The Experts below are selected from a list of 66417 Experts worldwide ranked by ideXlab platform
Robert L Koegel - One of the best experts on this subject based on the ideXlab platform.
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using reframing to reduce negative statements in Social Conversation for adults with autism spectrum disorder
Journal of Positive Behavior Interventions, 2016Co-Authors: Lynn Kern Koegel, Anahita Navab, Kristen Ashbaugh, Robert L KoegelAbstract:This study examined the effects of teaching the reframing of negative statements through self-management and video-feedback on Social Conversation in adults with autism spectrum disorder (ASD). A m...
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using self management to improve the reciprocal Social Conversation of children with autism spectrum disorder
Journal of Autism and Developmental Disorders, 2014Co-Authors: Lynn Kern Koegel, Mi Na Park, Robert L KoegelAbstract:Individuals with autism spectrum disorders often exhibit difficulties with reciprocal Social Conversation, engaging in limited verbal exchanges, even when language structures are intact. This study employed a multiple baseline design to examine the effectiveness of a self-management intervention targeting (1) on-topic responsiveness to a Conversational partner; (2) expansion of the Conversational topic; and (3) on-topic question asking. Results demonstrated improved reciprocal Social Conversation through elaborated responses and on-topic question asking, which generalized and maintained. Social validity measures by naive observers indicated that the intervention led to meaningful improvements during Conversation, including interest, naturalness, and desirability as a Conversational partner.
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Acquisition of Multiple Questions in the Context of Social Conversation in Children with Autism
Journal of Autism and Developmental Disorders, 2013Co-Authors: Rebecca A. Doggett, Lynn Kern Koegel, Anna M. Krasno, Robert L KoegelAbstract:Verbal initiations, such as questions, are essential components of Social Conversation often lacking in children with autism. Building on research showing that single questions can be taught in isolation, this study used a multiple baseline design to investigate whether a self-management intervention was effective for teaching concurrent acquisition and discrimination of three Social questions in the context of Conversation. Following intervention, participants rapidly increased their appropriate use of all three questions in a Conversational context and maintained these gains over time. The participants also used questions appropriately with partners uninvolved in treatment. Additionally, the occasional presence of appropriate questions during baseline coupled with rapid improvement during intervention support theories that a lack of question-asking may be motivation-based rather than ability-based.
Lynn Kern Koegel - One of the best experts on this subject based on the ideXlab platform.
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using reframing to reduce negative statements in Social Conversation for adults with autism spectrum disorder
Journal of Positive Behavior Interventions, 2016Co-Authors: Lynn Kern Koegel, Anahita Navab, Kristen Ashbaugh, Robert L KoegelAbstract:This study examined the effects of teaching the reframing of negative statements through self-management and video-feedback on Social Conversation in adults with autism spectrum disorder (ASD). A m...
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using self management to improve the reciprocal Social Conversation of children with autism spectrum disorder
Journal of Autism and Developmental Disorders, 2014Co-Authors: Lynn Kern Koegel, Mi Na Park, Robert L KoegelAbstract:Individuals with autism spectrum disorders often exhibit difficulties with reciprocal Social Conversation, engaging in limited verbal exchanges, even when language structures are intact. This study employed a multiple baseline design to examine the effectiveness of a self-management intervention targeting (1) on-topic responsiveness to a Conversational partner; (2) expansion of the Conversational topic; and (3) on-topic question asking. Results demonstrated improved reciprocal Social Conversation through elaborated responses and on-topic question asking, which generalized and maintained. Social validity measures by naive observers indicated that the intervention led to meaningful improvements during Conversation, including interest, naturalness, and desirability as a Conversational partner.
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Acquisition of Multiple Questions in the Context of Social Conversation in Children with Autism
Journal of Autism and Developmental Disorders, 2013Co-Authors: Rebecca A. Doggett, Lynn Kern Koegel, Anna M. Krasno, Robert L KoegelAbstract:Verbal initiations, such as questions, are essential components of Social Conversation often lacking in children with autism. Building on research showing that single questions can be taught in isolation, this study used a multiple baseline design to investigate whether a self-management intervention was effective for teaching concurrent acquisition and discrimination of three Social questions in the context of Conversation. Following intervention, participants rapidly increased their appropriate use of all three questions in a Conversational context and maintained these gains over time. The participants also used questions appropriately with partners uninvolved in treatment. Additionally, the occasional presence of appropriate questions during baseline coupled with rapid improvement during intervention support theories that a lack of question-asking may be motivation-based rather than ability-based.
