The Development of Interests in Children with Autism: A Method to Establish Baselines for Analyses and Evaluation Metadata
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- Main Title The Development of Interests in Children with Autism: A Method to Establish Baselines for Analyses and Evaluation
Author: Ala'i-Rosales, ShahlaCreator Type: PersonalCreator Info: University of North Texas
Author: Zeug, Nicole M.Creator Type: PersonalCreator Info: University of Kansas
Author: Baynham, Tanya Y.Creator Type: PersonalCreator Info: University of Kansas
Name: Association for Behavior Analysis. Developmental Behavior Analysis Special Interest GroupPlace of Publication: [Portage, Michigan]
- Creation: 2008
- Content Description: This article discusses development of interests in children with autism.
- Physical Description: 15 p.
- Keyword: autism
- Keyword: children
- Keyword: early intervention programs
- Journal: Behavioral Development Bulletin, 2008, Portage: Association for Behavior Analysis. Developmental Behavior Analysis Special Interest Group, pp. 3-16
- Publication Title: Behavioral Development Bulletin
- Volume: 14
- Edition: Spring
- Page Start: 3
- Page End: 16
- Pages: 15
- Peer Reviewed: True
Name: UNT Scholarly WorksCode: UNTSW
Name: UNT College of Public Affairs and Community ServiceCode: UNTCPA
- Rights Access: public
- Archival Resource Key: ark:/67531/metadc39320
- Academic Department: Behavior Analysis
- Display Note: Abstract: By definition, children with autism have limited interests. While considerable efforts have been directed toward the social and communication difficulties faced by children with autism, less attention has been directed towards understanding the development and acquisition of new interests. Such understanding may help autism interventionists-establish increasingly diverse and complex interests thereby increasing reinforcing events, learning opportunities, activity participation, and social engagement. This paper describes an observational system for monitoring reinforcer diversity and event engagement during naturalistic teaching portions of an early intervention program. Data are presented for two children. It is suggested that such measures are necessary for two reasons. First, given the lack of empirical support and the importance of reinforcers, there is a need for measurement systems to monitor the development of interests in early intervention programs for children with autism. Second, there is a paucity of research addressing expansion of interests. Developing measurement systems increases the likelihood that evidence-based practices will emerge. Hopefully, these efforts will increase our knowledge, increase child preference for instruction, and open avenues for enhanced instructional and life opportunities based on expanded interests.