The Effects of Response‐Stimulus Pairing on Toy Play and Stereotypy in Three Children on the Autism Spectrum in China
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
ABSTRACT Children on the autism spectrum who exhibit a restricted range of interests may engage less in appropriate toy play and display stereotypy, which may negatively affect their social engagement and task performance. Our study replicated and extended prior research by implementing response‐stimulus pairing to increase appropriate toy play and decrease inappropriate toy play and stereotypy in three Chinese children (aged 4–5 years) on the autism spectrum. We used a multiple probe design across participants. Results indicated that the intervention effectively increased appropriate toy play while decreasing inappropriate toy play and stereotypy. These improvements were also observed during free play. Two weeks after the completion of the intervention, all participants maintained the target behavior. Future research should consider collecting generalization data from home settings and conducting more rigorous functional behavior assessments.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it