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Détail de l'auteur
Auteur David TREMBATH |
Documents disponibles écrits par cet auteur (18)
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A systematic search and appraisal of intervention characteristics used to develop varied communication functions in children with autism who use aided AAC / Kristy LOGAN in Research in Autism Spectrum Disorders, 90 (February 2022)
[article]
Titre : A systematic search and appraisal of intervention characteristics used to develop varied communication functions in children with autism who use aided AAC Type de document : Texte imprimé et/ou numérique Auteurs : Kristy LOGAN, Auteur ; Teresa IACONO, Auteur ; David TREMBATH, Auteur Article en page(s) : 101896 Langues : Anglais (eng) Mots-clés : AAC ASD Communication functions Dosage Index. décimale : PER Périodiques Résumé : Background Aided augmentative and alternative communication (AAC) interventions have been shown to be effective in teaching children with autism spectrum disorder (ASD) to communicate for a range of communication functions. However, currently little is known about the specific characteristics of interventions that can be used to teach functions other than object request. Method A systematic search and appraisal was undertaken of extant ASD-AAC research to determine whether outcomes varied according to intervention strategies used, communication functions and behaviours targeted, treatment intensity, and participant characteristics. Eighteen studies were identified and appraised for constituents and outcomes. Results Intervention components varied widely, as did behaviours targeted, participant characteristics, dosage, and outcomes. There was evidence that a range of functions and communication behaviours could be taught successfully in structured, context-bound routines, with the teaching strategies of time delay and prompting applied most frequently. A small correlation was found between dosage and effect size. Conclusions The current appraisal provides evidence that children with ASD who use aided AAC can learn communication functions beyond making requests for objects. AAC interventions that include time delay and prompting, and that teach skills in specific routines, are more likely to demonstrate a moderate to large effect size. Further research on the range of factors that may potentially influence outcomes, such as participant characteristics and dosage, is needed. En ligne : https://doi.org/10.1016/j.rasd.2021.101896 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458
in Research in Autism Spectrum Disorders > 90 (February 2022) . - 101896[article] A systematic search and appraisal of intervention characteristics used to develop varied communication functions in children with autism who use aided AAC [Texte imprimé et/ou numérique] / Kristy LOGAN, Auteur ; Teresa IACONO, Auteur ; David TREMBATH, Auteur . - 101896.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 90 (February 2022) . - 101896
Mots-clés : AAC ASD Communication functions Dosage Index. décimale : PER Périodiques Résumé : Background Aided augmentative and alternative communication (AAC) interventions have been shown to be effective in teaching children with autism spectrum disorder (ASD) to communicate for a range of communication functions. However, currently little is known about the specific characteristics of interventions that can be used to teach functions other than object request. Method A systematic search and appraisal was undertaken of extant ASD-AAC research to determine whether outcomes varied according to intervention strategies used, communication functions and behaviours targeted, treatment intensity, and participant characteristics. Eighteen studies were identified and appraised for constituents and outcomes. Results Intervention components varied widely, as did behaviours targeted, participant characteristics, dosage, and outcomes. There was evidence that a range of functions and communication behaviours could be taught successfully in structured, context-bound routines, with the teaching strategies of time delay and prompting applied most frequently. A small correlation was found between dosage and effect size. Conclusions The current appraisal provides evidence that children with ASD who use aided AAC can learn communication functions beyond making requests for objects. AAC interventions that include time delay and prompting, and that teach skills in specific routines, are more likely to demonstrate a moderate to large effect size. Further research on the range of factors that may potentially influence outcomes, such as participant characteristics and dosage, is needed. En ligne : https://doi.org/10.1016/j.rasd.2021.101896 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 The Experience of Anxiety in Young Adults With Autism Spectrum Disorders / David TREMBATH in Focus on Autism and Other Developmental Disabilities, 27-4 (December 2012)
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Titre : The Experience of Anxiety in Young Adults With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : David TREMBATH, Auteur ; Carmela GERMANO, Auteur ; Graeme JOHANSON, Auteur ; Cheryl DISSANAYAKE, Auteur Article en page(s) : p.213-224 Langues : Anglais (eng) Mots-clés : autism spectrum disorders anxiety qualitative coping Index. décimale : PER Périodiques Résumé : Anxiety is known to be common among young adults with autism spectrum disorders (ASD), yet little is known about the nature of their experiences or the strategies they use to live and cope with their reported anxiety. In this qualitative study, we began to address this issue through two focus groups involving 11 young adults with ASD, and 10 parents and professionals. Participants in each group were asked to discuss the triggers for anxiety, the consequences of anxiety, and strategies they have used, would like to use, or have seen individuals with ASD use to manage their anxiety. The participants identified multiple personal and environmental sources of anxiety, noting the substantial impact they have on their everyday lives at home, work, university, and in the community. Their individual experiences and strategies for living and coping with anxiety are presented. En ligne : http://dx.doi.org/10.1177/1088357612454916 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184
