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Hidaka S, Chen N, Ishii N, Iketani R, Suzuki K, Longo MR, Wada M. No differences in implicit hand maps among different degrees of autistic traits. Autism Res 2023; 16:1750-1764. [PMID: 37409496 DOI: 10.1002/aur.2979] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/20/2022] [Accepted: 06/18/2023] [Indexed: 07/07/2023]
Abstract
People with autism spectrum disorder (ASD) or higher levels of autistic traits have atypical characteristics in sensory processing. Atypicalities have been reported for proprioceptive judgments, which are tightly related to internal bodily representations underlying position sense. However, no research has directly investigated whether self-bodily representations are different in individuals with ASD. Implicit hand maps, estimated based on participants' proprioceptive sensations without sight of their hand, are known to be distorted such that the shape is stretched along the medio-lateral hand axis even for neurotypical participants. Here, with the view of ASD as falling on a continuous distribution among the general population, we explored differences in implicit body representations along with autistic traits by focusing on relationships between autistic traits and the magnitudes of the distortions in implicit hand maps (N ~ 100). We estimated the magnitudes of distortions in implicit hand maps both for fingers and hand surfaces on the dorsal and palmar sides of the hand. Autistic traits were measured by questionnaires (Autism Spectrum [AQ] and Empathy/Systemizing [EQ-SQ] Quotients). The distortions in implicit hand maps were replicated in our experimental situations. However, there were no significant relationships between autistic traits and the magnitudes of the distortions as well as within-individual variabilities in the maps and localization performances. Consistent results were observed from comparisons between IQ-matched samples of people with and without a diagnosis of ASD. Our findings suggest that there exist perceptual and neural processes for implicit body representations underlying position sense consistent across levels of autistic traits.
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Affiliation(s)
- Souta Hidaka
- Department of Psychology, Rikkyo University, Tokyo, Japan
- Department of Psychology, Faculty of Human Sciences, Sophia University, Tokyo, Japan
| | - Na Chen
- Developmental Disorders Section, Department of Rehabilitation for Brain Functions, Research Institute of National Rehabilitation Center for Persons with Disabilities, Tokorozawa City, Japan
- The Gonda Multidisciplinary Brain Research Center, Bar-Ilan University, Ramat Gan, Israel
| | - Naomi Ishii
- Developmental Disorders Section, Department of Rehabilitation for Brain Functions, Research Institute of National Rehabilitation Center for Persons with Disabilities, Tokorozawa City, Japan
| | - Risa Iketani
- Department of Psychology, Rikkyo University, Tokyo, Japan
| | - Kirino Suzuki
- Department of Psychology, Rikkyo University, Tokyo, Japan
| | - Matthew R Longo
- Department of Psychological Sciences, Birkbeck, University of London, London, UK
| | - Makoto Wada
- Developmental Disorders Section, Department of Rehabilitation for Brain Functions, Research Institute of National Rehabilitation Center for Persons with Disabilities, Tokorozawa City, Japan
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2
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Ribeiro LL, Abreu-Rodrigues J. Effects of variability requirements on difficult sequence learning. J Exp Anal Behav 2022; 118:442-461. [PMID: 36156248 DOI: 10.1002/jeab.798] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/28/2021] [Revised: 06/21/2022] [Accepted: 08/16/2022] [Indexed: 11/06/2022]
Abstract
The present study investigated the effects of variability requirements on learning difficult target sequences in humans. Twenty university students emitted five-response sequences. For the experimental groups, 30 nontarget sequences were reinforced according to the Lag-10 variation criterion or the Lag-3 repetition criterion across conditions. For the control groups, the probability of reinforcers for nontarget sequences was yoked to that obtained by the experimental groups. In addition, for both groups, two difficult target sequences were continuously reinforced. U values were higher with the Lag-10 variation criterion than with the Lag-3 repetition criterion for the experimental groups and were unsystematic for the control groups. Higher U values were accompanied by a random pattern in the emission of nontarget sequences for all groups. Higher levels of variability, regardless of whether they were directly produced by reinforcement or were contingency induced, facilitated learning of difficult target sequences.
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Affiliation(s)
- Lucas L Ribeiro
- Institute of Psychology, University of Brasilia, Brasilia, Brazil
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3
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Galizio A, Odum AL. Reinforced behavioral variability in the valproate rat model of autism spectrum disorder. J Exp Anal Behav 2022; 117:576-596. [PMID: 35467762 DOI: 10.1002/jeab.760] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/16/2021] [Revised: 02/28/2022] [Accepted: 03/29/2022] [Indexed: 11/05/2022]
Abstract
Individuals diagnosed with autism spectrum disorder (ASD) tend to display restricted, repetitive behaviors and deficits in social interaction. Rats exposed to valproate (VPA) in utero have been shown to model symptoms of ASD. In previous research, VPA rats engaged in less social interaction and more repetitive responding than controls. The purpose of the present study was to further investigate behavioral variability in the VPA rat model of ASD by testing VPA and control rats in a reinforced-behavioral-variability operant task. In this procedure, rats emitted sequences of lever presses, some of which produced food. During baseline, food was delivered probabilistically, and variability was not required. Next, rats were exposed either to a variability contingency, in which food was only delivered following sequences that differed sufficiently from previous sequences (i.e., variability required), or to a yoked contingency, in which variability was not required. We hypothesized that VPA rats would behave less variably than controls in this task. However, VPA and control rats responded similarly variably when variability was required. Furthermore, VPA rats behaved slightly more variably than controls during baseline and yoked conditions, when variability was not required. These findings contribute to the complex literature surrounding the VPA rat model of ASD.
