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Auteur Brian A. BOYD |
Documents disponibles écrits par cet auteur (47)
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Adult Talk in the Inclusive Classroom and the Socially Competent Behavior of Preschoolers With Autism Spectrum Disorder / Dwight W. IRVIN in Focus on Autism and Other Developmental Disabilities, 30-3 (September 2015)
[article]
Titre : Adult Talk in the Inclusive Classroom and the Socially Competent Behavior of Preschoolers With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Dwight W. IRVIN, Auteur ; Brian A. BOYD, Auteur ; Samuel L ODOM, Auteur Article en page(s) : p.131-142 Langues : Anglais (eng) Mots-clés : adult talk autism inclusion preschoolers socially competent behavior Index. décimale : PER Périodiques Résumé : Difficulty with social competence is a core deficit of autism spectrum disorder (ASD). The aim of this study was to examine the link between adult talk and the socially competent behavior displayed by preschoolers with ASD concurrently and over time. A modified version of Kontos’s Teacher Talk classification was used to code videos of 73 children with ASD (ages 3–5) in inclusive classrooms (n = 33). Supporting peer relation and positive social contact forms of adult talk were concurrently associated with children’s socially competent behavior. In comparison, higher amounts of supporting object play talk positively affected children’s social competence over time (i.e., 1 school year), and more behavior management talk was related to worsening social competence as perceived by teachers. Implications for practice and future research are discussed. En ligne : http://dx.doi.org/10.1177/1088357614547890 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=266
in Focus on Autism and Other Developmental Disabilities > 30-3 (September 2015) . - p.131-142[article] Adult Talk in the Inclusive Classroom and the Socially Competent Behavior of Preschoolers With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Dwight W. IRVIN, Auteur ; Brian A. BOYD, Auteur ; Samuel L ODOM, Auteur . - p.131-142.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 30-3 (September 2015) . - p.131-142
Mots-clés : adult talk autism inclusion preschoolers socially competent behavior Index. décimale : PER Périodiques Résumé : Difficulty with social competence is a core deficit of autism spectrum disorder (ASD). The aim of this study was to examine the link between adult talk and the socially competent behavior displayed by preschoolers with ASD concurrently and over time. A modified version of Kontos’s Teacher Talk classification was used to code videos of 73 children with ASD (ages 3–5) in inclusive classrooms (n = 33). Supporting peer relation and positive social contact forms of adult talk were concurrently associated with children’s socially competent behavior. In comparison, higher amounts of supporting object play talk positively affected children’s social competence over time (i.e., 1 school year), and more behavior management talk was related to worsening social competence as perceived by teachers. Implications for practice and future research are discussed. En ligne : http://dx.doi.org/10.1177/1088357614547890 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=266 Assessing implementation of comprehensive treatment models for young children with ASD: Reliability and validity of two measures / Kara HUME in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)
[article]
Titre : Assessing implementation of comprehensive treatment models for young children with ASD: Reliability and validity of two measures Type de document : Texte imprimé et/ou numérique Auteurs : Kara HUME, Auteur ; Brian A. BOYD, Auteur ; Matt MCBEE, Auteur ; Drew C. COMAN, Auteur ; Anibal Jr GUTIERREZ, Auteur ; Evelyn SHAW, Auteur ; Laurie SPERRY, Auteur ; Michael ALESSANDRI, Auteur ; Samuel L ODOM, Auteur Année de publication : 2011 Article en page(s) : p.1430-1440 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Comprehensive treatment models Treatment implementation Treatment integrity Index. décimale : PER Périodiques Résumé : Treatment implementation is an under-studied and under-reported aspect of intervention studies involving individuals with autism spectrum disorder (ASD). One primary area of concern is the lack of reliable and valid implementation measures, which allows a conclusive association to be drawn between the intervention and participant outcomes. This study examined the psychometric properties of two implementation measures developed for comprehensive treatment models serving preschoolers with ASD (i.e., LEAP and TEACCH). Both of the measures were completed in classrooms using LEAP or TEACCH instructional approaches as well as in classrooms in which a business-as-usual or non-model specific treatment approach was used. Across four months of one school year, a maximum of 4 observations were conducted in each of the 34 classrooms involved in the study. Results indicated that both implementation tools are reliable and valid, and that particular subscales of these measures allowed for discrimination of the three types of classrooms from each other. This step of psychometrically validating implementation measures as part of conducting efficacy studies may yield more robust associations between implementation and intervention effects. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125
