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Détail de l'auteur
Auteur Janine P. STICHTER |
Documents disponibles écrits par cet auteur (8)
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An Initial Investigation of the Generalization of a School-Based Social Competence Intervention for Youth with High-Functioning Autism / Carla SCHMIDT in Autism Research and Treatment, (September 2011)
[article]
Titre : An Initial Investigation of the Generalization of a School-Based Social Competence Intervention for Youth with High-Functioning Autism Type de document : Texte imprimé et/ou numérique Auteurs : Carla SCHMIDT, Auteur ; Janine P. STICHTER, Auteur ; Kristin LIERHEIMER, Auteur ; Stephanie MCGHEE, Auteur ; Karen V. O’CONNOR, Auteur Année de publication : 2011 Article en page(s) : 11 p. Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study evaluated the impact of generalization of the Social Competence Intervention-Adolescent (SCI-A) curriculum in a school setting for individuals with high-functioning autism or Asperger's Syndrome (N=6). This study examined to what degree the generalization of the SCI-A curriculum could be measured when delivered in a school setting. Across the six participants preliminary results suggest improvement on teacher reports of social skills and executive functioning. Some improvements were also evident in direct measures of facial-expression recognition. Data collected in the nonintervention settings indicated that some generalization of social interaction skills may have occurred for all six participants. Future research directions are discussed. En ligne : http://dx.doi.org/10.1155/2011/589539 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=149
in Autism Research and Treatment > (September 2011) . - 11 p.[article] An Initial Investigation of the Generalization of a School-Based Social Competence Intervention for Youth with High-Functioning Autism [Texte imprimé et/ou numérique] / Carla SCHMIDT, Auteur ; Janine P. STICHTER, Auteur ; Kristin LIERHEIMER, Auteur ; Stephanie MCGHEE, Auteur ; Karen V. O’CONNOR, Auteur . - 2011 . - 11 p.
Langues : Anglais (eng)
in Autism Research and Treatment > (September 2011) . - 11 p.
Index. décimale : PER Périodiques Résumé : This study evaluated the impact of generalization of the Social Competence Intervention-Adolescent (SCI-A) curriculum in a school setting for individuals with high-functioning autism or Asperger's Syndrome (N=6). This study examined to what degree the generalization of the SCI-A curriculum could be measured when delivered in a school setting. Across the six participants preliminary results suggest improvement on teacher reports of social skills and executive functioning. Some improvements were also evident in direct measures of facial-expression recognition. Data collected in the nonintervention settings indicated that some generalization of social interaction skills may have occurred for all six participants. Future research directions are discussed. En ligne : http://dx.doi.org/10.1155/2011/589539 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=149 Fidelity and Effectiveness of PRT Implemented by Caregivers Without College Degrees / Jena K. RANDOLPH in Focus on Autism and Other Developmental Disabilities, 26-4 (December 2011)
[article]
Titre : Fidelity and Effectiveness of PRT Implemented by Caregivers Without College Degrees Type de document : Texte imprimé et/ou numérique Auteurs : Jena K. RANDOLPH, Auteur ; Janine P. STICHTER, Auteur ; Carla SCHMIDT, Auteur ; Karen V. O’CONNOR, Auteur Année de publication : 2011 Article en page(s) : p.230-238 Langues : Anglais (eng) Mots-clés : pivotal response training parent training parent education Index. décimale : PER Périodiques Résumé : Pivotal Response Training (PRT) combines research on task interspersal, direct reinforcement, and role of choice in a treatment for children with autism spectrum disorders (ASD). Parents of children with ASD have been trained to implement PRT to improve language and social interaction. Variables other than child characteristics, such as parental income and education level, may influence training and child outcomes. The authors investigated one of those variables, parental education level, by examining the fidelity and effectiveness of PRT implementation among three caregivers without college degrees. A concurrent multiple baseline design across all phases was used. Two of the three caregiver–child dyads benefited from the intervention. Caregivers’ level of education may not be as critical as other variables, such as consistency of training sessions and other family dynamics, for successful implementation of PRT. En ligne : http://dx.doi.org/10.1177/1088357611421503 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=148