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Affiliation(s)
- Ann Galizio
- Utah State University, Department of Psychology
| | - Amy L Odum
- Utah State University, Department of Psychology
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4
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Fakharzadeh S, Stocco CS. A translational evaluation of listener interest on the presentation of conversation topics to individuals who exhibit restricted interests. J Appl Behav Anal 2022; 55:799-813. [PMID: 35318663 PMCID: PMC9310843 DOI: 10.1002/jaba.916] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/03/2020] [Revised: 02/14/2022] [Accepted: 02/15/2022] [Indexed: 11/10/2022]
Abstract
Listener behavior has been shown to influence speaker behavior. However, little is known about the extent to which listener behavior can influence countertherapeutic outcomes. This study evaluated the influence of listener interest on the topics presented by adult participants conversing with an experimenter acting as an individual who exhibited restricted interests. Each session consisted of a 5‐min conversation, during which the participant was instructed to talk about 3 topics. We compared the duration of topic presentation across phases in which the experimenter behaved as an interested listener for 1 topic or for all 3 topics. Results showed that topic presentation was controlled by listener interest and all participants reported that the simulation was believable, acceptable, and useful. Although preliminary, these findings have implications for understanding possible undesirable interactions between individuals diagnosed with autism spectrum disorder who exhibit restricted interests and their peers or caregivers.
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Krüttner S, Falasconi A, Valbuena S, Galimberti I, Bouwmeester T, Arber S, Caroni P. Absence of familiarity triggers hallmarks of autism in mouse model through aberrant tail-of-striatum and prelimbic cortex signaling. Neuron 2022; 110:1468-1482.e5. [DOI: 10.1016/j.neuron.2022.02.001] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2021] [Revised: 01/10/2022] [Accepted: 01/28/2022] [Indexed: 12/28/2022]
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6
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Silbaugh BC. Some Dimensions of Mand Variability and Implications for Research and Practice. Anal Verbal Behav 2021; 37:123-145. [PMID: 34395169 PMCID: PMC8295427 DOI: 10.1007/s40616-021-00144-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/28/2021] [Indexed: 10/21/2022] Open
Abstract
Since Skinner's conceptualization of the mand, applied behavior analysis researchers have used the concept to develop stimulus control transfer procedures effective for addressing manding deficits. More recently, researchers have explored the clinical utility of reinforcing mand variability during mand training and functional communication training. However, limitations in the conceptual analysis of mand variability may have limited the kinds of questions addressed in this research and our understanding of the findings. The current article reconceptualizes mand variability as consisting of eight distinct dimensions and provides operational definitions of the dimensions that may be useful for more precisely characterizing the effects of reinforcement on mand variability in future research. The article concludes with a brief discussion of potential clinical and research implications.
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Chezan LC, Liu J, Cholewicki JM, Drasgow E, Ding R, Warman A. A Psychometric Evaluation of the Quality of Life for Children with Autism Spectrum Disorder Scale. J Autism Dev Disord 2021; 52:1536-1552. [PMID: 33961179 DOI: 10.1007/s10803-021-05048-y] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/25/2021] [Indexed: 11/26/2022]
Abstract
Our purpose in this study was to validate the Quality of Life for Children with Autism Spectrum Disorder scale. We first conducted an exploratory factor analysis to examine the factor structure. Results suggested that a three-factor model (Interpersonal Relationships, Self-Determination, and Emotional Well-Being) should be retained. Next, we conducted a confirmatory factor analysis to compare a higher-order factor model and additional models. Results showed acceptable model fit for the higher-order factor model. The scale had excellent reliability (α = .90) for the overall scale and for the three subscales (Interpersonal Relationships, α = .87; Self-Determination, α = .81; and Emotional Well-Being, α = .66). The 16-item scale showed convergent and divergent validity. Implications for future research and practice are discussed.
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Affiliation(s)
- Laura C Chezan
- Old Dominion University, 4501 Hampton Blvd., Child Study Center 122, Norfolk, VA, 23529, USA.
| | - Jin Liu
- University of South Carolina, 820 Main Street, Columbia, SC, 29208, USA
| | | | - Erik Drasgow
- University of South Carolina, 820 Main Street, Columbia, SC, 29208, USA
| | - Ruyi Ding
- Tsinghua Shenzhen International Graduate School, University Town of Shenzhen, Nanshan District, Shenzhen, 518055, People's Republic of China
| | - Adam Warman
- The Faison Center, 1701 Byrd Avenue, Richmond, VA, 23230, USA
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Abstract
There is abundant evidence that behavioral variability is more predominant when reinforcement is contingent on it than when it is not, and the interpretation of direct reinforcement of variability suggested by Page and Neuringer, Journal of Experimental Psychology: Animal Behavior Processes, 11(3), 429-452 (1985) has been widely accepted. Even so, trying to identify the underlying mechanisms in the emergence of stochastic-like variability in a variability contingency is intricate. There are several challenges to characterizing variability as directly reinforced, most notably because reinforcement traditionally has been found to produce repetitive responding, but also because directly reinforced variability does not always relate to independent variables the same way as more commonly studied repetitive responding does. The challenging findings in variability experiments are discussed, along with alternative hypotheses on how variability contingencies may engender the high variability that they undeniably do. We suggest that the typical increase in behavioral variability that is often demonstrated when reinforcement is contingent on it may be better explained in terms of a dynamic interaction of reinforcement and extinction working on several specific responses rather than as directly reinforced.
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Affiliation(s)
- Siv Kristin Nergaard
- Faculty of Health, Institute for Behavioral Science, OsloMet – Oslo Metropolitan University, St. Olavs Plass, PO Box 4, 0130 Oslo, Norway
| | - Per Holth
- Faculty of Health, Institute for Behavioral Science, OsloMet – Oslo Metropolitan University, St. Olavs Plass, PO Box 4, 0130 Oslo, Norway
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Lee G, LeePark H, Kim S, Park M, Park S. Using intraverbal training to increase symbolic play in children with autism spectrum disorder. BEHAVIORAL INTERVENTIONS 2020. [DOI: 10.1002/bin.1726] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- Gabrielle Lee
- Faculty of EducationWestern University Ontario Canada
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10
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Rooker GW, Hagopian LP, Haddock JN, Mezhoudi N, Arevalo AR. Sensitivity to Changing Environmental Conditions across Individuals with Subtype 2 Automatically Reinforced and Socially Reinforced Self-injury. BEHAVIORAL DEVELOPMENT BULLETIN 2020; 24:89-99. [PMID: 32509138 DOI: 10.1037/bdb0000090] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Automatically reinforced Subtype 2 self-injurious behavior (ASIB) has been characterized as showing insensitivity to competing reinforcement contingencies in the contexts of both functional analyses and in treatment using reinforcement alone (Hagopian, Rooker, &Yenokyan, 2018). One question is whether this insensitivity is specific to Subtype 2 ASIB as response class in these contexts or whether it is represents a generalized response tendency of the individual that is evident across other response classes. To examine this question, we compared responding on a single-operant task under changing reinforcement schedules for three individuals with Subtype 2 ASIB, relative to a comparison group of three individuals with socially reinforced SIB (which is characterized by sensitivity to changes in reinforcement contingencies). As hypothesized, all individuals showed sensitivity to changes in contingencies. These results provide preliminary support that the insensitivity of Subtype 2 ASIB is a property specific to that response class in these contexts rather than a generalized response tendency of the individual.