in Focus on Autism and Other Developmental Disabilities > 27-4 (December 2012) . - p.213-224[article] The Experience of Anxiety in Young Adults With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / David TREMBATH, Auteur ; Carmela GERMANO, Auteur ; Graeme JOHANSON, Auteur ; Cheryl DISSANAYAKE, Auteur . - p.213-224.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 27-4 (December 2012) . - p.213-224
Mots-clés : autism spectrum disorders anxiety qualitative coping Index. décimale : PER Périodiques Résumé : Anxiety is known to be common among young adults with autism spectrum disorders (ASD), yet little is known about the nature of their experiences or the strategies they use to live and cope with their reported anxiety. In this qualitative study, we began to address this issue through two focus groups involving 11 young adults with ASD, and 10 parents and professionals. Participants in each group were asked to discuss the triggers for anxiety, the consequences of anxiety, and strategies they have used, would like to use, or have seen individuals with ASD use to manage their anxiety. The participants identified multiple personal and environmental sources of anxiety, noting the substantial impact they have on their everyday lives at home, work, university, and in the community. Their individual experiences and strategies for living and coping with anxiety are presented. En ligne : http://dx.doi.org/10.1177/1088357612454916 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184 Utilisation of evidence-based practices by ASD early intervention service providers / Jessica M. PAYNTER in Autism, 21-2 (February 2017)
[article]
Titre : Utilisation of evidence-based practices by ASD early intervention service providers Type de document : Texte imprimé et/ou numérique Auteurs : Jessica M. PAYNTER, Auteur ; Sarah FERGUSON, Auteur ; Kathryn FORDYCE, Auteur ; Annette JOOSTEN, Auteur ; Sofia PAKU, Auteur ; Miranda STEPHENS, Auteur ; David TREMBATH, Auteur ; Deb KEEN, Auteur Article en page(s) : p.167-180 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : A number of autism intervention practices have been demonstrated to be effective. However, the use of unsupported practices persists in community early intervention settings. Recent research has suggested that personal, professional and workplace factors may influence intervention choices. The aim of this research was to investigate knowledge and use of strategies, organisational culture, individual attitudes, sources of information and considerations informing intervention choices by early intervention providers. An online survey was completed by 72 early intervention providers from four organisations across Australia. Providers reported high levels of trust and access of information from internal professional development, therapists and external professional development. A range of considerations including child factors, family values and research were rated as important in informing intervention choices. Participants reported greater knowledge and use of evidence-based and emerging practices than unsupported. Levels of use were linked to levels of knowledge, as well as some organisational and attitudinal factors. Areas for future research and implications are discussed. En ligne : http://dx.doi.org/10.1177/1362361316633032 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303
in Autism > 21-2 (February 2017) . - p.167-180[article] Utilisation of evidence-based practices by ASD early intervention service providers [Texte imprimé et/ou numérique] / Jessica M. PAYNTER, Auteur ; Sarah FERGUSON, Auteur ; Kathryn FORDYCE, Auteur ; Annette JOOSTEN, Auteur ; Sofia PAKU, Auteur ; Miranda STEPHENS, Auteur ; David TREMBATH, Auteur ; Deb KEEN, Auteur . - p.167-180.
Langues : Anglais (eng)
in Autism > 21-2 (February 2017) . - p.167-180
Index. décimale : PER Périodiques Résumé : A number of autism intervention practices have been demonstrated to be effective. However, the use of unsupported practices persists in community early intervention settings. Recent research has suggested that personal, professional and workplace factors may influence intervention choices. The aim of this research was to investigate knowledge and use of strategies, organisational culture, individual attitudes, sources of information and considerations informing intervention choices by early intervention providers. An online survey was completed by 72 early intervention providers from four organisations across Australia. Providers reported high levels of trust and access of information from internal professional development, therapists and external professional development. A range of considerations including child factors, family values and research were rated as important in informing intervention choices. Participants reported greater knowledge and use of evidence-based and emerging practices than unsupported. Levels of use were linked to levels of knowledge, as well as some organisational and attitudinal factors. Areas for future research and implications are discussed. En ligne : http://dx.doi.org/10.1177/1362361316633032 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303