in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1430-1440[article] Assessing implementation of comprehensive treatment models for young children with ASD: Reliability and validity of two measures [Texte imprimé et/ou numérique] / Kara HUME, Auteur ; Brian A. BOYD, Auteur ; Matt MCBEE, Auteur ; Drew C. COMAN, Auteur ; Anibal Jr GUTIERREZ, Auteur ; Evelyn SHAW, Auteur ; Laurie SPERRY, Auteur ; Michael ALESSANDRI, Auteur ; Samuel L ODOM, Auteur . - 2011 . - p.1430-1440.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1430-1440
Mots-clés : Autism spectrum disorder Comprehensive treatment models Treatment implementation Treatment integrity Index. décimale : PER Périodiques Résumé : Treatment implementation is an under-studied and under-reported aspect of intervention studies involving individuals with autism spectrum disorder (ASD). One primary area of concern is the lack of reliable and valid implementation measures, which allows a conclusive association to be drawn between the intervention and participant outcomes. This study examined the psychometric properties of two implementation measures developed for comprehensive treatment models serving preschoolers with ASD (i.e., LEAP and TEACCH). Both of the measures were completed in classrooms using LEAP or TEACCH instructional approaches as well as in classrooms in which a business-as-usual or non-model specific treatment approach was used. Across four months of one school year, a maximum of 4 observations were conducted in each of the 34 classrooms involved in the study. Results indicated that both implementation tools are reliable and valid, and that particular subscales of these measures allowed for discrimination of the three types of classrooms from each other. This step of psychometrically validating implementation measures as part of conducting efficacy studies may yield more robust associations between implementation and intervention effects. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 Assessing Quality of Program Environments for Children and Youth with Autism: Autism Program Environment Rating Scale (APERS) / Samuel L ODOM in Journal of Autism and Developmental Disorders, 48-3 (March 2018)
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Titre : Assessing Quality of Program Environments for Children and Youth with Autism: Autism Program Environment Rating Scale (APERS) Type de document : Texte imprimé et/ou numérique Auteurs : Samuel L ODOM, Auteur ; A. COX, Auteur ; J. SIDERIS, Auteur ; K. A. HUME, Auteur ; S. HEDGES, Auteur ; S. KUCHARCZYK, Auteur ; E. SHAW, Auteur ; Brian A. BOYD, Auteur ; S. RESZKA, Auteur ; J. NEITZEL, Auteur Année de publication : 2018 Article en page(s) : p.913-924 Langues : Anglais (eng) Mots-clés : Autism Psychometrics Quality Rating scale Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine the psychometric properties of the Autism Program Environment Rating Scale (APERS), an instrument designed to assess quality of program environments for students with autism spectrum disorder. Data sets from two samples of public school programs that provided services to children and youth with autism spectrum disorder were utilized. Cronbach alpha analyses indicated high coefficients of internal consistency for the total APERS and moderate levels for item domains for the first data set, which was replicated with the second data set. A factor analysis of the first data set indicated that all domain scores loaded on one main factor, in alignment with the conceptual model, with this finding being replicated in the second data set. Also, the APERS was sensitive to changes resulting from a professional development program designed to promote program quality. En ligne : https://doi.org/10.1007/s10803-017-3379-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339
in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.913-924[article] Assessing Quality of Program Environments for Children and Youth with Autism: Autism Program Environment Rating Scale (APERS) [Texte imprimé et/ou numérique] / Samuel L ODOM, Auteur ; A. COX, Auteur ; J. SIDERIS, Auteur ; K. A. HUME, Auteur ; S. HEDGES, Auteur ; S. KUCHARCZYK, Auteur ; E. SHAW, Auteur ; Brian A. BOYD, Auteur ; S. RESZKA, Auteur ; J. NEITZEL, Auteur . - 2018 . - p.913-924.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.913-924