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Affiliation(s)
| | | | | | - Nabil Mezhoudi
- The New England Center for Children.,Western New England University
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11
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A Systematic Synthesis of Lag Schedule Research in Individuals with Autism and Other Populations. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2020. [DOI: 10.1007/s40489-020-00202-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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12
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Galizio A, Higbee TS, Odum AL. Choice for reinforced behavioral variability in children with autism spectrum disorder. J Exp Anal Behav 2020; 113:495-514. [PMID: 32189362 DOI: 10.1002/jeab.591] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/10/2019] [Revised: 02/14/2020] [Accepted: 02/20/2020] [Indexed: 11/07/2022]
Abstract
Although individuals with autism spectrum disorder (ASD) tend to behave repetitively, certain reinforcement contingencies (e.g., lag schedules) can be used to increase behavioral variability. In a lag schedule, reinforcers only follow responses that differ from recent responses. The present study was designed to promote variable play behavior in preschoolers with ASD interacting with playsets and figurines and to assess preference for variability and repetition contingencies. Data have shown a preference for variability in pigeons and college students, but this effect has not been explored in clinical populations. In this experiment, preschoolers with ASD were taught to discriminate between variability and repetition contingencies. Only play behaviors that met a lag schedule were reinforced in the presence of one color, and only repetitive behaviors were reinforced in the presence of another. After differential performance was established, participants experienced a concurrent chains schedule. Participants chose between the colors taught in training and then completed a play session with the selected contingency. One participant selected variability and repetition equally. The other participants showed a slight preference for variability. These results indicate that some individuals with ASD may play repetitively, not because they prefer repetition, but because they require additional teaching to play variably.
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Affiliation(s)
- Ann Galizio
- Department of Psychology, Utah State University, USA
| | - Thomas S Higbee
- Department of Special Education and Rehabilitation, Utah State University, USA
| | - Amy L Odum
- Department of Psychology, Utah State University, USA
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13
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Glodowski KR, Rodriguez NM. The Effects of Scenic Picture Prompts on Variability During the Acquisition of Intraverbal Categorization for Children With Autism. Anal Verbal Behav 2020; 35:134-148. [PMID: 31976227 DOI: 10.1007/s40616-019-00120-2] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022] Open
Abstract
Researchers have demonstrated the efficacy of picture prompts on the acquisition of intraverbals (Coon & Miguel in Journal of Applied Behavior Analysis, 45, 657-666, 2012; Goldsmith, LeBlanc, & Sautter in Research in Autism Spectrum Disorders, 1, 1-13, 2007; Ingvarsson & Hollobaugh in Journal of Applied Behavior Analysis, 44, 659-664, 2011; Ingvarsson & Le in The Analysis of Verbal Behavior, 27, 75-93, 2011; Miguel, Petursdottir, & Carr in The Analysis of Verbal Behavior, 21, 27-41, 2005; Partington & Bailey in The Analysis of Verbal Behavior, 11, 9-18, 1993). However, no one (to our knowledge) has determined the effects of picture prompts on the variability of responding during intraverbal categorization. We evaluated the use of a scenic picture prompt on response variability during the acquisition of intraverbal categorization with 4 children diagnosed with autism. All children mastered the task and initially demonstrated varied responding. However, responding eventually became invariant for all children. These results demonstrate the efficacy of a scenic picture prompt for teaching children with autism intraverbal categorization and for producing initial response variability. Additional research should be conducted to determine teaching procedures that promote continued varied responding for individuals with autism.
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Affiliation(s)
- Kathryn R Glodowski
- 1University of Nebraska Medical Center's Munroe-Meyer Institute, Omaha, NE USA.,Psychology Program, Pennsylvania State-Harrisburg, Middletown, PA 17057 USA
| | - Nicole M Rodriguez
- 1University of Nebraska Medical Center's Munroe-Meyer Institute, Omaha, NE USA
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14
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Lee GT, Hu X, Liu Y, Zou C, Cheng X, Zhao Q, Huang J. Increasing Response Diversity to Intraverbals in Children with Autism Spectrum Disorder. J Autism Dev Disord 2020; 50:292-307. [PMID: 31621019 PMCID: PMC6946731 DOI: 10.1007/s10803-019-04250-3] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
Abstract
The purpose of this study was to evaluate the effects of intraverbal prompts on response diversity and novelty in intraverbals posed to children with autism spectrum disorder (ASD). The intraverbal prompts involving function, feature, and class (FFC) of an item were used in the training of three questions requiring multiple responses. Two Chinese boys with ASD (aged 5-6 years) served as participants. A multiple-probe across three behaviors design was employed. The results indicated that the intraverbal prompts effectively increased the number of divergent responses to all three questions. Novel responses emerged at a low level while generalization to similar questions was not observed following the training.
