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CONTROL OF EYE CONTACT IN THE AUTISTIC CHILD

For Psych. Gerardo Gonzalez Guadarrama.

Empirical evidence indicates that the responses of eye contact in autistic children are controlled by reinforcing and discriminative stimuli.

One procedure that has been effective in controlling eye contact is shackling the desired response (eye contact) with another socially desirable response but more frequent and widespread (speech).

This method can be effective to develop other behaviors difficult to generalize, it also has the advantage to be effective in increasing desirable two responses simultaneously.

This does not mean that this approach to establish eye contact has the same conditions that determine eye contact in normal children. However, there are indications that the development of eye contact through operant conditioning techniques can have significant therapeutic value.

First, increased eye contact in autistic children creates a sense of connection and influence the reactions of other people with respect them.

Second, the changes experienced in other behaviors to suppose that the responses of eye contact may be accompanied by positive side effects.

naturally These effects should be recorded objectively before drawing conclusions.

By associating the visual response to social stimuli, there was an increase in approach behavior, exploratory and physical contact that followed the development of visual tact.

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considerations on self-injurious behavior in autistic children

For Psych. Gerardo González Guadarrama

think that there are functional relationships between specific environmental manipulations and self-harm. For example, the reinforcement and extinction of other behaviors control the frequency and magnitude of self-injurious behavior, the administration of social reforzarniento contingent on self-injurious behavior increases in frequency and magnitude.

has also been found that a systematic replacement of self-injurious responses by social behavior appropriate, which speaks in favor of his belonging to the same kind of answers, the social behaviors. Conceptually, the system that best fits these functional relationships is believed that self-injurious behavior is a learned behavior, operant.

The filing of an operant behavior is under the control of two classes of stimuli, discriminative and reinforcing. A discriminative stimuli can designate them as those who "prepare the occasion" for self-injurious behavior, because they announce the reinforcement of such behavior. In other words, "are signs" for self-injurious behavior. A reinforcing stimulus when it is called, produced by self-injurious behavior, reinforce it. In a way, serves as a "reward" or "payment" for this conduct. Since both kinds of stimuli are social stimuli (ie provided by another person), self-injurious behavior may be regarded as social behavior. The two types of control (reinforcer and discriminative) on self-injurious behavior is discussed separately.

Effect of social reinforcement on self-injurious behavior.

A social event ("'No hit you "), when administered contingent on self-injurious behavior, increases the frequency of such behavior. Then, by definition, the commentary serves as a social reinforcer, and behavior follows the laws of operant behavior.

not attempted to analyze the appearance of the stimulus should be acting as a reinforcer in this comment, but the researchers consider it sufficient reason to assume that almost all comments, to provide care, should have a similar effect.

Control stimulation discriminative.

The discriminative stimulus control of self-injurious behavior is evident in the sudden reduction of such behavior to the zero level when introducing new stimuli. Conceptually, the new non-discriminative stimulus for self-injury.

therefore considered that the withdrawal of reinforcement of a previously re-enforced response acts as a discriminative stimulus for self-injurious behavior. That this fact is established as discriminative for self-injurious behavior indicate than in the past was the signal for the restoration of the reinforcement when a child is behaving in a self-injurious. Overall, this could mean that whenever the deletion of reinforcement (as in a situation of demand), the child could obtain reinforcement (withdrew the lawsuit and produced reinforcement) on condition that itself is damaged. This self-injurious behavior obtained, therefore, a "payment" immediately, restoring the desired reinforcement.

From the viewpoint of reinforcement theory, the removal of the reinforcement is discrirninativa for a range of behaviors, some more socially acceptable than others. We could say that when an answer, which previously was effective to get reinforcement, fails to produce such effects, it acts as a warning to the subject or increase the magnitude of such behavior or some other behavior change, yet acceptable in the past has been operational for reinforcement. Predict which specific responses will be issued, and when it involves a detailed knowledge of the history of reinforcement of the individual, which is often impossible. You may think that the child has exhausted his repertoire of hierarchical social behavior during sessions of extinction: the first behaviors that were introduced and the first that went extinct were acquired more recently during the sessions, and the last to appear and become extinct were those acquired at home and in other situations and played during the sessions (eg self-injurious behavior).

The data confirm the idea of \u200b\u200ban environmental control very specific about self-injury, rather than supervision by 'states' internal (such as guilt and "introjection hostile' .)

When examining the effects comment like "Do not think you're bad" is particularly on this point. The use of these reviews by professionals who claim that self-injurious behavior of children was a function of certain internal states, mostly to blame. These professionals launched the hypothesis that the comment could reduce self-harm behavior to reduce the level of guilt (or the magnitude of its "hostile introjection).

We on the contrary, we found that when these comments apply contingent on self-injurious behavior, it increases.

According to the above considerations, any verbal response that provides care from specialist contingent on self-injurious behavior may serve as a positive reinforcer of the behavior.

When responding to an autistic child socially, when self-injured, it can cause significant damage than good, unless you know some possible aspects stimulating a response and its temporal relation to their conduct.

The beneficial effect of suppressing and / or extinguish self-injurious behavior is obvious, when you try to educate these children, they invariably make requests to the child, ie the reinforcement is removed until the response is issued desired. Tantrum behavior and harming not only retard the educational efforts of others, but that interfere with the likelihood that the desired response is issued.