Mots-clés : Autism Psychometrics Quality Rating scale Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine the psychometric properties of the Autism Program Environment Rating Scale (APERS), an instrument designed to assess quality of program environments for students with autism spectrum disorder. Data sets from two samples of public school programs that provided services to children and youth with autism spectrum disorder were utilized. Cronbach alpha analyses indicated high coefficients of internal consistency for the total APERS and moderate levels for item domains for the first data set, which was replicated with the second data set. A factor analysis of the first data set indicated that all domain scores loaded on one main factor, in alignment with the conceptual model, with this finding being replicated in the second data set. Also, the APERS was sensitive to changes resulting from a professional development program designed to promote program quality. En ligne : https://doi.org/10.1007/s10803-017-3379-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339 Biases, Barriers, and Possible Solutions: Steps Towards Addressing Autism Researchers Under-Engagement with Racially, Ethnically, and Socioeconomically Diverse Communities / Melissa MAYE in Journal of Autism and Developmental Disorders, 52-9 (September 2022)
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Titre : Biases, Barriers, and Possible Solutions: Steps Towards Addressing Autism Researchers Under-Engagement with Racially, Ethnically, and Socioeconomically Diverse Communities Type de document : Texte imprimé et/ou numérique Auteurs : Melissa MAYE, Auteur ; Brian A. BOYD, Auteur ; Frances MARTINEZ-PEDRAZA, Auteur ; Alycia K. HALLADAY, Auteur ; Audrey THURM, Auteur ; David S. MANDELL, Auteur Article en page(s) : p.4206-4211 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Autistic Disorder Bias Cultural Competency Healthcare Disparities Humans Autism Engagement Ethnicity Participation Race Socioeconomic status to disclose. Index. décimale : PER Périodiques Résumé : Autistic individuals who are also people of color or from lower socioeconomic strata are historically underrepresented in research. Lack of representation in autism research has contributed to health and healthcare disparities. Reducing these disparities will require culturally competent research that is relevant to under-resourced communities as well as collecting large nationally representative samples, or samples in which traditionally disenfranchised groups are over-represented. To achieve these goals, a diverse group of culturally competent researchers must partner with and gain the trust of communities to identify and eliminate barriers to participating in research. We suggest community-academic partnerships as one promising approach that results in high-quality research built on cultural competency, respect, and shared decision making. En ligne : http://dx.doi.org/10.1007/s10803-021-05250-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486
in Journal of Autism and Developmental Disorders > 52-9 (September 2022) . - p.4206-4211[article] Biases, Barriers, and Possible Solutions: Steps Towards Addressing Autism Researchers Under-Engagement with Racially, Ethnically, and Socioeconomically Diverse Communities [Texte imprimé et/ou numérique] / Melissa MAYE, Auteur ; Brian A. BOYD, Auteur ; Frances MARTINEZ-PEDRAZA, Auteur ; Alycia K. HALLADAY, Auteur ; Audrey THURM, Auteur ; David S. MANDELL, Auteur . - p.4206-4211.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-9 (September 2022) . - p.4206-4211
Mots-clés : Autism Spectrum Disorder Autistic Disorder Bias Cultural Competency Healthcare Disparities Humans Autism Engagement Ethnicity Participation Race Socioeconomic status to disclose. Index. décimale : PER Périodiques Résumé : Autistic individuals who are also people of color or from lower socioeconomic strata are historically underrepresented in research. Lack of representation in autism research has contributed to health and healthcare disparities. Reducing these disparities will require culturally competent research that is relevant to under-resourced communities as well as collecting large nationally representative samples, or samples in which traditionally disenfranchised groups are over-represented. To achieve these goals, a diverse group of culturally competent researchers must partner with and gain the trust of communities to identify and eliminate barriers to participating in research. We suggest community-academic partnerships as one promising approach that results in high-quality research built on cultural competency, respect, and shared decision making. En ligne : http://dx.doi.org/10.1007/s10803-021-05250-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486
[article]
Titre : Big Data. Big Problem? Type de document : Texte imprimé et/ou numérique Auteurs : Clare HARROP, Auteur ; Aaron R. DALLMAN, Auteur ; Brian A. BOYD, Auteur Article en page(s) : p.238-239 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1002/aur.2465 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=441
in Autism Research > 14-2 (February 2021) . - p.238-239[article] Big Data. Big Problem? [Texte imprimé et/ou numérique] / Clare HARROP, Auteur ; Aaron R. DALLMAN, Auteur ; Brian A. BOYD, Auteur . - p.238-239.