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Affiliation(s)
- Gabrielle T. Lee
- Faculty of Education, Western University, 1137 Western Road, Room 1105, London, ON Canada
| | - Xiaoyi Hu
- Department of Special Education, Beijing Normal University, Rm 408, YingDong Building, Xin Jie Kou Wai Da Jie #19, Beijing, China
| | - Yanhong Liu
- Department of Special Education, Beijing Normal University, Rm 419, YingDong Building, Xin Jie Kou Wai Da Jie #19, Beijing, China
| | - Chouyun Zou
- Zhuxiang School, Nong Lin Road #61, FuTian District, Shenzhen, China
| | - Xia Cheng
- Faculty of Education, Education Research Center for Children with Autism, Beijing Normal University, Rm 406, YingDong Building, Xin Jie Kou Wai Da Jie #19, Beijing, China
| | - Qi Zhao
- Hai Dian Modern Art Preschool, 7th Building, Luo Zhuang Xi Li, Zhi Chun Lu, HaiDian, Beijing, China
| | - Jingjing Huang
- Hai Dian Modern Art Preschool, 7th Building, Luo Zhuang Xi Li, Zhi Chun Lu, HaiDian, Beijing, China
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15
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Van Herwegen J, Ashworth M, Palikara O. Views of professionals about the educational needs of children with neurodevelopmental disorders. RESEARCH IN DEVELOPMENTAL DISABILITIES 2019; 91:103422. [PMID: 31247387 DOI: 10.1016/j.ridd.2019.05.001] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/29/2019] [Revised: 05/03/2019] [Accepted: 05/11/2019] [Indexed: 06/09/2023]
Abstract
BACKGROUND Professionals play a key role in supporting children with special educational needs in schools. However, the views of those working with neurodevelopmental disorders are less known. AIMS This study examined the views of professionals (including teachers, teaching assistants, educational psychologists, speech and language therapists, physio and occupational therapists etc.) working with children with Williams Syndrome (WS), Down Syndrome (DS) or with Autism Spectrum Disorders (ASD) in terms of how informed professionals are about the disorder and their views about the type of support these children need to be receiving. METHODS AND PROCEDURES Professionals working with 77 children with ASD, 26 with DS and 38 with WS completed an online questionnaire. OUTCOMES AND RESULTS Professionals in all three groups highlighted relevant areas of difficulty for these children, but they did not recognise some of the less phenotypical difficulties that children with a specific disorder may experience. In addition, there was a disconnect between the difficulties identified by the professionals and the type of specialist support that may be necessary. CONCLUSIONS AND IMPLICATIONS Although professionals have a lot of knowledge about the specific neurodevelopmental disorders, further evidence-based training would allow more effective support for children with neurodevelopmental disorders in the classroom but also equip professionals better and raise their confidence in meeting these children's needs.
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Affiliation(s)
- Jo Van Herwegen
- Department of Psychology and Human Development, UCL Institute of Education, United Kingdom.
| | - Maria Ashworth
- Department of Psychology and Human Development, UCL Institute of Education, United Kingdom
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16
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A Pilot Evaluation of a Treatment Package to Teach Social Conversation via Video-Chat. J Autism Dev Disord 2019; 49:3316-3327. [DOI: 10.1007/s10803-019-04055-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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17
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Wolfe K, Pound S, McCammon MN, Chezan LC, Drasgow E. A Systematic Review of Interventions to Promote Varied Social-Communication Behavior in Individuals With Autism Spectrum Disorder. Behav Modif 2019; 43:790-818. [PMID: 31347382 DOI: 10.1177/0145445519859803] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Individuals with autism spectrum disorder (ASD) may engage in repetitive social-communication behaviors that can limit their skill acquisition, access to reinforcement, and access to less restrictive settings. Basic and applied research indicates that variability, or the extent to which responses are topographically different from one another, is influenced by antecedent and consequence interventions. Our purpose in this study is to systematically review the literature on interventions to increase variable social-communication behaviors in individuals with ASD. We identified 32 studies through a database search and screened them using the What Works Clearinghouse (WWC) Single-Case Design Standards. Eighteen studies containing 55 cases met WWC Design Standards. We coded the descriptive characteristics and strength of evidence based on visual analysis from each of these 18 studies and calculated effect sizes using Tau-U. Our results indicate that most cases (65%) provide strong evidence of a functional relation between the interventions and varied social-communication behaviors, and the median Tau-U was .82. We discuss the implications of our results for practice and for future research on interventions designed to increase variability with this population.
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Affiliation(s)
- Katie Wolfe
- 1 University of South Carolina, Columbia, SC, USA
| | - Sara Pound
- 1 University of South Carolina, Columbia, SC, USA
| | | | | | - Erik Drasgow
- 1 University of South Carolina, Columbia, SC, USA
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18
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Ferguson RH, Falcomata TS, Ramirez-Cristoforo A, Vargas Londono F. An Evaluation of the Effects of Varying Magnitudes of Reinforcement on Variable Responding Exhibited by Individuals With Autism. Behav Modif 2019; 43:774-789. [PMID: 31216864 DOI: 10.1177/0145445519855615] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Interventions aimed at increasing communicative response variability hold particular importance for individuals with autism spectrum disorders (ASD). Several procedures have been demonstrated in the applied and translational literature to increase response variability. However, little is known about the relationship between reinforcer magnitude and response variability. In the basic literature, Doughty, Giorno, and Miller evaluated the effects of reinforcer magnitude on behavioral variability by manipulating reinforcer magnitude across alternating relative frequency threshold contingencies, with results suggesting that larger reinforcers induced repetitive responding. The purpose of this study was to translate Doughty et al.'s findings to evaluate the relative effects of different magnitudes of reinforcement on communicative response variability in children with ASD. A Lag 1 schedule of reinforcement was in place during each condition within an alternating treatments design. Magnitudes of reinforcement contingent on variable communicative responding were manipulated across the two conditions. Inconsistent with basic findings, the results showed higher levels of variable communicative responding associated with the larger magnitude of reinforcement. These outcomes may have potential implications for interventions aimed at increasing response variability in individuals with ASD, as well as future research in this area.
