To What Extent Do Practitioners Need to Treat Stereotypy During Academic Tasks?
Identifieur interne : 000121 ( Main/Exploration ); précédent : 000120; suivant : 000122To What Extent Do Practitioners Need to Treat Stereotypy During Academic Tasks?
Auteurs : Jennifer L. Cook [Canada, États-Unis] ; John T. Rapp [États-Unis]Source :
- Behavior modification [ 1552-4167 ] ; 2020.
Descripteurs français
- KwdFr :
- MESH :
- méthodes : Enseignement spécialisé, Thérapie comportementale.
- thérapie : Stéréotypie, Trouble du spectre autistique.
- étiologie : Trouble du spectre autistique.
- complications : Enfant, Enfant d'âge préscolaire, Humains, Mâle, Stéréotypie.
English descriptors
- KwdEn :
- MESH :
- complications : Stereotypic Movement Disorder.
- etiology : Autism Spectrum Disorder.
- methods : Behavior Therapy, Education, Special.
- therapy : Autism Spectrum Disorder, Stereotypic Movement Disorder.
- Child, Child, Preschool, Humans, Male.
Abstract
Researchers frequently argue that a child's engagement in stereotypy may compete with his ability to acquire academic skills, engage in appropriate social interactions, or both; however, few studies have directly tested these suppositions. We used a five-phase assessment to evaluate the extent to which behavioral interventions with a progressively greater number of components were necessary to decrease stereotypy and increase correct responding during academic instructions for five children diagnosed with autism spectrum disorders. For one participant, stereotypy decreased when instructors provided standard instruction without specific intervention for stereotypy. For two participants, stereotypy decreased when instructors provided standard instruction plus antecedent intervention for stereotypy with continuous music. For another participant, stereotypy decreased when instructors provided enhanced consequences for correct responding during standard instruction without either antecedent or consequent intervention for stereotypy. For the final participant, stereotypy decreased and correct responding increased when instructors provided standard instruction and consequent intervention for stereotypy.
DOI: 10.1177/0145445518808226
PubMed: 30558438
Affiliations:
Links toward previous steps (curation, corpus...)
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Rapp</name><affiliation wicri:level="2"><nlm:affiliation>Auburn University, Auburn, AL, USA.</nlm:affiliation><country xml:lang="fr">États-Unis</country><wicri:regionArea>Auburn University, Auburn, AL</wicri:regionArea><placeName><region type="state">Alabama</region></placeName></affiliation></author></analytic><series><title level="j">Behavior modification</title><idno type="eISSN">1552-4167</idno><imprint><date when="2020" type="published">2020</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass><keywords scheme="KwdEn" xml:lang="en"><term>Autism Spectrum Disorder (etiology)</term><term>Autism Spectrum Disorder (therapy)</term><term>Behavior Therapy (methods)</term><term>Child (MeSH)</term><term>Child, Preschool (MeSH)</term><term>Education, Special (methods)</term><term>Humans (MeSH)</term><term>Male (MeSH)</term><term>Stereotypic Movement Disorder (complications)</term><term>Stereotypic Movement Disorder (therapy)</term></keywords><keywords scheme="KwdFr" xml:lang="fr"><term>Enfant (MeSH)</term><term>Enfant d'âge préscolaire (MeSH)</term><term>Enseignement spécialisé (méthodes)</term><term>Humains (MeSH)</term><term>Mâle (MeSH)</term><term>Stéréotypie (complications)</term><term>Stéréotypie (thérapie)</term><term>Thérapie comportementale (méthodes)</term><term>Trouble du spectre autistique (thérapie)</term><term>Trouble du spectre autistique (étiologie)</term></keywords><keywords scheme="MESH" qualifier="complications" xml:lang="en"><term>Stereotypic Movement Disorder</term></keywords><keywords scheme="MESH" qualifier="etiology" xml:lang="en"><term>Autism Spectrum Disorder</term></keywords><keywords scheme="MESH" qualifier="methods" xml:lang="en"><term>Behavior Therapy</term><term>Education, Special</term></keywords><keywords scheme="MESH" qualifier="méthodes" xml:lang="fr"><term>Enseignement spécialisé</term><term>Thérapie