Documents disponibles écrits par cet auteur

Conversation Skills and Self-Initiated Interactions in Young Adults with Autism and Intellectual Disability / Laura C. CHEZAN in Research in Autism Spectrum Disorders, 75 (July 2020) 

Public ISBD [article]  in Research in Autism Spectrum Disorders > 75 (July 2020) . - p.101554 Titre : Conversation Skills and Self-Initiated Interactions in Young Adults with Autism and Intellectual Disability Type de document : texte imprimé Auteurs : Laura C. CHEZAN, Auteur ; Erik DRASGOW, Auteur ; Elise M. GRYBOS, Auteur Article en page(s) : p.101554 Langues : Anglais (eng) Mots-clés : covert audio coaching  behavior skills training  conversations  workplace  autism spectrum disorder  intellectual disability Index. décimale : PER Périodiques Résumé : Background Our purpose in this study was to increase conversations in three young adults with autism spectrum disorder (ASD) and co-occurring moderate intellectual disability (ID). First, we used an intervention package consisting of Behavior Skills Training (BST) and Covert Audio Coaching (CAC) to promote acquisition and maintenance of conversations with coworkers. Second, we implemented CAC during naturally occurring opportunities at an internship site. Third, we examined whether the number of self-initiated interactions with coworkers increased during and after acquisition of conversations. Method Three young adults with ASD and co-occurring moderate ID participated in the study. We used a concurrent multiple-baseline design across participants with continuous acquisition probes to evaluate the effects of the intervention package consisting of BST and CAC in producing acquisition and maintenance of conversations and an increase in the number of self-initiated interactions. Results Results demonstrate that the intervention was effective in producing acquisition and maintenance of the target skills in all three young adults. Data also indicate that two of the three participants engaged more frequently in self-initiated interactions with coworkers as their conversational competence increased. Conclusions Findings suggest that the intervention package was effective in promoting conversations and an increased number of self-initiated interactions with coworkers in young adults with ASD and co-occurring moderate ID in the natural environment. Directions for future research and clinical implications for teaching conversations are discussed. En ligne : https://doi.org/10.1016/j.rasd.2020.101554 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4264 [article] Conversation Skills and Self-Initiated Interactions in Young Adults with Autism and Intellectual Disability [texte imprimé] / Laura C. CHEZAN, Auteur ; Erik DRASGOW, Auteur ; Elise M. GRYBOS, Auteur . - p.101554. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 75 (July 2020) . - p.101554 Mots-clés : covert audio coaching  behavior skills training  conversations  workplace  autism spectrum disorder  intellectual disability Index. décimale : PER Périodiques Résumé : Background Our purpose in this study was to increase conversations in three young adults with autism spectrum disorder (ASD) and co-occurring moderate intellectual disability (ID). First, we used an intervention package consisting of Behavior Skills Training (BST) and Covert Audio Coaching (CAC) to promote acquisition and maintenance of conversations with coworkers. Second, we implemented CAC during naturally occurring opportunities at an internship site. Third, we examined whether the number of self-initiated interactions with coworkers increased during and after acquisition of conversations. Method Three young adults with ASD and co-occurring moderate ID participated in the study. We used a concurrent multiple-baseline design across participants with continuous acquisition probes to evaluate the effects of the intervention package consisting of BST and CAC in producing acquisition and maintenance of conversations and an increase in the number of self-initiated interactions. Results Results demonstrate that the intervention was effective in producing acquisition and maintenance of the target skills in all three young adults. Data also indicate that two of the three participants engaged more frequently in self-initiated interactions with coworkers as their conversational competence increased. Conclusions Findings suggest that the intervention package was effective in promoting conversations and an increased number of self-initiated interactions with coworkers in young adults with ASD and co-occurring moderate ID in the natural environment. Directions for future research and clinical implications for teaching conversations are discussed. En ligne : https://doi.org/10.1016/j.rasd.2020.101554 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4264

General intervention approaches for teaching speech and its prerequisites / Jeff SIGAFOOS

Public ISBD contenu dans Language and Autism / Adrienne FITZER Titre : General intervention approaches for teaching speech and its prerequisites Type de document : texte imprimé Auteurs : Jeff SIGAFOOS, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur ; Joe REICHLE, Auteur ; Erik DRASGOW, Auteur ; Pieter C. DUKER, Auteur Année de publication : 2009 Importance : p.109-133 Langues : Anglais (eng) Index. décimale : APP-A APP-A ABA - FBA - Approches Comportementales Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=1042 contenu dans Language and Autism / Adrienne FITZER General intervention approaches for teaching speech and its prerequisites [texte imprimé] / Jeff SIGAFOOS, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur ; Joe REICHLE, Auteur ; Erik DRASGOW, Auteur ; Pieter C. DUKER, Auteur . - 2009 . - p.109-133. Langues : Anglais (eng) Index. décimale : APP-A APP-A ABA - FBA - Approches Comportementales Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=1042

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A Meta-Analysis of Functional Communication Training Effects on Problem Behavior and Alternative Communicative Responses / Laura C. CHEZAN in Focus on Autism and Other Developmental Disabilities, 33-4 (December 2018) 