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19
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Silbaugh BC, Falcomata TS. Effects of a Lag Schedule with Progressive Time Delay on Sign Mand Variability in a Boy with Autism. Behav Anal Pract 2019; 12:124-132. [PMID: 30918775 PMCID: PMC6411559 DOI: 10.1007/s40617-018-00273-x] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023] Open
Abstract
For some children with autism, mand training can produce highly repetitive manding unless the environment is arranged in a manner that promotes mand variability. Prior research demonstrated that mand training using a lag schedule and progressive time delay increased variability in vocal manding in children with autism. Whether lag schedules have similar effects on sign mand topographies is unknown. The current study evaluated the effects of mand training with a Lag 1 schedule of reinforcement and progressive time delay (TD) on topographical variability and the development of a sign mand response class hierarchy in a boy with autism. The results suggest independent use of all sign mand topographies occurred, a mand response class hierarchy was developed, and topographically variant sign manding increased under the Lag 1 + TD schedule compared to a Lag 0 schedule of reinforcement. Implications for practitioners, limitations, and directions for future research are discussed.
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Affiliation(s)
- Bryant C. Silbaugh
- Department of Interdisciplinary Learning and Teaching, College of Education and Human Development, University of Texas at San Antonio, One UTSA Circle, San Antonio, TX 78249 USA
| | - Terry S. Falcomata
- Department of Special Education, University of Texas at Austin, Austin, TX USA
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20
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Peterson SP, Rodriguez NM, Pawich TL. Effects of modeling rote versus varied responses on response variability and skill acquisition during discrete-trial instruction. J Appl Behav Anal 2018; 52:370-385. [PMID: 30525190 DOI: 10.1002/jaba.528] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/25/2016] [Accepted: 03/03/2018] [Indexed: 11/06/2022]
Abstract
Despite its advantages, discrete-trial instruction (DTI) has been criticized for producing rote responding. Although there is little research supporting this claim, if true, this may be problematic given the propensity of children with autism to engage in restricted and repetitive behavior. One feature that is common in DTI that may contribute to rote responding is the prompting and reinforcement of one correct response per discriminative stimulus. To evaluate the potential negative effects of rote prompts on varied responding, we compared the effects of modeling rote versus varied target responses during the teaching of intraverbal categorization. We also evaluated the effects of these procedures on the efficiency of acquisition of any one correct response. For all four children, any increase in varied responding was fleeting, and for two participants, acquisition was slower in the variable-modeling condition.
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Affiliation(s)
| | | | - Tamara L Pawich
- Florida Institute of Technology and The Scott Center for Autism Treatment
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Damiani S, Scalabrini A, Gomez-Pilar J, Brondino N, Northoff G. Increased scale-free dynamics in salience network in adult high-functioning autism. Neuroimage Clin 2018; 21:101634. [PMID: 30558869 PMCID: PMC6411906 DOI: 10.1016/j.nicl.2018.101634] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/01/2018] [Revised: 11/13/2018] [Accepted: 12/08/2018] [Indexed: 02/04/2023]
Abstract
Autism spectrum disorder (ASD) is clinically characterized by extremely slow and inflexible behavior. The neuronal mechanisms of these symptoms remain unclear though. Using fMRI, we investigate the resting state's temporal structure in the frequency domain (scale-free activity as measured with Power-Law Exponent, PLE, and Spectral Entropy, SE) and temporal variance (neural variability) in high-functioning, adult ASD comparing them with schizophrenic and neurotypical subjects. We show that ASD is characterized by high PLE in salience network, especially in dorsal anterior cingulate. This increase in PLE was 1) specific for salience network; 2) independent of other measures such as neuronal variability/SD and functional connectivity, which did not show any significant difference; 3) detected in two independent samples of ASD but not in the schizophrenia sample. Among salience network subregions, dorsal anterior cingulate cortex exhibited PLE differences between ASD and neurotypicals in both samples, showing high robustness in ROC curves values. Salience network abnormal temporal structure was confirmed by SE, which was strongly anticorrelated with PLE and thus decreased in ASD. Taken together, our findings show abnormal temporal structure (but normal temporal variance) in resting state salience network in adult high-functioning ASD. The abnormally high PLE indicates a relative predominance of slower over faster frequencies, which may underlie the slow adaptation to unexpected changes and the inflexible behavior observed in autistic individuals. The specificity of abnormal PLE in salience network suggests its potential utility as biomarker in ASD.
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Affiliation(s)
- Stefano Damiani
- Department of Brain and Behavioral Science, University of Pavia, 27100 Pavia, Italy.
| | - Andrea Scalabrini
- Department of Psychological, Health and Territorial Sciences (DiSPuTer), G. d'Annunzio University of Chieti-Pescara, 66013 Chieti, Italy
| | - Javier Gomez-Pilar
- Biomedical Engineering Group, E.T.S. Ingenieros de Telecomunicación, University of Valladolid, 47011 Valladolid, Spain
| | - Natascia Brondino
- Department of Brain and Behavioral Science, University of Pavia, 27100 Pavia, Italy
| | - Georg Northoff
- Mental Health Centre, Zhejiang University School of Medicine, Hangzhou, China; Institute of Mental Health Research, University of Ottawa, K1Z 7K4 Ottawa, ON, Canada; Brain and Mind Research Institute, University of Ottawa, K1H 8M5 Ottawa, ON, Canada; Centre for Cognition and Brain Disorders, Hangzhou Normal University, Hangzhou, China
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22
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Wiskow KM, Matter AL, Donaldson JM. An evaluation of lag schedules and prompting methods to increase variability of naming category items in children with autism spectrum disorder. Anal Verbal Behav 2018; 34:100-123. [PMID: 31976217 PMCID: PMC6702487 DOI: 10.1007/s40616-018-0102-5] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022] Open
Abstract
A lag schedule of reinforcement is one way to increase response variability; however, previous research has been mixed with regard to the necessary parameters to increase variability. For some individuals, low schedule requirements (e.g., Lag 1) are sufficient to increase variability. For other individuals, higher lag schedules (e.g., Lag 3) or a lag schedule in combination with prompting is needed to increase variability. We evaluated the efficiency of different within-session progressive lag schedules to increase response variability with 2 children with autism. Results showed that increasing the lag criterion across sessions increased variability to levels similar to beginning with a high lag schedule for one participant. When lag schedules did not increase variability for the second participant, we compared a variety of prompting procedures. Results of the prompting evaluation showed that a tact-priming procedure was effective to increase varied responding.