comportementale</term></keywords><keywords scheme="MESH" qualifier="therapy" xml:lang="en"><term>Autism Spectrum Disorder</term><term>Stereotypic Movement Disorder</term></keywords><keywords scheme="MESH" qualifier="thérapie" xml:lang="fr"><term>Stéréotypie</term><term>Trouble du spectre autistique</term></keywords><keywords scheme="MESH" qualifier="étiologie" xml:lang="fr"><term>Trouble du spectre autistique</term></keywords><keywords scheme="MESH" xml:lang="en"><term>Child</term><term>Child, Preschool</term><term>Humans</term><term>Male</term></keywords><keywords scheme="MESH" qualifier="complications" xml:lang="fr"><term>Enfant</term><term>Enfant d'âge préscolaire</term><term>Humains</term><term>Mâle</term><term>Stéréotypie</term></keywords></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">Researchers frequently argue that a child's engagement in stereotypy may compete with his ability to acquire academic skills, engage in appropriate social interactions, or both; however, few studies have directly tested these suppositions. We used a five-phase assessment to evaluate the extent to which behavioral interventions with a progressively greater number of components were necessary to decrease stereotypy and increase correct responding during academic instructions for five children diagnosed with autism spectrum disorders. For one participant, stereotypy decreased when instructors provided standard instruction without specific intervention for stereotypy. For two participants, stereotypy decreased when instructors provided standard instruction plus antecedent intervention for stereotypy with continuous music. For another participant, stereotypy decreased when instructors provided enhanced consequences for correct responding during standard instruction without either antecedent or consequent intervention for stereotypy. For the final participant, stereotypy decreased and correct responding increased when instructors provided standard instruction and consequent intervention for stereotypy.</div></front></TEI><pubmed><MedlineCitation Status="MEDLINE" Owner="NLM"><PMID Version="1">30558438</PMID><DateCompleted><Year>2020</Year><Month>10</Month><Day>19</Day></DateCompleted><DateRevised><Year>2020</Year><Month>10</Month><Day>19</Day></DateRevised><Article PubModel="Print-Electronic"><Journal><ISSN IssnType="Electronic">1552-4167</ISSN><JournalIssue CitedMedium="Internet"><Volume>44</Volume><Issue>2</Issue><PubDate><Year>2020</Year><Month>03</Month></PubDate></JournalIssue><Title>Behavior modification</Title><ISOAbbreviation>Behav Modif</ISOAbbreviation></Journal><ArticleTitle>To What Extent Do Practitioners Need to Treat Stereotypy During Academic Tasks?</ArticleTitle><Pagination><MedlinePgn>228-264</MedlinePgn></Pagination><ELocationID EIdType="doi" ValidYN="Y">10.1177/0145445518808226</ELocationID><Abstract><AbstractText>Researchers frequently argue that a child's engagement in stereotypy may compete with his ability to acquire academic skills, engage in appropriate social interactions, or both; however, few studies have directly tested these suppositions. We used a five-phase assessment to evaluate the extent to which behavioral interventions with a progressively greater number of components were necessary to decrease stereotypy and increase correct responding during academic instructions for five children diagnosed with autism spectrum disorders. For one participant, stereotypy decreased when instructors provided standard instruction without specific intervention for stereotypy. For two participants, stereotypy decreased when instructors provided standard instruction plus antecedent intervention for stereotypy with continuous music. For another participant, stereotypy decreased when instructors provided enhanced consequences for correct responding during standard instruction without either antecedent or consequent intervention for stereotypy. For the final participant, stereotypy decreased and correct responding increased when instructors provided standard instruction and consequent intervention for stereotypy.