Research categorised under the heading “Life Skills” covers areas that support individuals to be as independent as possible in and out of the school setting.
The Use of Token Economy, Positive Reinforcement and Escape Extinction to Reduce Food Refusal in a Young Boy Diagnosed with Autism – Charlotte Holland
This research project focussed on addressing food refusal with one child diagnosed with autism. Tactics from the behaviour analytic literature were combined and systematically applied to reduce food refusal over a period of 3.5 months. This research was presented in poster format at the 2018 CABAS conference in New Jersey.
Read More
This study evaluated the effects of a token economy and escape extinction to reduce food refusal in a nine year old male diagnosed with autism. The participant would refuse food at lunchtimes in addition to exhibiting assaultive and self-injurious behaviours. The combination of using a token economy, positive reinforcement and escape extinction was shown to be effective in reducing food refusal for this child.
A Replication of a Comparison of Prompting Strategies on the Acquisition of Daily Living Skills – Gemma Reeder & Amy Blaskett
Two different prompting strategies were used to teach two adolescents diagnosed with autism to fold clothes. The first prompting strategy was the teacher model which involved the teacher showing the participants what they needed to do one step at a time. The second prompting strategy was the gestural prompt which involved the teacher pointing to the clothes to show the participants what they needed to do. Both strategies were successful for teaching the adolescents to fold clothes, but the participants learnt the skills more quickly when the teacher model was used. Study submitted for the CABAS® Master Teacher Rank.
Read More
The two adolescents were taught to fold a pair of trouser and a shirt according to a task analysis which broke down the sequence of behaviours into smaller manageable steps. The use of the task analysis ensured that the participants were taught to fold these items in a consistent manner across different teachers. The teacher model prompting strategy involved the teacher carrying out the action according to the task analysis so that the participant could copy one step at a time. The gestural prompt strategy involved the teacher pointing to the clothes to guide the participant to the correct part of the clothing to support them with carrying out the correct folding action. All steps completed correctly were reinforced. If a step was completed unsuccessfully then the teacher physically prompted the participant complete the step and this step was not reinforced. Results showed that although both prompting conditions were successful in teaching the participants to fold clothing, the teacher model prompting was more efficient than the gestural prompt condition.
We use cookies on our website to give you the most relevant experience by remembering your preferences and repeat visits. By clicking “Accept All”, you consent to the use of ALL the cookies. However, you may visit "Cookie Settings" to provide a controlled consent.
Our Site uses cookies to distinguish you from other users of the Site. This helps us to provide you with a good experience when you browse our Site and also allows us to improve our Site.
A cookie is a small file of letters and numbers that are placed on your machine to help us provide a better user browsing experience. In general, cookies are used to retain user preferences, store information for things like shopping carts and provide anonymised tracking data to third party applications like Google Analytics. You can block cookies by activating the setting on your browser that allows you to refuse the setting of all or some cookies. However, if you restrict or block cookies this website uses, this may reduce the performance and usability of the site.
To find out more on cookies generally and about how to restrict or block the cookies this site uses, please visit aboutcookies.org or allaboutcookies.org
For more information about how we process personal information, please read our Privacy Policy
These are cookies that enable core functionality and performance of our website including security, accessibility, network management as well as allowing you to log into secure areas of our website.
These allow us to recognise and count the number of visitors and to see how visitors move around our Site when they are using it. This helps us to improve the way our Site works, for example, by ensuring that users are finding what they are looking for easily. The cookies collect information in a way that does not directly identify anyone.
The Use of Token Economy, Positive Reinforcement and Escape Extinction to Reduce Food Refusal in a Young Boy Diagnosed with Autism – Charlotte Holland