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Affiliation(s)
- Katie M. Wiskow
- Department of Psychology and Child Development, College of Science, California State University, Stanislaus, One University Circle, Turlock, CA 95382 USA
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23
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Arnold MA, Newland MC. Variable behavior and repeated learning in two mouse strains: Developmental and genetic contributions. Behav Processes 2018; 157:509-518. [DOI: 10.1016/j.beproc.2018.06.007] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/27/2017] [Revised: 06/05/2018] [Accepted: 06/15/2018] [Indexed: 12/16/2022]
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24
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Hansson J, Neuringer A. Reinforcement of variability facilitates learning in humans. J Exp Anal Behav 2018; 110:380-393. [DOI: 10.1002/jeab.475] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/07/2018] [Accepted: 09/16/2018] [Indexed: 11/06/2022]
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Silbaugh BC, Falcomata TS, Ferguson RH. Effects of a lag schedule of reinforcement with progressive time delay on topographical mand variability in children with autism. Dev Neurorehabil 2018; 21:166-177. [PMID: 28956673 DOI: 10.1080/17518423.2017.1369190] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
OBJECTIVE Evaluate the effects of a Lag 1 schedule of reinforcement and progressive time delay (TD) on topographical mand variability in children with autism. METHODS Using single-subject design methodology, a multiple baseline across behaviors with embedded reversal design was employed. During Lag 0, reinforcement was delivered contingent on any independent instances of manding. During Lag 1 + TD, prompts were faded and reinforcement was delivered contingent on independent or prompted variant mand topographies. RESULTS Higher levels of topographical mand variability were observed during Lag 1 + TD for both participants. CONCLUSIONS A Lag 1 schedule of reinforcement with progressive TD increased variability across functionally equivalent vocal mand topographies for both participants. This finding extends prior literature by providing a novel model for studying reinforced mand variability in children, and by demonstrating how practitioners could use prompts and differential reinforcement to increase topographical mand variability in children with autism.
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Affiliation(s)
- Bryant C Silbaugh
- a Department of Interdisciplinary Learning and Teaching , The University of Texas at San Antonio , San Antonio , TX , USA
| | - Terry S Falcomata
- b Department of Special Education , The University of Texas at Austin , Austin , TX , USA
| | - Raechal H Ferguson
- b Department of Special Education , The University of Texas at Austin , Austin , TX , USA
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26
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An evaluation of delay to reinforcement and mand variability during functional communication training. J Appl Behav Anal 2018; 51:263-275. [DOI: 10.1002/jaba.441] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/29/2015] [Accepted: 11/04/2016] [Indexed: 01/14/2023]
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27
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Lee GT, Feng H, Xu S, Jin SJ. Increasing "Object-Substitution" Symbolic Play in Young Children With Autism Spectrum Disorders. Behav Modif 2017; 43:82-114. [PMID: 29090595 DOI: 10.1177/0145445517739276] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Children with autism spectrum disorders (ASD) may not develop symbolic play skills, so such skills need to be taught specifically. We report an experiment regarding a procedure targeting "object-substitution" symbolic play skills. The "object-substitution" symbolic play behavior occurred when the child labeled a common object with the name of a substitute and used the object to perform a play action (e.g., As she put a bowl on her head, she called it a hat). A multiple probe across behaviors design was employed with five children (four boys and one girl, aged 3 to 6 years) with ASD. All children had verbal communication and demonstrated functional play and generalized imitation, but no symbolic play skills prior to the study. The instruction consisted of intraverbal training, picture prompts, and modeling of play actions. All children demonstrated object-substitution symbolic play skills after the instruction. The occurrences of response generalization were also discussed.
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Affiliation(s)
| | - Hua Feng
- 2 National Changhua University of Education, Taiwan
| | - Sheng Xu
- 1 Chongqing Normal University, China
| | - Shao-Ju Jin
- 3 Sichuan University of Arts and Science, China
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28
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Lee GT, Chou WC, Feng H. Using intraverbal prompts to increase divergent intraverbal responses by a child with autism. BEHAVIORAL INTERVENTIONS 2017. [DOI: 10.1002/bin.1496] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
- Gabrielle T. Lee
- Department of Special Education; Chongqing Normal University; Chongqing China
| | - Wan-Chi Chou
- Graduate Institute of Rehabilitation and Counseling; National Changhua University of Education; Changhua Taiwan
| | - Hua Feng
- Graduate Institute of Rehabilitation and Counseling; National Changhua University of Education; Changhua Taiwan
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29
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Adami S, Falcomata TS, Muething CS, Hoffman K. An Evaluation of Lag Schedules of Reinforcement During Functional Communication Training: Effects on Varied Mand Responding and Challenging Behavior. Behav Anal Pract 2017; 10:209-213. [PMID: 29021932 PMCID: PMC5622004 DOI: 10.1007/s40617-017-0179-7] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023] Open
Abstract
We evaluated the effects of lag schedules of reinforcement during functional communication training (FCT) on the varied use of mands and challenging behavior by two individuals diagnosed with autism. Specifically, we compared the effects of Lag 0 and Lag 1 schedules of reinforcement during FCT. The results showed that each participant exhibited increases in varied mand responding during FCT with the Lag 1 schedule of reinforcement relative to Lag 0; challenging behavior remained low during both FCT lag conditions relative to baseline. Results are discussed in terms of treatment implications relating to FCT and the potential prevention and/or mitigation of clinical relapse during challenges to treatment.
