Using contingency contracting to improve social interactions between students with ASD and their peers

Using Contingency Contracting to Promote Social Interactions Among Students With ASD and Their Peers

Behavior Modification ◽

10.1177/0145445520901674 ◽

2020 ◽

pp. 014544552090167 ◽

Cited By ~ 1

Author(s):

Abdullah Alwahbi ◽

Youjia Hua

Keyword(s):

Elementary School ◽

Social Interactions ◽

Future Research ◽

Typically Developing ◽

Peer Training ◽

Contingency Contracting ◽

Study Results

The purpose of this study was to evaluate the effect of peer training implemented alone and the effect of combining contingency contracting with peer training on promoting social interactions among students with ASD and their peers. Three students with ASD and six typically developing peers enrolled in an inclusive elementary school participated in the study. Ten-minute observations were conducted during recess time to collect data on the participants’ social interactions. The data obtained showed that peer training alone did not result in improvement in social interactions. However, upon the introduction of contingency contracting, which facilitated the use of prompting and reinforcement, the participants engaged in a significantly higher number of social interactions. The findings about the effect of peer training and contingency contracting were consistent across the participants. The study results suggest several implications for practice and directions for future research.

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Perceived Voice Disorders in Older Adults and Impact on Social Interactions

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2020_persp-20-00059 ◽

2021 ◽

pp. 1-8

Author(s):

Connie K. Porcaro ◽

Clare Singer ◽

Boris Djokic ◽

Ali A. Danesh ◽

Ruth Tappen ◽

...

Keyword(s):

Older Adults ◽

Social Interactions ◽

Social Engagement ◽

Leisure Activities ◽

Treatment Strategies ◽

Voice Disorders ◽

Community Dwelling ◽

Vocal Performance ◽

Older Individuals ◽

Cross Sectional

Purpose Many aging individuals, even those who are healthy, report voice changes that can impact their ability to communicate as they once did. While this is commonly reported, most do not seek evaluation or management for this issue. The purpose of this study was to investigate the prevalence and differences in voice disorders in older adults, along with the effect of fatigue on their social interactions. Method This is a cross-sectional investigation of a community-dwelling sample of individuals aged 60 years or older. Participants completed the Questionnaire on Vocal Performance, the Social Engagement Index subset “Engagement in Social or Leisure Activities,” and the Fatigue Severity Scale. Results Results indicated 32.5% of the 332 participants reported symptoms of voice problems with no difference found between male and female respondents. A slight increase in report of voice problems was noted with each year of age. Participants who self-reported voice problems indicated less interaction in social activities involving communication than those who did not. Finally, as severity of self-reported voice problems increased, an increase was reported by the same individuals for signs of fatigue. Conclusions Voice problems and resulting decreased social interaction are commonly experienced by older individuals. Voice symptoms in older adults have been found to benefit from evidence-based treatment strategies. It is critical to provide education to encourage older individuals to seek appropriate evaluation and management for voice issues through a speech-language pathologist or medical professional.

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“Shhhh! Alex Has Something To Say”: AAC-SGD Use in the Classroom Setting

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac19.4.108 ◽

2010 ◽

Vol 19 (4) ◽

pp. 108-114 ◽

Cited By ~ 4

Author(s):

Lisa M. Mellman ◽

Laura S. DeThorne ◽

Julie A. Hengst

Keyword(s):

Social Interaction ◽

Social Interactions ◽

Augmentative And Alternative Communication ◽

Classroom Community ◽

Classroom Observations ◽

Classroom Teachers ◽

Classroom Setting ◽

Alternative Communication ◽

Structured Interviews ◽

Missed Opportunities

Abstract The present qualitative study was designed to examine augmentative and alternative communication (AAC) practices, particularly surrounding speech-generating devices (SGDs), in the classroom setting. We focused on three key child participants, their classroom teachers, and associated speech-language pathologists across three different schools. In addition to semi-structured interviews of all participants, six classroom observations per child were completed. Data were coded according to both pre-established and emergent themes. Four broad themes emerged: message-focused AAC use, social interactions within the classroom community, barriers to successful AAC-SGD use, and missed opportunities. Findings revealed a lack of SGD use in the classroom for two children as well as limited social interaction across all cases. We conclude by highlighting the pervasive sense of missed opportunities across these classroom observations and yet, at the same time, the striking resiliency of communicative effort in these cases.

