10.1007/s10803-009-0732-5
中图分类号
B844 [发展心理学(人类心理学)];
学科分类号
040202 ;
摘要
Children with autism often exhibit low levels of social engagement, decreased levels of eye contact, and low social affect. However, both the literature and our direct clinical observations suggest that some components of intervention procedures may result in improvement in child-initiated social areas. Using an ABAB research design with three children with autism, this study systematically assessed whether embedding social interactions into reinforcers, delivered during language intervention, would lead to increased levels of child-initiated social behaviors. We compared this condition with a language intervention condition that did not embed social interactions into the reinforcers. Results indicated that embedding social interactions into the reinforcers resulted in increases in child-initiated social engagement during communication, improved nonverbal dyadic orienting, and improvements in general child affect. Theoretical and applied implications are discussed.
引用
收藏
页码:1240 / 1251
页数:12
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