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Affiliation(s)
- Summer Adami
- Department of Special Education, The University of Texas at Austin, 1 University Station/D5300, Austin, TX 78712 USA
| | - Terry S. Falcomata
- Department of Special Education, The University of Texas at Austin, 1 University Station/D5300, Austin, TX 78712 USA
| | - Colin S. Muething
- Department of Special Education, The University of Texas at Austin, 1 University Station/D5300, Austin, TX 78712 USA
| | - Katherine Hoffman
- Department of Special Education, The University of Texas at Austin, 1 University Station/D5300, Austin, TX 78712 USA
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30
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Carrying the baton: Evolution science and a contextual behavioral analysis of language and cognition. JOURNAL OF CONTEXTUAL BEHAVIORAL SCIENCE 2017. [DOI: 10.1016/j.jcbs.2017.01.002] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/26/2022]
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31
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Silbaugh BC, Falcomata TS. Translational evaluation of a lag schedule and variability in food consumed by a boy with autism and food selectivity. Dev Neurorehabil 2017; 20:309-312. [PMID: 27019276 DOI: 10.3109/17518423.2016.1146364] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
PURPOSE To evaluate the effects of a lag schedule of positive reinforcement on variability in food consumed by a boy with autism and food selectivity. METHODS Using single-subject experimental design methodology, an ABAB design was employed. During lag 0 (condition A), high-preferred toys were delivered contingent on consumption of any food. During lag 1 (condition B), high-preferred toys were delivered contingent on consumption of different foods within session. RESULTS Higher levels of variability in within-session consumption were observed during lag 1 conditions. CONCLUSIONS The lag 1 schedule of reinforcement increased variability in food consumed. This finding adds to the literature by demonstrating a novel experimental arrangement that may be used in applied studies to evaluate the clinical utility of differentially reinforcing variability in the treatment of food selectivity associated with autism.
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Affiliation(s)
- Bryant C Silbaugh
- a Department of Special Education , University of Texas , Austin , TX , USA
| | - Terry S Falcomata
- a Department of Special Education , University of Texas , Austin , TX , USA
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32
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Whitehouse CM, Curry-Pochy LS, Shafer R, Rudy J, Lewis MH. Reversal learning in C58 mice: Modeling higher order repetitive behavior. Behav Brain Res 2017. [PMID: 28624316 DOI: 10.1016/j.bbr.2017.06.014] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
Abstract
Restricted, repetitive behaviors are diagnostic for autism and prevalent in other neurodevelopmental disorders. These behaviors cluster as repetitive sensory-motor behaviors and behaviors reflecting resistance to change. The C58 mouse strain is a promising model for these behaviors as it emits high rates of aberrant repetitive sensory-motor behaviors. The purpose of the present study was to extend characterization of the C58 model to resistance to change. This was done by comparing C58 to C57BL/6 mice on a reversal learning task under either a 100% or 80%/20% probabilistic reinforcement schedule. In addition, the effect of environmental enrichment on performance of this task was assessed as this rearing condition markedly reduces repetitive sensory-motor behavior in C58 mice. Little difference was observed between C58 and control mice under a 100% schedule of reinforcement. The 80%/20% probabilistic schedule of reinforcement generated substantial strain differences, however. Importantly, no strain difference was observed in acquisition, but C58 mice were markedly impaired in their ability to reverse their pattern of responding from the previously high density reinforcement side. Environmental enrichment did not impact acquisition under the probabilistic reinforcement schedule, but enriched C58 mice performed significantly better than standard housed C58 mice in reversal learning. Thus, C58 mice exhibit behaviors that reflect both repetitive sensory motor behaviors as well as behavior that reflects resistance to change. Moreover, both clusters of repetitive behavior were attenuated by environmental enrichment. Such findings, along with the reported social deficits in C58 mice, increase the translational value of this mouse model to autism.
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Affiliation(s)
- Cristina M Whitehouse
- Department of Psychiatry, University of Florida, McKnight Brain Institute, 1149 Newell Drive, L4-100, Gainesville, FL 32611, USA
| | - Lisa S Curry-Pochy
- Department of Psychology, University of Florida,945 Center Drive, Gainesville, FL 32611, USA.
| | - Robin Shafer
- Department of Psychiatry, University of Florida, McKnight Brain Institute, 1149 Newell Drive, L4-100, Gainesville, FL 32611, USA
| | - Joseph Rudy
- Department of Psychiatry, University of Florida, McKnight Brain Institute, 1149 Newell Drive, L4-100, Gainesville, FL 32611, USA
| | - Mark H Lewis
- Department of Psychiatry, University of Florida, McKnight Brain Institute, 1149 Newell Drive, L4-100, Gainesville, FL 32611, USA; Department of Psychology, University of Florida,945 Center Drive, Gainesville, FL 32611, USA
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33
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Dracobly JD, Dozier CL, Briggs AM, Juanico JF. An analysis of procedures that affect response variability. J Appl Behav Anal 2017; 50:600-621. [PMID: 28513829 DOI: 10.1002/jaba.392] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2014] [Accepted: 04/18/2017] [Indexed: 11/08/2022]
Abstract
Response variability is sensitive to antecedent and consequent manipulations. Researchers have investigated inducement, direct production through reinforcement, and stimulus control of response variability. Recently, researchers have shown that lag reinforcement schedules reliably increase variability but may also produce higher-order stereotypy. There has been limited investigation of appropriate variability levels and alternation between repetition and variation. In a three-part study, we evaluated levels of variability across a group of children, the effects of various procedures on producing response variability and novelty, and the use of schedule-correlated stimuli for producing rapid alternation between repetition and variation. In Study 1, there was a nearly bimodal distribution of children emitting either low or high variability. In Study 2, for most children, fixed lag 4 and variable lag 4 schedules produced the highest levels of variability and novelty. In Study 3, responding was brought under control of schedule-correlated stimuli, allowing for rapid alternation between repetition and variation.
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34
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Sellers TP, Kelley K, Higbee TS, Wolfe K. Effects of Simultaneous Script Training on Use of Varied Mand Frames by Preschoolers with Autism. Anal Verbal Behav 2016; 32:15-26. [PMID: 27606217 DOI: 10.1007/s40616-015-0049-8] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022] Open
Abstract
Young children with autism may fail to mand using a range of frames (e.g., "I want," "May I have," "Please give me"). We examined the effects of simultaneous script training and script fading on acquisition and maintenance of varied mand frames with six preschool children with autism. For participants who did not demonstrate increased mand variability under fixed-ratio (FR) 1 conditions, we assessed the effects of post script-training extinction on response variability. Following training of up to four different mand frames, three of six participants emitted more varied mands under FR1 conditions relative to baseline. Posttraining extinction resulted in increased mand variability for two of the three remaining participants. Results are discussed in terms of considerations for both establishing and ensuring the persistence of varied verbal behavior among children with autism.
