Marschik, Peter B.

[["dc.bibliographiccitation.issue","3"],["dc.bibliographiccitation.journal","Journal of Developmental and Physical Disabilities"],["dc.bibliographiccitation.volume","26"],["dc.contributor.author","Roche, Laura"],["dc.contributor.author","Sigafoos, Jeff"],["dc.contributor.author","Lancioni, Giulio E."],["dc.contributor.author","O'Reilly, Mark"],["dc.contributor.author","van der Meer, Larah"],["dc.contributor.author","Achmadi, Donna"],["dc.contributor.author","Green, Vanessa A."],["dc.contributor.author","Kagohara, Debora"],["dc.contributor.author","Sutherland, Dean"],["dc.contributor.author","Rayner, Christopher"],["dc.contributor.author","Marschik, Peter B."],["dc.date.accessioned","2020-06-22T06:22:16Z"],["dc.date.available","2020-06-22T06:22:16Z"],["dc.date.issued","2014"],["dc.description.abstract","We compared how quickly two boys with developmental disabilities learned to use tangible symbols, picture exchange, and a direct selection response to access cartoon videos. Intervention, aimed at teaching the boys to use each option, was evaluated in a multiple-baseline across participants and alternating treatments design. Following intervention, the boys were allowed to choose among the three options. Both participants learned to access six cartoon videos using the three options at comparable rates. Following acquisition, both boys most often chose to use tangible symbols. These findings are consistent with previous studies reporting comparable acquisition rates and a preference among communication options. The present study extends the literature by including a comparison of tangible symbols and a direct selection response. Our results provide additional support for the use of tangible symbols as a communication option for children with developmental disabilities."],["dc.identifier.doi","10.1007/s10882-013-9361-1"],["dc.identifier.isi","WOS:000334685100001"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/66576"],["dc.identifier.url","http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=ORCID&SrcApp=OrcidOrg&DestLinkType=FullRecord&DestApp=WOS_CPL&KeyUT=WOS:000334685100001&KeyUID=WOS:000334685100001"],["dc.language.iso","en"],["dc.relation.eissn","1573-3580"],["dc.relation.issn","1056-263X"],["dc.title","Comparing Tangible Symbols, Picture Exchange, and a Direct Selection Response for Enabling Two Boys with Developmental Disabilities to Access Preferred Stimuli"],["dc.type","journal_article"],["dc.type.internalPublication","no"],["dc.type.subtype","original_ja"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","95"],["dc.bibliographiccitation.journal","Research in Developmental Disabilities"],["dc.bibliographiccitation.lastpage","108"],["dc.bibliographiccitation.volume","82"],["dc.contributor.author","Zhang, Dajie"],["dc.contributor.author","Roche, Laura"],["dc.contributor.author","Bartl-Pokorny, Katrin D."],["dc.contributor.author","Krieber, Magdalena"],["dc.contributor.author","McLay, Laurie"],["dc.contributor.author","Bölte, Sven"],["dc.contributor.author","Poustka, Luise"],["dc.contributor.author","Sigafoos, Jeff"],["dc.contributor.author","Gugatschka, Markus"],["dc.contributor.author","Einspieler, Christa"],["dc.contributor.author","Marschik, Peter B."],["dc.date.accessioned","2020-06-03T07:28:14Z"],["dc.date.available","2020-06-03T07:28:14Z"],["dc.date.issued","2018"],["dc.description.abstract","ackground Responding to one’s own name (RtN) has been reported as atypical in children with developmental disorders, yet comparative studies on RtN across syndromes are rare. Aims We aim to (a) overview the literature on RtN in different developmental disorders during the first 24 months of life, and (b) report comparative data on RtN across syndromes. Methods and procedures In Part 1, a literature search, focusing on RtN in children during the first 24 months of life with developmental disorders, identified 23 relevant studies. In Part 2, RtN was assessed utilizing retrospective video analysis for infants later diagnosed with ASD, RTT, or FXS, and typically developing peers. Outcomes and results Given a variety of methodologies and instruments applied to assess RtN, 21/23 studies identified RtN as atypical in infants with a developmental disorder. We observed four different developmental trajectories of RtN in ASD, RTT, PSV, and FXS from 9 to 24 months of age. Between-group differences became more distinctive with age. Conclusions