Annotated Bibliography About Children With Autism

http://alpinelearninggroup.org/sites/default/files/Social%20referencing%20and%20children%20with%20autism.pdf

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This article discusses social referencing behaviour-analytic conceptualization and the deficits of social referencing ameliorating to autism children. There is lack of social referencing to children with autism, where they do not respond to facial expressions or behaviours that are non-verbal. The causes of this are due to children lack of social stimuli observation or over-selectivity of stimulus making learning of responses social a problem. There is need for children with autism to be taught or trained on social referencing using teaching procedures that are behavior-analytic.

DeQuinzio, J.A., & Taylor, B.A. (2015). Teaching children with autism to discriminate the reinforced and nonreinforced responses of others: Implications for observational learning. Journal of Applied Behavior Analysis, doi:10.1002/jaba.192

http://alpinelearninggroup.org/sites/default/files/DeQuinzio_et_al-2015-Journal_of_Applied_Behavior_Analysis.pdfThis article provides observational learning responses implications for teaching to children with autism. Discrimination of adult model responses those that are reinforced and non-reinforced were taught to 4 participants. The effectiveness of the intervention was evaluated using baseline multiple design. According to the article results the children participants with autism showed discrimination of responses that are non-reinforced and reinforced acquisition in the test sessions for adult model. Systematic learning is required for children with autism due to the deficits in learning, where they are taught to discriminate among responses contingencies.

Taylor, B.A., & DeQuinzio, J. A., & Stine, J. (2012). Increasing observational learning in

children with autism: A preliminary analysis. Journal of Applied Behavior Analysis, 45, 815-820.

http://alpinelearninggroup.org/sites/default/files/Taylor_et_al-2012-Journal_of_Applied_Behavior_Analysis.pdfThe article focuses on evaluating acquisition of sight words though monitoring effects of responses. It targeted on autism children, 3 in total, who were taught matching of peer reading responses and vocal imitation. Additionally, the children were exposed to responses that were peer reading only. The children with autism are able to accurately read the words when there was requirement for monitoring response in the text sessions. The result of the article is that there is importance in component responses identification for observation learning in children with autism. More studies on responses monitoring for children with autism is needed.

Taylor, B. A., & Fisher, J. (2010). Three important things to consider when starting intervention for a child diagnosed with autism. Behavior Analysis in Practice, 3, 52-53.

http://alpinelearninggroup.org/sites/default/files/Taylor%20%26%20Fisher%20i1998-1929-3-2-52.pdf

The article discusses the three important consideration items for effective treatment in the motivation of children with autism in response to interactions in teaching. Practitioners need to build the parent and team members relationship in dealing with treatment. The family resources, style of parenting, the childs profile and the motivation of the family, team and child need to be considered to ensure the intervention of child with autism is successful. Additionally the progress up to date and re-assessment of resources and priorities of parents is vital. The missteps in designing and implementing child with autism intervention program that is intensive need to be recognized, which point to achievement of the intervention goal

Taylor, B.A., & Hoch, H. (2008). Teaching children with autism to respond to and initiate bids

for joint attention. Journal of Applied Behavior Analysis. 377-391.http://alpinelearninggroup.org/sites/default/files/Downloads/Teaching_Children_to_Initiate_Bids_for_Joint_Attention.pdf

The article explores the effects of social reinforcements and prompting of children with autism in responses to joint attention to an adult and initiation of the bids. The focus was on 3 children, who were taught and trained on response to adult bid and it was discovered that there was need for training for the children to initiate joint attention bids. As per the research children with autism do engage in joint attention components without being trained or instructed but for complex responses intervention is important. There is need for more research to generalize on joint intervention responses training in natural settings.