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Social Interactions in Virtual Worlds

10.1017/9781316422823 ◽

2018 ◽

Cited By ~ 1

Keyword(s):

Social Interactions ◽

Virtual Worlds

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Hostility and Perceptions of Support in Ambiguous Social Interactions

Journal of Individual Differences ◽

10.1027/1614-0001.27.2.108 ◽

2006 ◽

Vol 27 (2) ◽

pp. 108-115 ◽

Cited By ~ 5

Author(s):

Ana-Maria Vranceanu ◽

Linda C. Gallo ◽

Laura M. Bogart

Keyword(s):

Social Support ◽

Social Networks ◽

Information Processing ◽

Social Interactions ◽

Social Information Processing ◽

Perceived Social Support ◽

Social Information ◽

Inverse Association ◽

Processing Bias ◽

Information Processing Bias

The present study investigated whether a social information processing bias contributes to the inverse association between trait hostility and perceived social support. A sample of 104 undergraduates (50 men) completed a measure of hostility and rated videotaped interactions in which a speaker disclosed a problem while a listener reacted ambiguously. Results showed that hostile persons rated listeners as less friendly and socially supportive across six conversations, although the nature of the hostility effect varied by sex, target rated, and manner in which support was assessed. Hostility and target interactively impacted ratings of support and affiliation only for men. At least in part, a social information processing bias could contribute to hostile persons' perceptions of their social networks.

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Behavioral Assessment of Social Interactions in Natural Settings

European Journal of Psychological Assessment ◽

10.1027/1015-5759.12.2.124 ◽

1996 ◽

Vol 12 (2) ◽

pp. 124-131 ◽

Cited By ~ 3

Author(s):

Carlos Santoyo

Keyword(s):

Social Skills ◽

Social Interaction ◽

Social Interactions ◽

Behavioral Assessment ◽

Behavioral Observation ◽

Social Responsiveness ◽

Social Agents ◽

Social Effectiveness ◽

Natural Settings

The present paper deals with behavioral assessment of social interaction in natural settings. The design of observational systems that allow the identification of the direction, contents, quality and social agents involved in a social interchange is an aim of social interaction assessment and research. In the first part a description of a system of behavioral observation of social interaction is presented. This system permits the identification of the above mentioned aspects. Secondly a strategy for the behavioral assessment of social skills is described. This strategy is based on the consequences and effects of social interaction, and it is supported by three basic processes: social effectiveness, social responsiveness and reciprocity.

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The Structure Among Measures of Personality, Social Attitudes, Values, and Social Norms

Journal of Individual Differences ◽

10.1027/1614-0001.28.4.240 ◽

2007 ◽

Vol 28 (4) ◽

pp. 240-251 ◽

Cited By ~ 28

Author(s):

Lazar Stankov

Keyword(s):

Factor Analysis ◽

Individual Differences ◽

Social Norms ◽

Social Interactions ◽

Correlation Matrix ◽

Social Attitudes ◽

Group Differences ◽

Factor Scores ◽

Ethnic Group Differences ◽

Inside Out

Abstract. This paper presents the results of a study that employed measures of personality, social attitudes, values, and social norms that have been the focus of recent research in individual differences. These measures were given to a sample of participants (N = 1,255) who were enrolled at 25 US colleges and universities. Factor analysis of the correlation matrix produced four factors. Three of these factors corresponded to the domains of Personality/Amoral Social Attitudes, Values, and Social Norms; one factor, Conservatism, cut across the domains. Cognitive ability showed negative correlation with conservatism and amoral social attitudes. The study also examined gender and ethnic group differences on factor scores. The overall interpretation of the findings is consistent with the inside-out view of human social interactions.

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