and implications RtN may be a potential parameter of interest in a comprehensive early detection model characterising age-specific neurofunctional biomarkers associated with specific disorders, and contribute to early identification."],["dc.identifier.doi","10.1016/j.ridd.2018.04.004"],["dc.identifier.pmid","29655507"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/66133"],["dc.language.iso","en"],["dc.relation.issn","0891-4222"],["dc.title","Response to name and its value for the early detection of developmental disorders: Insights from autism spectrum disorder, Rett syndrome, and fragile X syndrome. A perspectives paper"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","819"],["dc.bibliographiccitation.issue","6"],["dc.bibliographiccitation.journal","Behavior Modification"],["dc.bibliographiccitation.lastpage","840"],["dc.bibliographiccitation.volume","43"],["dc.contributor.author","Roche, Laura"],["dc.contributor.author","Carnett, Amarie"],["dc.contributor.author","Sigafoos, Jeff"],["dc.contributor.author","Stevens, Michelle"],["dc.contributor.author","O'Reilly, Mark F."],["dc.contributor.author","Lancioni, Gulio. E."],["dc.contributor.author","Marschik, Peter B."],["dc.date.accessioned","2020-05-19T11:14:20Z"],["dc.date.available","2020-05-19T11:14:20Z"],["dc.date.issued","2019"],["dc.description.abstract","Autism spectrum disorder is characterized by social and communication impairment, but some children appear to have relative strength in areas such as reading printed words. The present study involved two children with limited expressive communication skills, but relatively stronger reading ability. Based on this existing strength, we evaluated a textual prompting procedure for teaching the children to produce multiword spoken requests. The effect of providing textual prompts on production of multiword requests was evaluated in an ABAB design. The results showed that multiword requests increased when textual prompts were provided and decreased when the prompts were removed. In subsequent phases, the textual prompts were successfully faded by gradually making the printed text lighter and lighter until eventually the prompts were eliminated altogether. We conclude that identification of children’s strengths may assist in identifying effective prompting procedures that could then be used in teaching functional communication skills."],["dc.identifier.doi","10.1177/0145445519850745"],["dc.identifier.pmid","31113230"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/65585"],["dc.language.iso","en"],["dc.relation.eissn","1552-4167"],["dc.relation.issn","0145-4455"],["dc.title","Using a Textual Prompt to Teach Multiword Requesting to Two Children With Autism Spectrum Disorder"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","73"],["dc.bibliographiccitation.journal","Developmental Neurorehabilitation"],["dc.bibliographiccitation.lastpage","74"],["dc.contributor.author","Marschik, Peter B."],["dc.contributor.author","Einspieler, Christa"],["dc.contributor.author","Sigafoos, Jeff"],["dc.contributor.author","Enzinger, Christian"],["dc.contributor.author","Bölte, Sven"],["dc.date.accessioned","2020-05-18T13:26:00Z"],["dc.date.available","2020-05-18T13:26:00Z"],["dc.date.issued","2015"],["dc.identifier.doi","10.3109/17518423.2014.916362"],["dc.identifier.pmid","24840633"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/65533"],["dc.language.iso","en"],["dc.relation.issn","1751-8423"],["dc.relation.issn","1751-8431"],["dc.title","The interdisciplinary quest for behavioral biomarkers pinpointing developmental disorders"],["dc.type","journal_article"],["dc.type.internalPublication","no"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","3133"],["dc.bibliographiccitation.issue","10"],["dc.bibliographiccitation.journal","Research in Developmental Disabilities"],["dc.bibliographiccitation.lastpage","3138"],["dc.bibliographiccitation.volume","34"],["dc.contributor.author","Bartl-Pokorny, Katrin D."],["dc.contributor.author","Marschik, Peter B."],["dc.contributor.author","Sigafoos, Jeff"],["dc.contributor.author","Tager-Flusberg, H."],["dc.contributor.author","Kaufmann, W. E."],["dc.contributor.author","Grossmann, T."],["dc.contributor.author","Einspieler, Christa"],["dc.date.accessioned","2020-05-20T13:08:42Z"],["dc.date.available","2020-05-20T13:08:42Z"],["dc.date.issued","2013"],["dc.description.abstract","Rett syndrome (RTT) is a severe