Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
Journal of Positive Behavior Interventions
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Nuzzolo-Gomez, R.
Right arrow Articles by Greer, R. D.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Teaching Children with Autism to Prefer Books or Toys Over Stereotypy or Passivity

Robin Nuzzolo-Gomez

The David Gregory School

Mandy A. Leonard

The David Gregory School

Eyleen Ortiz

The David Gregory School

Celestina M. Rivera

The David Gregory School

R. Douglas Greer

Columbia University

Two experiments were conducted with 4 students with autism to test the relationship between either toys or books as conditioned reinforcers for observing or playing and their effect on stereotypy and passivity. Experiment 1 consisted of a single preschool student who emitted frequent intervals of passive behavior and infrequent intervals of looking at books in a free play setting. After systematic training sessions involving pairings of reinforcers with looking at books, he engaged in looking at books significantly more than in his baseline in free play and decreased intervals of passivity. Experiment 2 involved a multiple baseline across 3 students. Baseline data were followed by toy-play conditioning sessions run concurrently with free-play observations. The 2 students who emitted frequent rates of stereotypy in baseline had significantly fewer intervals of stereotypy after toys were conditioned as reinforcers and toy play increased for all 3 students.

Journal of Positive Behavior Interventions, Vol. 4, No. 2, 80-87 (2002)
DOI: 10.1177/109830070200400203
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Journal of Positive Behavior InterventionsHome page
S. Lee, S. L. Odom, and R. Loftin
Social Engagement With Peers and Stereotypic Behavior of Children With Autism
Journal of Positive Behavior Interventions, April 1, 2007; 9(2): 67 - 79.
[Abstract] [PDF]

Home page
 Focus Autism Other Dev DisablHome page
S. L. Odom, W. H. Brown, T. Frey, N. Karasu, L. Lee Smith-Canter, and P. S. Strain
Evidence-Based Practices for Young Children With Autism: Contributions for Single-Subject Design Research
Focus on Autism and Other Developmental Disabilities, January 1, 2003; 18(3): 166 - 175.
[Abstract] [PDF]