Public ISBD [article]  in Focus on Autism and Other Developmental Disabilities > 33-4 (December 2018) . - p.195-205 Titre : A Meta-Analysis of Functional Communication Training Effects on Problem Behavior and Alternative Communicative Responses Type de document : texte imprimé Auteurs : Laura C. CHEZAN, Auteur ; Katie WOLFE, Auteur ; Erik DRASGOW, Auteur Année de publication : 2018 Article en page(s) : p.195-205 Langues : Anglais (eng) Mots-clés : functional communication training  meta-analysis  single-case research design  WWC Standards Index. décimale : PER Périodiques Résumé : We conducted a meta-analysis of single-case research design (SCRD) studies on functional communication training (FCT). First, we used the What Works Clearinghouse (WWC) Standards to evaluate each study. Next, we calculated effect sizes using Tau-U. Then, we aggregated the effect sizes across the studies to produce an omnibus effect size. Results indicate that more than half of the SCRD studies met the WWC Standards and that FCT was effective in decreasing the level of problem behavior and in increasing the level of the alternative communicative response (ACR), but effectiveness varied according to such factors as type of disability and age. Furthermore, the results of visual analysis corresponded with Tau-U effect sizes in more than half of the cases. Implications for researchers and practitioners are discussed. En ligne : http://dx.doi.org/10.1177/1088357617741294 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=3724 [article] A Meta-Analysis of Functional Communication Training Effects on Problem Behavior and Alternative Communicative Responses [texte imprimé] / Laura C. CHEZAN, Auteur ; Katie WOLFE, Auteur ; Erik DRASGOW, Auteur . - 2018 . - p.195-205. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 33-4 (December 2018) . - p.195-205 Mots-clés : functional communication training  meta-analysis  single-case research design  WWC Standards Index. décimale : PER Périodiques Résumé : We conducted a meta-analysis of single-case research design (SCRD) studies on functional communication training (FCT). First, we used the What Works Clearinghouse (WWC) Standards to evaluate each study. Next, we calculated effect sizes using Tau-U. Then, we aggregated the effect sizes across the studies to produce an omnibus effect size. Results indicate that more than half of the SCRD studies met the WWC Standards and that FCT was effective in decreasing the level of problem behavior and in increasing the level of the alternative communicative response (ACR), but effectiveness varied according to such factors as type of disability and age. Furthermore, the results of visual analysis corresponded with Tau-U effect sizes in more than half of the cases. Implications for researchers and practitioners are discussed. En ligne : http://dx.doi.org/10.1177/1088357617741294 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=3724

A Report on Using General-Case Programming to Teach Collateral Academic Skills to a Student in a Postsecondary Setting / Laura C. CHEZAN in Focus on Autism and Other Developmental Disabilities, 27-1 (March 2012) 

Public ISBD [article]  in Focus on Autism and Other Developmental Disabilities > 27-1 (March 2012) . - p.22-30 Titre : A Report on Using General-Case Programming to Teach Collateral Academic Skills to a Student in a Postsecondary Setting Type de document : texte imprimé Auteurs : Laura C. CHEZAN, Auteur ; Erik DRASGOW, Auteur ; Kathleen J. MARSHALL, Auteur Année de publication : 2012 Article en page(s) : p.22-30 Langues : Anglais (eng) Mots-clés : general-case programming  collateral academic skills  postsecondary education  pervasive developmental disorder–not otherwise specified  intellectual disability Index. décimale : PER Périodiques Résumé : The authors’ purpose in this report is to examine the application of general-case programming to teach collateral academic skills to a student with pervasive developmental disorder–not otherwise specified (PDD-NOS) and with a mild intellectual disability who was attending college. The authors use data drawn from their work with Tom to explain and illustrate how a general-case approach may be developed and implemented effectively. The authors’ experience provides initial support for the utility of general-case programming for teaching acquisition and generalization of collateral academic skills. They make recommendations to guide researchers in future investigations of the application of the general-case programming to teach skills that enhance the successful integration of students with disabilities in postsecondary programs. En ligne : http://dx.doi.org/10.1177/1088357611428334 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=1529 [article] A Report on Using General-Case Programming to Teach Collateral Academic Skills to a Student in a Postsecondary Setting [texte imprimé] / Laura C. CHEZAN, Auteur ; Erik DRASGOW, Auteur ; Kathleen J. MARSHALL, Auteur . - 2012 . - p.22-30. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 27-1 (March 2012) . - p.22-30 Mots-clés : general-case programming  collateral academic skills  postsecondary education  pervasive developmental disorder–not otherwise specified  intellectual disability Index. décimale : PER Périodiques Résumé : The authors’ purpose in this report is to examine the application of general-case programming to teach collateral academic skills to a student with pervasive developmental disorder–not otherwise specified (PDD-NOS) and with a mild intellectual disability who was attending college. The authors use data drawn from their work with Tom to explain and illustrate how a general-case approach may be developed and implemented effectively. The authors’ experience provides initial support for the utility of general-case programming for teaching acquisition and generalization of collateral academic skills. They make recommendations to guide researchers in future investigations of the application of the general-case programming to teach skills that enhance the successful integration of students with disabilities in postsecondary programs. En ligne : http://dx.doi.org/10.1177/1088357611428334 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=1529

Teaching mands to individuals with autism spectrum disorders / Erik DRASGOW

Public ISBD contenu dans Language and Autism / Adrienne FITZER Titre : Teaching mands to individuals with autism spectrum disorders Type de document : texte imprimé Auteurs : Erik DRASGOW, Auteur ; Jeff SIGAFOOS, Auteur ; James HALLE, Auteur ; Christian A. MARTIN, Auteur Année de publication : 2009 Importance : p.135-168 Langues : Anglais (eng) Index. décimale : APP-A APP-A ABA - FBA - Approches Comportementales Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=1043 contenu dans Language and Autism / Adrienne FITZER Teaching mands to individuals with autism spectrum disorders [texte imprimé] / Erik DRASGOW, Auteur ; Jeff SIGAFOOS, Auteur ; James HALLE, Auteur ; Christian A. MARTIN, Auteur . - 2009 . - p.135-168. Langues : Anglais (eng) Index. décimale : APP-A APP-A ABA - FBA - Approches Comportementales Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=1043

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