neurological disorder characterized by a developmental regression in motor and speech-language domains. There is, however, limited research on socio-communicative development of affected children before the onset of regression. We analyzed audio–video recordings made by parents of six 9- to 12-month old girls later diagnosed with typical RTT, applying the Inventory of Potential Communicative Acts (IPCA) to identify early communicative forms and functions. Each girl used at least one communicative form (e.g., body movement, eye gaze, or vocalizations) to gain attention and answer, but none were observed to make choices or request information. Varying numbers of children were observed to perform other communicative functions according to the IPCA including social convention, rejecting or requesting an object. Non-verbal forms (e.g., reaching, moving closer, eye contact, smiling) were more common than non-linguistic verbal forms (e.g., unspecified vocalizations, pleasure vocalizations, crying). (Pre-)linguistic verbal forms (e.g., canonical or variegated babbling, proto-words) were not used for communicative purposes. These data suggest that atypical developmental patterns in the socio-communicative domain are evident prior to regression in young individuals later diagnosed with RTT."],["dc.identifier.doi","10.1016/j.ridd.2013.06.040"],["dc.identifier.pmid","23891731"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/65631"],["dc.language.iso","en"],["dc.relation.issn","0891-4222"],["dc.title","Early socio-communicative forms and functions in typical Rett syndrome"],["dc.type","journal_article"],["dc.type.internalPublication","no"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","461"],["dc.bibliographiccitation.issue","2"],["dc.bibliographiccitation.journal","Research in Developmental Disabilities"],["dc.bibliographiccitation.lastpage","466"],["dc.bibliographiccitation.volume","33"],["dc.contributor.author","Marschik, Peter B."],["dc.contributor.author","Einspieler, Christa"],["dc.contributor.author","Sigafoos, Jeff"],["dc.date.accessioned","2020-06-23T07:48:57Z"],["dc.date.available","2020-06-23T07:48:57Z"],["dc.date.issued","2011"],["dc.description.abstract","To assess whether there are qualitatively deviant characteristics in the early vocalizations of children with Rett syndrome, we had 400 native Austrian–German speakers listen to audio recordings of vocalizations from typically developing girls and girls with Rett syndrome. The audio recordings were rated as (a) inconspicuous, (b) conspicuous or (c) not able to decide between (a) and (b). The results showed that participants were accurate in differentiating the vocalizations of typically developing children compared to children with Rett syndrome. However, the accuracy for rating verbal behaviors was dependent on the type of vocalization with greater accuracy for canonical babbling compared to cooing vocalizations. The results suggest a potential role for the use of rating child vocalizations for early detection of Rett syndrome. This is important because clinical criteria related to speech and language development remain important for early identification of Rett syndrome."],["dc.identifier.doi","10.1016/j.ridd.2011.10.007"],["dc.identifier.pmid","22119693"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/66598"],["dc.language.iso","en"],["dc.relation.issn","0891-4222"],["dc.title","Contributing to the early detection of Rett syndrome: The potential role of auditory Gestalt perception"],["dc.type","journal_article"],["dc.type.internalPublication","no"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","1749"],["dc.bibliographiccitation.issue","6"],["dc.bibliographiccitation.journal","Research in Developmental Disabilities"],["dc.bibliographiccitation.lastpage","1756"],["dc.bibliographiccitation.volume","33"],["dc.contributor.author","Marschik, Peter B."],["dc.contributor.author","Kaufmann, W. E."],["dc.contributor.author","Einspieler, Christa"],["dc.contributor.author","Bartl-Pokorny, Katrin D."],["dc.contributor.author","Wolin, T."],["dc.contributor.author","Pini, G."],["dc.contributor.author","Budimirovic, D. B."],["dc.contributor.author","Zappella, M."],["dc.contributor.author","Sigafoos, Jeff"],["dc.date.accessioned","2020-05-20T13:07:38Z"],["dc.date.available","2020-05-20T13:07:38Z"],["dc.date.issued","2012"],["dc.description.abstract","Rett syndrome (RTT) is a developmental disorder characterized