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Affiliation(s)
- Tyra P Sellers
- Department of Special Education and Rehabilitation, Utah State University, 2865 Old Main Hill, Logan, UT 84322 USA
| | - Kristen Kelley
- Department of Special Education and Rehabilitation, Utah State University, 2865 Old Main Hill, Logan, UT 84322 USA
| | - Thomas S Higbee
- Department of Special Education and Rehabilitation, Utah State University, 2865 Old Main Hill, Logan, UT 84322 USA
| | - Katie Wolfe
- Department of Special Education and Rehabilitation, Utah State University, 2865 Old Main Hill, Logan, UT 84322 USA
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35
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Radley KC, Dart EH, Moore JW, Battaglia AA, LaBrot ZC. Promoting Accurate Variability of Social Skills in Children With Autism Spectrum Disorder. Behav Modif 2016; 41:84-112. [DOI: 10.1177/0145445516655428] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Restricted and repetitive behavior is a central feature of autism spectrum disorder (ASD), with such behaviors often resulting in lack of reinforcement in social contexts. The present study investigated training multiple exemplars of target behaviors and the utilization of lag schedules of reinforcement in the context of social skills training to promote appropriate and varied social behavior in children with ASD. Five participants with ASD between the ages of 7 and 9 attended a twice-weekly social skills group for 8 weeks. A multiple probe design across skills was utilized to assess intervention effects. During baseline, participants demonstrated low levels of skill accuracy and low appropriate variability in responding. During continuous reinforcement with one trained exemplar, skill accuracy increased while appropriate variability remained low. Training of three exemplars of target skills resulted in minimal improvements in appropriate variability. Introduction of a Lag 2 schedule with three trained exemplars was generally associated with increased appropriate variability. Further appropriate variability was observed during Lag 4 with three trained exemplars. Limitations and implications are discussed.
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Affiliation(s)
| | - Evan H. Dart
- The University of Southern Mississippi, Hattiesburg, USA
| | - James W. Moore
- The University of Southern Mississippi, Hattiesburg, USA
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36
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Silbaugh BC, Wingate HV, Falcomata TS. Effects of Lag Schedules and Response Blocking on Variant Food Consumption by a Girl with Autism. BEHAVIORAL INTERVENTIONS 2016. [DOI: 10.1002/bin.1453] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
- Bryant C. Silbaugh
- Department of Special Education; University of Texas at Austin; Austin TX 78712 USA
| | - Hollie V. Wingate
- Department of Special Education; University of Texas at Austin; Austin TX 78712 USA
| | - Terry S. Falcomata
- Department of Special Education; University of Texas at Austin; Austin TX 78712 USA
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37
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Brodhead MT, Higbee TS, Gerencser KR, Akers JS. The use of a discrimination-training procedure to teach mand variability to children with autism. J Appl Behav Anal 2015; 49:34-48. [PMID: 26696376 DOI: 10.1002/jaba.280] [Citation(s) in RCA: 30] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/18/2014] [Accepted: 07/19/2015] [Indexed: 11/08/2022]
Abstract
We investigated the effects of a script-fading and discrimination-training procedure on mand variability in preschoolers with autism. Participants were taught to vary their vocal mands in the presence of written scripts, a green placemat, and a lag schedule of reinforcement. They were also taught to engage in repetitive mands in the presence of the same written scripts and a red placemat. When the scripts were removed, all 3 participants continued to engage in varied manding in the presence of the green placemat and lag schedule, and they continued to engage in repetitive manding in the presence of the red placemat. When the lag schedule was also removed, 2 of the 3 participants continued to engage in varied responding in the presence of the green placemat and repetitive responding in the presence of the red placemat. Finally, all 3 participants demonstrated generalization and maintenance of mand variability during snack sessions with their peers.
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38
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Doughty AH, Galizio A. Reinforced behavioral variability: Working towards an understanding of its behavioral mechanisms. J Exp Anal Behav 2015; 104:252-73. [DOI: 10.1002/jeab.171] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/18/2015] [Accepted: 09/16/2015] [Indexed: 11/09/2022]
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39
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Whitehouse CM, Lewis MH. Repetitive Behavior in Neurodevelopmental Disorders: Clinical and Translational Findings. THE BEHAVIOR ANALYST 2015; 38:163-178. [PMID: 26543319 PMCID: PMC4629512 DOI: 10.1007/s40614-015-0029-2] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/26/2023]
Abstract
Repetitive behavior refers to a highly heterogeneous set of responses associated with a wide range of conditions, including normative development. Treatment studies for aberrant repetitive behavior are limited although one promising approach involves conceptualizing such behavior as a generalized inflexibility or lack of variability in responding. Relatively little is known about the neurobiological mechanisms that mediate the development and expression of repetitive behavior, information critical to the design of effective pharmacotherapies, early interventions, and prevention strategies. We will review clinical findings in repetitive behavior as well as findings from animal models highlighting environmental factors and the role of cortical-basal ganglia circuitry in mediating the development and expression of these behaviors. Findings from animal models have included identification of a specific neural pathway important in mediating repetitive behavior. Moreover, pharmacological studies that support the importance of this pathway have led to the identification of novel potential therapeutic targets. Expanding the evidence base for environmental enrichment-derived interventions and focusing on generalized variability in responding will aid in addressing the broader problem of rigidity or inflexibility.
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Affiliation(s)
- Cristina M. Whitehouse
- />Department of Psychiatry, University of Florida, Gainesville, FL 32610 USA
- />McKnight Brain Institute, University of Florida, Gainesville, FL 32610 USA
| | - Mark H. Lewis
- />Department of Psychiatry, University of Florida, Gainesville, FL 32610 USA
- />McKnight Brain Institute, University of Florida, Gainesville, FL 32610 USA
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