Use the link below to access the readings to answer the following questions:
https://we.tl/t-ySzWjko94u
Luiselli, J. K., Russo, D. C., Christian, W. P., & Wilczynski, S. M. (Eds.). (2008). Effective practices for children with autism: Educational and behavior support interventions that work.
1. What is involved in communicative exchanges?
2. What are pragmatics?
3. Give an example of cooperative social behavior.
4. Give an example of nonverbal social skills.
5. What should you do to be a good communicator?
6. What are pivotal behaviors? Give an example.
7. What does the act of imitation involve?
8. Give an example of developmentally appropriate pay skills.
9. What is the rationale behind antecedent interventions and how is this done (give two ways)?
10. What are social stories? What are the four types of sentences in social stories?
11. What is priming? What does it consist of?
12. What is self-management? What are the rationales that support the use of self-management strategies? What are the two main types of self-management?
13. What are peer-mediated interventions?
14. How do peers serve as trainers or tutors?
15. What does pivotal response training incorporate? How is video modeling and computer instruction used?
Sivaraman, M. (2017). Using multiple exemplar training to teach empathy skills to children with autism. Behavior Analysis in Practice, 10(4), 337–346.
1. What can the term empathy refer to, and why is this an important skill? (p. 1)
2. What was the purpose of this study, what is the discriminative compound stimuli that was used, and what did the treatment package consist of? (p. 2)
3. How were affect and emotion identification assessed in the participants? (pp. 2–3)
4. Describe the emotion categories used in this study. (p. 3)
5. How was empathy operationally defined? (p. 3)
6. How did the authors promote ease of generalization? (p. 4)
7. How did the authors incorporate cultural variations into their response selection? (p. 4)
8. Describe baseline, treatment, generalization, and follow-up procedures. (pp. 5–6)
9. What did the results of this study show? (p. 6)
10. What is your takeaway message from this study?
Francisco, M. T., & Hanley, G. P. (2012). An evaluation of progressively increasing intertrial intervals on the acquisition and generalization of three social skills. Journal of Applied Behavior Analysis, 45(1), 137–142.
1. What is ITI? (p. 1)
2. What might be the advantages of how shorter and longer it is? (p. 1)
3. What is the purpose of the current study? (p. 1)
4. What are the dependent variables in this study? (p. 2)
5. Describe the baseline procedures for AM and PM sessions. (p. 2)
6. Describe the distributed ITI session. (p. 2)
7. Describe the progressive ITI session. (p. 3)
8. Describe the results for Lia and Hari. (p. 3)
9. What did these findings show regarding the timing of learning opportunities (i.e., with respect to longer or shorter ITIs)? (pp. 3–4)
10. What are the implications of this study? (p. 5)