Ty W. Vernon - One of the best experts on this subject based on the ideXlab platform.
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Social Interaction Skill Intervention for Autistic Adults with Intellectual Disability and Limited Language: A Pilot of the SKILL Program
Journal of Autism and Developmental Disorders, 2020Co-Authors: Emily F. Ferguson, Krista N. Drapalik, Jeffrey Liang, Klaire Hua, Harrison Feerst, Alice B. Mallory, Ty W. VernonAbstract:There is a dearth of research that focuses on Social intervention efforts for adults on the autism spectrum with intellectual disability and limited Conversational language. Using a multiple baseline experimental design, this pilot investigation of the Socialization Knowledge for Individuals with Limited Language (SKILL) program evaluated a novel peer-facilitated group program specifically designed to target Social interaction skills for this population. Findings from five pilot participants yielded evidence of Social improvements across specific verbal skills (on-topic Conversational contributions and responses) and nonverbal behaviors (eye-contact, active listening), as evidenced by coded Social Conversation probes and parent-report measures. These findings demonstrate the promise of a Socialization intervention for a population that has historically been neglected in the Social intervention research literature.
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Social Conversation skill improvements associated with the Social tools and rules for teens program for adolescents with autism spectrum disorder results of a randomized controlled trial
Autism, 2019Co-Authors: Amber R Miller, Ty W. VernonAbstract:There has been a significant increase in the development of interventions to improve the Social competence and success of adolescents with autism spectrum disorder. The current investigation used direct observation and coding of Social Conversations as a rigorous method to further assess the efficacy of the Social Tools And Rules for Teens Socialization intervention for adolescents with autism spectrum disorder in the context of a randomized controlled trial. A total of 35 adolescents with high-functioning autism spectrum disorder were randomized to either a treatment or waitlist control group. The 20-week group intervention took place once a week for 90 min per session. Brief video-recorded Conversations between participants and unfamiliar, untrained peers were recorded at pre- and post-time points and coded for selected Social behaviors (i.e. questions asked, positive facial expressions, and mutual engagement). Results revealed a significant Group × Time treatment effect for both questions asked and positive facial expressions. The findings support that the Social Tools And Rules for Teens intervention can positively impact specific, observable Social behaviors through systematic coding of live Social Conversations within the context of a randomized controlled trial. This investigation is one of the first randomized controlled trials of a group Socialization intervention to use systematic coding of live Social Conversations to assess Social competence improvements.
Mi Na Park - One of the best experts on this subject based on the ideXlab platform.
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using self management to improve the reciprocal Social Conversation of children with autism spectrum disorder
Journal of Autism and Developmental Disorders, 2014Co-Authors: Lynn Kern Koegel, Mi Na Park, Robert L KoegelAbstract:Individuals with autism spectrum disorders often exhibit difficulties with reciprocal Social Conversation, engaging in limited verbal exchanges, even when language structures are intact. This study employed a multiple baseline design to examine the effectiveness of a self-management intervention targeting (1) on-topic responsiveness to a Conversational partner; (2) expansion of the Conversational topic; and (3) on-topic question asking. Results demonstrated improved reciprocal Social Conversation through elaborated responses and on-topic question asking, which generalized and maintained. Social validity measures by naive observers indicated that the intervention led to meaningful improvements during Conversation, including interest, naturalness, and desirability as a Conversational partner.
Eynat Gal - One of the best experts on this subject based on the ideXlab platform.
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increasing Social engagement in children with high functioning autism spectrum disorder using collaborative technologies in the school environment
Autism, 2013Co-Authors: Nirit Baumingerzviely, Sigal Eden, Massimo Zancanaro, Patrice L Weiss, Eynat GalAbstract:This study examined the effectiveness of a school-based, collaborative technology intervention combined with cognitive behavioral therapy to teach the concepts of Social collaboration and Social Conversation to children with high-functioning autism spectrum disorders (n = 22) as well as to enhance their actual Social engagement behaviors (collaboration and Social Conversation) with peers. Two computer programs were included in the intervention: "Join-In" to teach collaboration and "No-Problem" to teach Conversation. Assessment in the socio-cognitive area included concept perception measures, problem solving, Theory of Mind, and a dyadic drawing collaborative task to examine change in children's Social engagement. Results demonstrated improvement in the socio-cognitive area with children providing more active Social solutions to Social problems and revealing more appropriate understanding of collaboration and Social Conversation after intervention, with some improvement in Theory of Mind. Improvement in actual Social engagement was more scattered.
