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

Autor/inn/en	Koegel, Robert L.; Vernon, Ty W.; Koegel, Lynn K.
Titel	Improving Social Initiations in Young Children with Autism Using Reinforcers with Embedded Social Interactions
Quelle	In: Journal of Autism and Developmental Disorders, 39 (2009) 9, S.1240-1251 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-009-0732-5
Schlagwörter	Intervention; Autism; Children; Child Behavior; Reinforcement; Interaction; Interpersonal Relationship; Social Behavior; Social Development; Interpersonal Communication; Nonverbal Communication; Affective Behavior + Suchen Sie Ihr Suchwort? Autismus; Child; Kind; Kinder; Positive Verstärkung; Interaktion; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Social behaviour; Soziales Verhalten; Soziale Entwicklung; Interpersonale Kommunikation; Non-verbal communication; Nonverbale Kommunikation; Affective disturbance; Active behaviour; Affektive Störung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10