in Focus on Autism and Other Developmental Disabilities > 26-4 (December 2011) . - p.230-238[article] Fidelity and Effectiveness of PRT Implemented by Caregivers Without College Degrees [Texte imprimé et/ou numérique] / Jena K. RANDOLPH, Auteur ; Janine P. STICHTER, Auteur ; Carla SCHMIDT, Auteur ; Karen V. O’CONNOR, Auteur . - 2011 . - p.230-238.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 26-4 (December 2011) . - p.230-238
Mots-clés : pivotal response training parent training parent education Index. décimale : PER Périodiques Résumé : Pivotal Response Training (PRT) combines research on task interspersal, direct reinforcement, and role of choice in a treatment for children with autism spectrum disorders (ASD). Parents of children with ASD have been trained to implement PRT to improve language and social interaction. Variables other than child characteristics, such as parental income and education level, may influence training and child outcomes. The authors investigated one of those variables, parental education level, by examining the fidelity and effectiveness of PRT implementation among three caregivers without college degrees. A concurrent multiple baseline design across all phases was used. Two of the three caregiver–child dyads benefited from the intervention. Caregivers’ level of education may not be as critical as other variables, such as consistency of training sessions and other family dynamics, for successful implementation of PRT. En ligne : http://dx.doi.org/10.1177/1088357611421503 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=148 iSocial: Delivering the Social Competence Intervention for Adolescents (SCI-A) in a 3D Virtual Learning Environment for Youth with High Functioning Autism / Janine P. STICHTER in Journal of Autism and Developmental Disorders, 44-2 (February 2014)
[article]
Titre : iSocial: Delivering the Social Competence Intervention for Adolescents (SCI-A) in a 3D Virtual Learning Environment for Youth with High Functioning Autism Type de document : Texte imprimé et/ou numérique Auteurs : Janine P. STICHTER, Auteur ; James LAFFEY, Auteur ; Krista GALYEN, Auteur ; Melissa J. HERZOG, Auteur Article en page(s) : p.417-430 Langues : Anglais (eng) Mots-clés : 3D virtual learning environments High functioning autism Social competence Distance education Index. décimale : PER Périodiques Résumé : One consistent area of need for students with autism spectrum disorders is in the area of social competence. However, the increasing need to provide qualified teachers to deliver evidence-based practices in areas like social competence leave schools, such as those found in rural areas, in need of support. Distance education and in particular, 3D Virtual Learning, holds great promise for supporting schools and youth to gain social competence through knowledge and social practice in context. iSocial, a distance education, 3D virtual learning environment implemented the 31-lesson social competence intervention for adolescents across three small cohorts totaling 11 students over a period of 4 months. Results demonstrated that the social competence curriculum was delivered with fidelity in the 3D virtual learning environment. Moreover, learning outcomes suggest that the iSocial approach shows promise for social competence benefits for youth. En ligne : http://dx.doi.org/10.1007/s10803-013-1881-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=223
in Journal of Autism and Developmental Disorders > 44-2 (February 2014) . - p.417-430[article] iSocial: Delivering the Social Competence Intervention for Adolescents (SCI-A) in a 3D Virtual Learning Environment for Youth with High Functioning Autism [Texte imprimé et/ou numérique] / Janine P. STICHTER, Auteur ; James LAFFEY, Auteur ; Krista GALYEN, Auteur ; Melissa J. HERZOG, Auteur . - p.417-430.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-2 (February 2014) . - p.417-430