</AbstractText></Abstract><AuthorList CompleteYN="Y"><Author ValidYN="Y"><LastName>Cook</LastName><ForeName>Jennifer L</ForeName><Initials>JL</Initials><AffiliationInfo><Affiliation>Monarch House, ON, Canada.</Affiliation></AffiliationInfo><AffiliationInfo><Affiliation>University of South Florida, Tampa, FL, USA.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Rapp</LastName><ForeName>John T</ForeName><Initials>JT</Initials><AffiliationInfo><Affiliation>Auburn University, Auburn, AL, USA.</Affiliation></AffiliationInfo></Author></AuthorList><Language>eng</Language><PublicationTypeList><PublicationType UI="D016428">Journal Article</PublicationType></PublicationTypeList><ArticleDate DateType="Electronic"><Year>2018</Year><Month>12</Month><Day>17</Day></ArticleDate></Article><MedlineJournalInfo><Country>United States</Country><MedlineTA>Behav Modif</MedlineTA><NlmUniqueID>7803043</NlmUniqueID><ISSNLinking>0145-4455</ISSNLinking></MedlineJournalInfo><CitationSubset>IM</CitationSubset><MeshHeadingList><MeshHeading><DescriptorName UI="D000067877" MajorTopicYN="N">Autism Spectrum Disorder</DescriptorName><QualifierName UI="Q000209" MajorTopicYN="N">etiology</QualifierName><QualifierName UI="Q000628" MajorTopicYN="Y">therapy</QualifierName></MeshHeading><MeshHeading><DescriptorName UI="D001521" MajorTopicYN="N">Behavior Therapy</DescriptorName><QualifierName UI="Q000379" MajorTopicYN="Y">methods</QualifierName></MeshHeading><MeshHeading><DescriptorName UI="D002648" MajorTopicYN="N">Child</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D002675" MajorTopicYN="N">Child, Preschool</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D004519" MajorTopicYN="N">Education, Special</DescriptorName><QualifierName UI="Q000379" MajorTopicYN="Y">methods</QualifierName></MeshHeading><MeshHeading><DescriptorName UI="D006801" MajorTopicYN="N">Humans</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D008297" MajorTopicYN="N">Male</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D019956" MajorTopicYN="N">Stereotypic Movement Disorder</DescriptorName><QualifierName UI="Q000150" MajorTopicYN="N">complications</QualifierName><QualifierName UI="Q000628" MajorTopicYN="Y">therapy</QualifierName></MeshHeading></MeshHeadingList><KeywordList Owner="NOTNLM"><Keyword MajorTopicYN="Y">autism spectrum disorder</Keyword><Keyword MajorTopicYN="Y">demands</Keyword><Keyword MajorTopicYN="Y">differential reinforcement of alternative behavior</Keyword><Keyword MajorTopicYN="Y">motor stereotypy</Keyword><Keyword MajorTopicYN="Y">music</Keyword><Keyword MajorTopicYN="Y">noncontingent reinforcement</Keyword><Keyword MajorTopicYN="Y">positive practice overcorrection</Keyword><Keyword MajorTopicYN="Y">tasks</Keyword><Keyword MajorTopicYN="Y">vocal stereotypy</Keyword></KeywordList></MedlineCitation><PubmedData><History><PubMedPubDate PubStatus="pubmed"><Year>2018</Year><Month>12</Month><Day>19</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate><PubMedPubDate PubStatus="medline"><Year>2020</Year><Month>10</Month><Day>21</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate><PubMedPubDate PubStatus="entrez"><Year>2018</Year><Month>12</Month><Day>19</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate></History><PublicationStatus>ppublish</PublicationStatus><ArticleIdList><ArticleId IdType="pubmed">30558438</ArticleId><ArticleId IdType="doi">10.1177/0145445518808226</ArticleId></ArticleIdList></PubmedData></pubmed><affiliations><list><country><li>Canada</li><li>États-Unis</li></country><region><li>Alabama</li><li>Floride</li></region><settlement><li>Tampa</li></settlement><orgName><li>Université de Floride du Sud</li></orgName></list><tree><country name="Canada"><noRegion><name sortKey="Cook, Jennifer L" sort="Cook, Jennifer L" uniqKey="Cook J" first="Jennifer L" last="Cook">Jennifer L. Cook</name></noRegion></country><country name="États-Unis"><region name="Floride"><name sortKey="Cook, Jennifer L" sort="Cook, Jennifer L" uniqKey="Cook J" first="Jennifer L" last="Cook">Jennifer L. Cook</name></region><name sortKey="Rapp, John T" sort="Rapp, John T" uniqKey="Rapp J" first="John T" last="Rapp">John T. Rapp</name></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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