Meaningful gazes: Conditioned reinforcement for following gaze as a prerequisite for joint attention-Reference-Cited by-同舟云学术

Meaningful gazes: Conditioned reinforcement for following gaze as a prerequisite for joint attention

Published:2024-08-13 Issue:3 Volume:51 Page:358-368
ISSN:0952-3383
Container-title:British Journal of Special Education
language:en
Short-container-title:British J Special Edu

Author:

Luke Nicole¹^ORCID,Chin Cherisse²,Kulmiye Hanan²,Keith Avery¹

Affiliation:

1. Department of Applied Disability Studies Brock University St Catharines Ontario Canada

2. Surrey Place Centre Toronto Ontario Canada

Abstract

AbstractJoint attention is an important developmental skill. This series of studies investigated the teaching of component joint attention skills to 10 children with autism ranging in age from three to five years. The goal was to teach gaze shifting within a joint attention interaction. An additional goal was to expand some participants' community of reinforcers to include social reinforcers. Each study employed a single‐case research design using design variations for one dependent variable: gaze shifting. All 10 children improved their ability to shift their gaze to a therapist. Four participants demonstrated acquisition of social reinforcers.

Funder

Brock University

Publisher

Wiley

Reference41 articles.

1. The Picture Exchange Communication System

2. Chazin K.T.&Ledford J.R.(2016)Multiple stimulus without replacement (MSWO) preference assessment. Evidence‐based instructional practices for young children with autism and other disabilities. Available from:http://ebip.vkcsites.org/multiple‐stimulus‐without‐replacement

3. A systematic review of behaviour analytic processes and procedures for conditioning reinforcers among individuals with autism, developmental or intellectual disability

4. Análisis aplicado de conducta, tercera edición