Using High-Probability Request Sequences to Increase Social Interactions in Young Children With Autism
We investigated the effects of an intervention using high-probability request sequences with embedded peer modeling to increase social interactions of children with autism in a classroom. The effects of the intervention on compliant responding to social requests and social behaviors were monitored u...
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| Veröffentlicht in: | Journal of early intervention 2008-06, Vol.30 (3), p.163-187 |
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| container_title | Journal of early intervention |
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| creator | Jung, Sunhwa Sainato, Diane M. Davis, Carol A. |
| description | We investigated the effects of an intervention using high-probability request sequences with embedded peer modeling to increase social interactions of children with autism in a classroom. The effects of the intervention on compliant responding to social requests and social behaviors were monitored using a single-subject multiple baseline design across children. Additionally, social validity regarding the intervention goals, procedures, and outcomes was measured by relevant consumers. The results of this study indicate that all three children's compliant responding to low-probability requests and social behaviors increased with the intervention and were maintained. Furthermore, the target children's social behaviors generalized to untrained peers and nontraining settings. The social validity results indicated a high level of consumer acceptability and usability among relevant consumers. |
| doi_str_mv | 10.1177/1053815108317970 |
| format | Article |
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The effects of the intervention on compliant responding to social requests and social behaviors were monitored using a single-subject multiple baseline design across children. Additionally, social validity regarding the intervention goals, procedures, and outcomes was measured by relevant consumers. The results of this study indicate that all three children's compliant responding to low-probability requests and social behaviors increased with the intervention and were maintained. Furthermore, the target children's social behaviors generalized to untrained peers and nontraining settings. The social validity results indicated a high level of consumer acceptability and usability among relevant consumers.</description><identifier>ISSN: 1053-8151</identifier><identifier>EISSN: 2154-3992</identifier><identifier>DOI: 10.1177/1053815108317970</identifier><language>eng</language><publisher>Los Angeles, CA: SAGE Publications</publisher><subject>Autism ; Behavior Disorders ; Behavior Modification ; Child Behavior ; Classroom Environment ; Communication Skills ; Compliance (Psychology) ; Developmental Delays ; Educational Methods ; Educational Strategies ; Generalization ; Interpersonal Competence ; Interpersonal Relationship ; Intervention ; Opportunities ; Peer Relationship ; Positive Reinforcement ; Preschool Education ; Probability ; Program Effectiveness ; Research Methodology ; Researchers ; Social Behavior ; Socialization ; Teaching Methods ; Usability ; Validity ; Young Children</subject><ispartof>Journal of early intervention, 2008-06, Vol.30 (3), p.163-187</ispartof><rights>Copyright Council for Exceptional Children. 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The effects of the intervention on compliant responding to social requests and social behaviors were monitored using a single-subject multiple baseline design across children. Additionally, social validity regarding the intervention goals, procedures, and outcomes was measured by relevant consumers. The results of this study indicate that all three children's compliant responding to low-probability requests and social behaviors increased with the intervention and were maintained. Furthermore, the target children's social behaviors generalized to untrained peers and nontraining settings. The social validity results indicated a high level of consumer acceptability and usability among relevant consumers.</description><subject>Autism</subject><subject>Behavior Disorders</subject><subject>Behavior Modification</subject><subject>Child Behavior</subject><subject>Classroom Environment</subject><subject>Communication Skills</subject><subject>Compliance (Psychology)</subject><subject>Developmental Delays</subject><subject>Educational Methods</subject><subject>Educational Strategies</subject><subject>Generalization</subject><subject>Interpersonal Competence</subject><subject>Interpersonal Relationship</subject><subject>Intervention</subject><subject>Opportunities</subject><subject>Peer Relationship</subject><subject>Positive Reinforcement</subject><subject>Preschool Education</subject><subject>Probability</subject><subject>Program Effectiveness</subject><subject>Research Methodology</subject><subject>Researchers</subject><subject>Social Behavior</subject><subject>Socialization</subject><subject>Teaching Methods</subject><subject>Usability</subject><subject>Validity</subject><subject>Young Children</subject><issn>1053-8151</issn><issn>2154-3992</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2008</creationdate><recordtype>article</recordtype><sourceid>8G5</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><recordid>eNp1UM9LwzAYDaLgnN49eAjeq_mSpk2PY0w3ERTnEE8lTb9uGV07k_aw_97WioLg6fHxfny8R8glsBuAOL4FJoUCCUwJiJOYHZERBxkGIkn4MRn1dNDzp-TM-y1jgoegRqRYeVut6dyuN8GzqzOd2dI2B_qCHy36hi57rAx62tR0URmH2iNd1sbqsrsbdNo0tq48tRV9r9sua7qxZe6wom-22dBJ21i_OycnhS49XnzjmKzuZq_TefD4dL-YTh4DI2JoAuS6iBmqTCKwPJJZEWosVC4hNxlnUiWK57yAvEiUQs1VKDAyYdSVk5LlmRiT6yF37-qvAum2bl3VvUy5EFyCiuJOxAaRcbX3Dot07-xOu0MKLO3HTP-O2VmuBgs6a37kswfFQTDo6GCgvV7j78t_4z4BgIF9eg</recordid><startdate>20080601</startdate><enddate>20080601</enddate><creator>Jung, Sunhwa</creator><creator>Sainato, Diane M.</creator><creator>Davis, Carol A.</creator><general>SAGE Publications</general><general>SAGE PUBLICATIONS, INC</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>4T-</scope><scope>7RV</scope><scope>7X7</scope><scope>7XB</scope><scope>88B</scope><scope>88G</scope><scope>8C1</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>K9.</scope><scope>M0P</scope><scope>M0S</scope><scope>M2M</scope><scope>M2O</scope><scope>MBDVC</scope><scope>NAPCQ</scope><scope>PADUT</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PSYQQ</scope><scope>Q9U</scope></search><sort><creationdate>20080601</creationdate><title>Using High-Probability Request Sequences to Increase Social Interactions in Young Children With Autism</title><author>Jung, Sunhwa ; 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| ispartof | Journal of early intervention, 2008-06, Vol.30 (3), p.163-187 |
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| source | SAGE Complete A-Z List; EBSCOhost Education Source |
| subjects | Autism Behavior Disorders Behavior Modification Child Behavior Classroom Environment Communication Skills Compliance (Psychology) Developmental Delays Educational Methods Educational Strategies Generalization Interpersonal Competence Interpersonal Relationship Intervention Opportunities Peer Relationship Positive Reinforcement Preschool Education Probability Program Effectiveness Research Methodology Researchers Social Behavior Socialization Teaching Methods Usability Validity Young Children |
| title | Using High-Probability Request Sequences to Increase Social Interactions in Young Children With Autism |
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