Una Comparación de dos Procedimientos para Condicionar Estímulos Sociales para que Funcionen Como Reforzadores en Niños con Autismo (en español) is the kind of topic that looks straightforward until it collides with the speed, ambiguity, and competing demands of case conceptualization, intervention design, staff training, and literature-informed problem solving. In Una Comparación de dos Procedimientos para Condicionar (en español), for this course, the practical stakes show up in stronger conceptual consistency and better translational decision making, not in abstract discussion alone.
Provider: BehaviorLive — via Florida Association of Behavior Analysis
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Join Free →Un cuerpo de literatura interesante y en crecimiento apoya la noción de que los síntomas del autismo pueden estar relacionados con una reducción general en la motivación social (Chevallier, Kohls, Troiani, Brodkin, & Schultz, 2012). Una revisión de la literatura sugiere que la orientación social y la motivación social son bajas en individuos con autismo, y que incluir la motivación social como un objetivo para la intervención debería ser priorizado (Helt et al., 2008). Los investigadores han utilizado procedimientos de condicionamiento para cambiar la función de estímulos sociales neutrales, como expresiones faciales arbitrarias (Gewirtz & Pelaez-Nogueras, 1992) y elogios no reforzadores (Dozier, Iwata, Thomason-Sassi, Worsdell, & Wilson, 2012) de manera efectiva. El estudio actual tenía como objetivo comparar los procedimientos operantes y respondentemente en su efectividad para condicionar estímulos sociales previamente neutrales para que funcionen como reforzadores. A lo largo de la presentación de este estudio, se hará hincapié en la importancia de procedimientos de condicionamiento efectivos durante las intervenciones terapéuticas de ABA con individuos con TEA, y en los aspectos técnicos de los procedimientos operantes y respondentemente más efectivos para el condicionamiento de estímulos sociales.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
| COA | 1 | — |
| FL MH/PSY | 0 | — |
Dr. Paloma Pedraza Rodriguez has been in the field of applied behavior analysis since 2002. She received her B.S. in Psychology at Florida State University while studying under Dr. Jon Bailey. She earned her M.S. in Applied Behavior Analysis from the Florida Institute of Technology under Dr. Martinez-Diaz, and her Ph.D. in Developmental Psychology from Florida International University under Drs. Jack Gewirtz and Anibal Gutierrez. During her time as a doctoral student she earned a research grant from the Organization for Autism Research and went on to publish her research in the Development and Behavior Bulletin. She has been teaching behavior analysis courses at FIU since 2008 and is now the assistant director of the Behavior Analysis Masters Program. Dr. Rodriguez has a tremendous passion for disseminating and advocating for the ethical and effective application of behavior analysis procedures. Dr. Rodriguez serves as the vice-chair of the Multicultural Special Interest Group at the Florida Association for Behavior Analysis and promotes the dissemination of ABA to Latin American and other cultures that are represented in South Florida by providing translated materials and trainings in different languages. Her clinical and research interests involve early intervention for children with autism, in particular the importance of social interaction during the early stages of learning. She is also the clinical director at First Steps Interventions, Inc. and provides clinical supervision to BCaBA and BCBA candidates.
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All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.