Langues : Anglais (eng)
in Autism Research > 14-2 (February 2021) . - p.238-239
Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1002/aur.2465 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=441 Brief Report: Concurrent Validity of Autism Symptom Severity Measures / Stephanie S. RESZKA in Journal of Autism and Developmental Disorders, 44-2 (February 2014)
PermalinkBrief report: replication of the psychometric characteristics of the behavioral inflexibility scale in an independent sample / Aaron R. DALLMAN in Journal of Autism and Developmental Disorders, 52-10 (October 2022)
PermalinkChild and classroom characteristics associated with the adult language provided to preschoolers with autism spectrum disorder / Dwight W. IRVIN in Research in Autism Spectrum Disorders, 7-8 (August 2013)
PermalinkChild and family factors associated with the use of services for preschoolers with autism spectrum disorder / Dwight W. IRVIN in Research in Autism Spectrum Disorders, 6-1 (January-March 2012)
PermalinkChild and setting characteristics affecting the adult talk directed at preschoolers with autism spectrum disorder in the inclusive classroom / Dwight W. IRVIN in Autism, 19-2 (February 2015)
PermalinkCircumscribed Interests and Attention in Autism: The Role of Biological Sex / C. HARROP in Journal of Autism and Developmental Disorders, 48-10 (October 2018)
PermalinkCommitment to Classroom Model Philosophy and Burnout Symptoms Among High Fidelity Teachers Implementing Preschool Programs for Children with Autism Spectrum Disorders / Drew C. COMAN in Journal of Autism and Developmental Disorders, 43-2 (February 2013)
PermalinkComparative Efficacy of LEAP, TEACCH and Non-Model-Specific Special Education Programs for Preschoolers with Autism Spectrum Disorders / Brian A. BOYD in Journal of Autism and Developmental Disorders, 44-2 (February 2014)
PermalinkDevelopment of the Behavioral Inflexibility Scale for Children with Autism Spectrum Disorder and Other Developmental Disabilities / Luc LECAVALIER in Autism Research, 13-3 (March 2020)
PermalinkEffects of Circumscribed Interests on the Social Behaviors of Children with Autism Spectrum Disorders / Brian A. BOYD in Journal of Autism and Developmental Disorders, 37-8 (September 2007)
PermalinkEffects of a Family-Implemented Treatment on the Repetitive Behaviors of Children with Autism / Brian A. BOYD in Journal of Autism and Developmental Disorders, 41-10 (October 2011)
PermalinkEfficacy of the ASAP Intervention for Preschoolers with ASD: A Cluster Randomized Controlled Trial / Brian A. BOYD in Journal of Autism and Developmental Disorders, 48-9 (September 2018)
PermalinkErratum to: Evaluation of Comprehensive Treatment Models for Individuals with Autism Spectrum Disorders / Samuel L ODOM in Journal of Autism and Developmental Disorders, 40-4 (April 2010)
PermalinkEvaluating the Feasibility of The NIH Toolbox Cognition Battery for Autistic Children and Adolescents / D. R. JONES in Journal of Autism and Developmental Disorders, 52-2 (February 2022)
PermalinkEvaluation of Comprehensive Treatment Models for Individuals with Autism Spectrum Disorders / Samuel L ODOM in Journal of Autism and Developmental Disorders, 40-4 (April 2010)
PermalinkEvidence-Based Behavioral Interventions for Repetitive Behaviors in Autism / Brian A. BOYD in Journal of Autism and Developmental Disorders, 42-6 (June 2012)
PermalinkExploring Developmental and Behavioral Heterogeneity among Preschoolers with ASD: A Cluster Analysis on Principal Components / Shuting ZHENG in Autism Research, 13-5 (May 2020)