by regression of purposeful hand skills and spoken language, although some affected children retain some ability to speech. We assessed the communicative abilities of five young girls, who were later diagnosed with the preserved speech variant of RTT, during the pre-regression period (aged 12–24 months). Videotapes, obtained by parents during routine family situations and celebrations, were analyzed to identify communicative forms and functions used by these toddlers. Non-verbal communicative forms dominated over verbal-communicative forms for six of the eight identified communication functions. Although the girls used various non-verbal forms to make requests, for example, none of the individuals were observed to make choices or request information. Early peculiarities in the speech-language domain during the first year of life became more prominent and evident during the second year of life as general differences between typical development and atypical development become more obvious in RTT. These findings highlight the importance of assessing socio-communicative forms and functions at early age in children with RTT. The results suggest that speech-language functions did not appear to play a major role in the children's communicative attempts. We conclude that, even among children with the preserved speech variant, socio-communicative deficits are present before regression and persist after this period."],["dc.identifier.doi","10.1016/j.ridd.2012.04.012"],["dc.identifier.pmid","22699249"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/65626"],["dc.language.iso","en"],["dc.relation.issn","0891-4222"],["dc.title","Profiling early socio-communicative development in five young girls with the preserved speech variant of Rett syndrome"],["dc.type","journal_article"],["dc.type.internalPublication","no"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","80"],["dc.bibliographiccitation.journal","Research in Developmental Disabilities"],["dc.bibliographiccitation.lastpage","86"],["dc.bibliographiccitation.volume","43-44"],["dc.contributor.author","Townend, Gillian S."],["dc.contributor.author","Bartl-Pokorny, Katrin D."],["dc.contributor.author","Sigafoos, Jeff"],["dc.contributor.author","Curfs, Leopold M. G."],["dc.contributor.author","Bolte, Sven"],["dc.contributor.author","Poustka, Luise"],["dc.contributor.author","Einspieler, Christa"],["dc.contributor.author","Marschik, Peter B."],["dc.date.accessioned","2017-09-07T11:52:10Z"],["dc.date.accessioned","2020-06-03T07:22:15Z"],["dc.date.available","2017-09-07T11:52:10Z"],["dc.date.available","2020-06-03T07:22:15Z"],["dc.date.issued","2015"],["dc.description.abstract","This study compared early markers of social reciprocity in children with typical Rett syndrome (RTT) and in those with the preserved speech variant (PSV) of RTT. Retrospective video analysis of 10 toddlers with typical RTT and five with PSV investigated participants' orientation to their name being called between the ages of 5 and 24 months, prior to their diagnosis. From analysis of the recordings two distinct profiles were apparent. Although response rate was higher in girls with typical RTT than PSV at 5 to 8 months this noticeably reversed from 9 to 12 months onwards. By two years of age there was a markedly higher rate and range of responses from girls with PSV. This study contributes to the delineation of different profiles for the variants of RTT. Copyright 2015 Elsevier Ltd. All rights reserved."],["dc.identifier.doi","10.1016/j.ridd.2015.06.008"],["dc.identifier.gro","3151215"],["dc.identifier.pmid","26159884"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/7994"],["dc.language.iso","en"],["dc.notes.intern","WoS Import 2017-07-25"],["dc.notes.status","final"],["dc.notes.submitter","PUB_WoS_Import"],["dc.relation.eissn","1873-3379"],["dc.relation.issn","0891-4222"],["dc.title","Comparing social reciprocity in preserved speech variant and typical Rett syndrome during the early years of life"],["dc.type","journal_article"],["dc.type.internalPublication","no"],["dc.type.peerReviewed","yes"],["dc.type.subtype","original_ja"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","59"],["dc.bibliographiccitation.issue","1"],["dc.bibliographiccitation.journal","International Journal of Developmental Neuroscience"],["dc.bibliographiccitation.lastpage","67"],["dc.bibliographiccitation.volume","39"],["dc.contributor.author","Waddington, Hannah"],["dc.contributor.author","Sigafoos, Jeff"],["dc.contributor.author","Lancioni, Giulio