A Practitioner Model for Increasing Eye Contact in Children With Autism
A Practitioner Model for Increasing Eye Contact in Children With Autism
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DOI：
10.1177/0145445516689323
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发表时间：
2017-05-01
影响因子：
2.3
通讯作者：
Nuta, Raluca
中科院分区：
文献类型：
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作者：
Cook, Jennifer L.;Rapp, John T.;Nuta, Raluca
虽然许多自闭症谱系障碍（ASD）儿童的教学技术要求教师在提供教学需求之前获得儿童的目光接触，但文献中包含的程序很少可靠地产生这种结果。为了解决这个问题，我们评估了一个连续的模型，以增加自闭症儿童的目光接触的影响。该模型包括以下几个阶段：仅限目光接触的应急表扬，应急食物加表扬，刺激提示加应急食物和表扬，应急视频和表扬，时间表细化，以及长达2年的维护评估。结果表明，该程序增加了20名参与者的目光接触（另一名参与者不需要后果）。对于16名参与者，赞美（单独）不足以支持眼神交流;然而，当治疗师使用间歇性食物或视频和连续赞美的组合时间表时，这些参与者通常保持高水平的眼神交流。我们讨论了这个模型的一些局限性和未来研究的方向，以增加自闭症儿童的目光接触。
Although many teaching techniques for children with autism spectrum disorder (ASD) require the instructor to gain the child's eye contact prior to delivering an instructional demand, the literature contains notably few procedures that reliably produce this outcome. To address this problem, we evaluated the effects of a sequential model for increasing eye contact in children with ASD. The model included the following phases: contingent praise only (for eye contact), contingent edibles plus praise, stimulus prompts plus contingent edibles and praise, contingent video and praise, schedule thinning, and maintenance evaluations for up to 2 years. Results indicated that the procedures increased eye contact for 20 participants (one additional participant did not require consequences). For 16 participants, praise (alone) was not sufficient to support eye contact; however, high levels of eye contact were typically maintained with these participants when therapists used combined schedules of intermittent edibles or video and continuous praise. We discuss some limitations of this model and directions for future research on increasing eye contact for children with ASD.