Mots-clés : 3D virtual learning environments High functioning autism Social competence Distance education Index. décimale : PER Périodiques Résumé : One consistent area of need for students with autism spectrum disorders is in the area of social competence. However, the increasing need to provide qualified teachers to deliver evidence-based practices in areas like social competence leave schools, such as those found in rural areas, in need of support. Distance education and in particular, 3D Virtual Learning, holds great promise for supporting schools and youth to gain social competence through knowledge and social practice in context. iSocial, a distance education, 3D virtual learning environment implemented the 31-lesson social competence intervention for adolescents across three small cohorts totaling 11 students over a period of 4 months. Results demonstrated that the social competence curriculum was delivered with fidelity in the 3D virtual learning environment. Moreover, learning outcomes suggest that the iSocial approach shows promise for social competence benefits for youth. En ligne : http://dx.doi.org/10.1007/s10803-013-1881-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=223 A Review of Parent Education Programs for Parents of Children With Autism Spectrum Disorders / Tia SCHULTZ in Focus on Autism and Other Developmental Disabilities, 26-2 (June 2011)
[article]
Titre : A Review of Parent Education Programs for Parents of Children With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Tia SCHULTZ, Auteur ; Carla SCHMIDT, Auteur ; Janine P. STICHTER, Auteur Année de publication : 2011 Article en page(s) : p.96-104 Langues : Anglais (eng) Mots-clés : autism spectrum disorders training parent Index. décimale : PER Périodiques Résumé : Benefits of parent education have been demonstrated for decades. However, there exists a lack of formative evaluation of parent education for parents of children with autism spectrum disorders (ASD), limiting the interpretation of ongoing and future research. To understand the current status, key characteristics, and evaluation methods of parent education specific to ASD, relevant research was reviewed with an emphasis on presentation format, evaluation methods, and participant demographics. Of the 30 articles that met inclusion criteria, more than half included descriptions of programs for parents of children with ASD ages 3—5 years, 76% involved a one-on-one training approach, 40% relied on a manual or curriculum, 86% included data on parent and child outcomes, and 70% used single-case designs to evaluate program effectiveness. None of the researchers reported data on fidelity of implementation. Suggestions for further evaluation and next-generation research are provided. En ligne : http://dx.doi.org/10.1177/1088357610397346 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=127
in Focus on Autism and Other Developmental Disabilities > 26-2 (June 2011) . - p.96-104[article] A Review of Parent Education Programs for Parents of Children With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Tia SCHULTZ, Auteur ; Carla SCHMIDT, Auteur ; Janine P. STICHTER, Auteur . - 2011 . - p.96-104.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 26-2 (June 2011) . - p.96-104
Mots-clés : autism spectrum disorders training parent Index. décimale : PER Périodiques Résumé : Benefits of parent education have been demonstrated for decades. However, there exists a lack of formative evaluation of parent education for parents of children with autism spectrum disorders (ASD), limiting the interpretation of ongoing and future research. To understand the current status, key characteristics, and evaluation methods of parent education specific to ASD, relevant research was reviewed with an emphasis on presentation format, evaluation methods, and participant demographics. Of the 30 articles that met inclusion criteria, more than half included descriptions of programs for parents of children with ASD ages 3—5 years, 76% involved a one-on-one training approach, 40% relied on a manual or curriculum, 86% included data on parent and child outcomes, and 70% used single-case designs to evaluate program effectiveness. None of the researchers reported data on fidelity of implementation. Suggestions for further evaluation and next-generation research are provided. En ligne : http://dx.doi.org/10.1177/1088357610397346 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=127 Social Competence Intervention for Elementary Students with Aspergers Syndrome and High Functioning Autism / Janine P. STICHTER in Journal of Autism and Developmental Disorders, 42-3 (March 2012)
