A novel method for measuring learning opportunities provided by parents to young children with autism spectrum disorder

Katherine S Davlantis1 , Annette Estes2, Geraldine Dawson3and Sally J Rogers4

ASD exhibit persistent impairments in reciprocal social commu- nication and social interaction and restricted, repetitive patterns of behavior, interests, or activities (American Psychiatric Association (APA), 2013).

the importance of identify- ing the potent parental behaviors that are related to improved outcomes for children with ASD.

parental ante- cedent (A), 

child behavior (B),

 and parental consequence (C).

A learning opportunity could be instigated by the parent providing some type of antecedent that elicited a child behavior or by the child behaving spontaneously.

反思自己在教學中，很多時候孩子自發表現出來的好的行為沒有得到及時的強化

Unwanted behaviors included noncompliance, screaming, whining, or crying without accompany- ing functional language, opening door of room to exit, running around room and/or from parent, throwing toys, displaying aggression toward parent, or engaging in obvi- ous stereotypies or self-stimulatory behavior (e.g. flap- ping hands or hitting self),

Higher scores on the ADOS are indicative of greater abnor- mality.

In order to maximize variabil- ity in scores, raw scores on the MCDI served as dependent variables in this study. Four subscales were utilized: 

(1) phrases understood, representing how many phrases chil- dren seemed to understand;

 (2) vocabulary comprehen- sion, representing how many words children seemed to understand;

 (3) vocabulary production, representing how many words children said; 

and (4) total gestures, indicat- ing how many gestures children exhibited.

句子理解、詞彙理解、能說多少個詞彙、會做多少手勢