E."],["dc.contributor.author","O'Reilly, Mark F."],["dc.contributor.author","van der Meer, Larah"],["dc.contributor.author","Carnett, Amarie"],["dc.contributor.author","Stevens, Michelle"],["dc.contributor.author","Roche, Laura"],["dc.contributor.author","Hodis, Flaviu"],["dc.contributor.author","Green, Vanessa A."],["dc.contributor.author","Sutherland, Dean"],["dc.contributor.author","Lang, Russell"],["dc.contributor.author","Marschik, Peter B."],["dc.date.accessioned","2020-06-02T08:13:27Z"],["dc.date.available","2020-06-02T08:13:27Z"],["dc.date.issued","2014"],["dc.description.abstract","Background Many children with autism spectrum disorder (ASD) have limited or absent speech and might therefore benefit from learning to use a speech‐generating device (SGD). The purpose of this study was to evaluate a procedure aimed at teaching three children with ASD to use an iPad®‐based SGD to make a general request for access to toys, then make a specific request for one of two toys, and then communicate a thank‐you response after receiving the requested toy. Method A multiple‐baseline across participants design was used to determine whether systematic instruction involving least‐to‐most‐prompting, time delay, error correction, and reinforcement was effective in teaching the three children to engage in this requesting and social communication sequence. Generalization and follow‐up probes were conducted for two of the three participants. Results With intervention, all three children showed improvement in performing the communication sequence. This improvement was maintained with an unfamiliar communication partner and during the follow‐up sessions. Conclusion With systematic instruction, children with ASD and severe communication impairment can learn to use an iPad‐based SGD to complete multi‐step communication sequences that involve requesting and social communication functions."],["dc.identifier.doi","10.1016/j.ijdevneu.2014.05.001"],["dc.identifier.pmid","24819024"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/66029"],["dc.language.iso","en"],["dc.relation.eissn","1873-474X"],["dc.relation.issn","0736-5748"],["dc.title","Three children with autism spectrum disorder learn to perform a three-step communication sequence using an iPad®-based speech-generating device"],["dc.type","journal_article"],["dc.type.internalPublication","no"],["dc.type.subtype","original_ja"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","430"],["dc.bibliographiccitation.issue","6"],["dc.bibliographiccitation.journal","Developmental Neurorehabilitation"],["dc.bibliographiccitation.lastpage","430"],["dc.bibliographiccitation.volume","22"],["dc.contributor.author","Marschik, Peter B."],["dc.contributor.author","Tomantschger, Iris"],["dc.contributor.author","Pokorny, Florian B."],["dc.contributor.author","Tavčar, Miha"],["dc.contributor.author","Sigafoos, Jeff"],["dc.date.accessioned","2020-05-22T08:02:40Z"],["dc.date.available","2020-05-22T08:02:40Z"],["dc.date.issued","2018"],["dc.description.abstract","urpose: To investigate the extent to which medical students demonstrate politeness. With respect to patient–physician interactions, politeness appears to be a factor in therapeutic success, perhaps because it might induce greater patient compliance. Method: We assessed 354 third–semester medical students on one type of politeness, that is the percentage of students who greeted the teacher upon entering the lecture room. Results: Overall, 47% of the students initiated a greeting and this percentage did not change when the lecturers wore white coats. Females were less likely to initiate a greeting (35%) than males (55%). Conclusion: The results lead us to question whether university lecturers should strictly stick to their content of the curriculum or should they also teach their students about etiquette related to good clinician–patient relationships?"],["dc.identifier.doi","10.1080/17518423.2018.1526223"],["dc.identifier.pmid","30273511"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/65705"],["dc.language.iso","en"],["dc.relation.eissn","1751-8431"],["dc.relation.issn","1751-8423"],["dc.title","On the lighter side: Medicine or etiquette? Rethinking a lecturer's teaching assignment"],["dc.type","journal_article"],["dc.type.internalPublication","no"],["dspace.entity.type","Publication"]]