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Titre : Social Competence Intervention for Elementary Students with Aspergers Syndrome and High Functioning Autism Type de document : Texte imprimé et/ou numérique Auteurs : Janine P. STICHTER, Auteur ; Karen V. O’CONNOR, Auteur ; Melissa J. HERZOG, Auteur ; Kristin LIERHEIMER, Auteur ; Stephanie MCGHEE, Auteur Année de publication : 2012 Article en page(s) : p.354-366 Langues : Anglais (eng) Mots-clés : Social competence Aspergers Syndrome High functioning autism Cognitive-behavioral intervention Elementary-age children Index. décimale : PER Périodiques Résumé : Despite frequent reports of academic success, individuals with high functioning autism or Aspergers Syndrome (HFA/AS) often manifest deficits in social abilities. These deficits can lead to daily difficulties, and negative long-term outcomes. Deficits in social competency are evident in this population from an early age, as children with HFA/AS present unique challenges relating to peers, interpreting complex contextual cues, and transitioning across settings. A paucity of social interventions exist that target elementary-age children with HFA/AS and their combination of core social competence deficit areas: theory of mind (ToM), emotional recognition, and executive functioning. The current study expanded on the Social Competence Intervention (for adolescents; SCI-A), as detailed in Stichter et al. (J Autism Dev Disorders 40:1067–1079, 2010), by adjusting the curriculum to meet the needs of an elementary population. Results indicate significant improvements on direct assessments measuring theory of mind and problem solving, and parent perceptions of overall social abilities and executive functioning for 20 students, aged 6-10, with HFA/AS. The elementary SCI program appears promising, however, additional replications are necessary including expansion to school settings. En ligne : http://dx.doi.org/10.1007/s10803-011-1249-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=152
in Journal of Autism and Developmental Disorders > 42-3 (March 2012) . - p.354-366[article] Social Competence Intervention for Elementary Students with Aspergers Syndrome and High Functioning Autism [Texte imprimé et/ou numérique] / Janine P. STICHTER, Auteur ; Karen V. O’CONNOR, Auteur ; Melissa J. HERZOG, Auteur ; Kristin LIERHEIMER, Auteur ; Stephanie MCGHEE, Auteur . - 2012 . - p.354-366.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-3 (March 2012) . - p.354-366
Mots-clés : Social competence Aspergers Syndrome High functioning autism Cognitive-behavioral intervention Elementary-age children Index. décimale : PER Périodiques Résumé : Despite frequent reports of academic success, individuals with high functioning autism or Aspergers Syndrome (HFA/AS) often manifest deficits in social abilities. These deficits can lead to daily difficulties, and negative long-term outcomes. Deficits in social competency are evident in this population from an early age, as children with HFA/AS present unique challenges relating to peers, interpreting complex contextual cues, and transitioning across settings. A paucity of social interventions exist that target elementary-age children with HFA/AS and their combination of core social competence deficit areas: theory of mind (ToM), emotional recognition, and executive functioning. The current study expanded on the Social Competence Intervention (for adolescents; SCI-A), as detailed in Stichter et al. (J Autism Dev Disorders 40:1067–1079, 2010), by adjusting the curriculum to meet the needs of an elementary population. Results indicate significant improvements on direct assessments measuring theory of mind and problem solving, and parent perceptions of overall social abilities and executive functioning for 20 students, aged 6-10, with HFA/AS. The elementary SCI program appears promising, however, additional replications are necessary including expansion to school settings. En ligne : http://dx.doi.org/10.1007/s10803-011-1249-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=152 Social Competence Intervention for Parents (SCI-P): Comparing Outcomes for a Parent Education Program Targeting Adolescents with ASD / Tia SCHULTZ in Autism Research and Treatment, (December 2011)
PermalinkSocial Competence Intervention for Youth with Asperger Syndrome and High-functioning Autism: An Initial Investigation / Janine P. STICHTER in Journal of Autism and Developmental Disorders, 40-9 (September 2010)
PermalinkThe Use of Structural Analysis to Develop Antecedent-based Interventions for Students with Autism / Janine P. STICHTER in Journal of Autism and Developmental Disorders, 39-6 (June 2009)
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