PermalinkFeasibility of exposure response prevention to treat repetitive behaviors of children with autism and an intellectual disability: A brief report / Brian A. BOYD in Autism, 17-2 (March 2013)
PermalinkHealth Disparities Among Sexual and Gender Minorities with Autism Spectrum Disorder / Jean P. HALL in Journal of Autism and Developmental Disorders, 50-8 (August 2020)
PermalinkHow Are Child Restricted and Repetitive Behaviors Associated with Caregiver Stress Over Time? A Parallel Process Multilevel Growth Model / Clare HARROP in Journal of Autism and Developmental Disorders, 46-5 (May 2016)
PermalinkHyporesponsiveness to social and nonsocial sensory stimuli in children with autism, children with developmental delays, and typically developing children / Grace T. BARANEK in Development and Psychopathology, 25-2 (May 2013)
PermalinkIt's time to close the research to practice gap in autism: The need for implementation science / Brian A. BOYD in Autism, 26-3 (April 2022)
PermalinkMeasuring the Functional Impact of Behavioral Inflexibility in Children with Autism Using the Behavioral Inflexibility Scale: Clinical Interview (BIS-CI) / James W. BODFISH in Journal of Autism and Developmental Disorders, 52-2 (February 2022)
PermalinkParent and professional perspectives on behavioral inflexibility in autism spectrum disorders: A qualitative study / C. SETHI in Autism, 23-5 (July 2019)
PermalinkPatterns in reporting and participant inclusion related to race and ethnicity in autism intervention literature: Data from a large-scale systematic review of evidence-based practices / Jessica R. STEINBRENNER in Autism, 26-8 (November 2022)
PermalinkPreliminary Efficacy of Family Implemented TEACCH for Toddlers: Effects on Parents and Their Toddlers with Autism Spectrum Disorder / Lauren M. TURNER-BROWN in Journal of Autism and Developmental Disorders, 49-7 (July 2019)
PermalinkA quantitative measure of restricted and repetitive behaviors for early childhood / J. J. WOLFF in Journal of Neurodevelopmental Disorders, 8-1 (December 2016)
PermalinkRelationships among repetitive behaviors, sensory features, and executive functions in high functioning autism / Brian A. BOYD in Research in Autism Spectrum Disorders, 3-4 (October-December 2009)
PermalinkResearch in Autism Education: Current Issues and Future Directions / Brian A. BOYD
PermalinkA Rural–Urban Comparison in Emergency Department Visits for U.S. Children with Autism Spectrum Disorder / Wanqing ZHANG in Journal of Autism and Developmental Disorders, 47-3 (March 2017)
PermalinkSensory and repetitive behaviors among children with autism spectrum disorder at home / Anne V. KIRBY in Autism, 21-2 (February 2017)
PermalinkSensory features and repetitive behaviors in children with autism and developmental delays / Brian A. BOYD in Autism Research, 3-2 (April 2010)
PermalinkSensory subtypes in children with autism spectrum disorder: latent profile transition analysis using a national survey of sensory features / Karla K. AUSDERAU in Journal of Child Psychology and Psychiatry, 55-8 (August 2014)
PermalinkSex differences in social attention in autism spectrum disorder / Clare HARROP in Autism Research, 11-9 (September 2018)
PermalinkTechnology-Aided Interventions and Instruction for Adolescents with Autism Spectrum Disorder / Samuel L ODOM in Journal of Autism and Developmental Disorders, 45-12 (December 2015)
PermalinkThat’s what I like: The use of circumscribed interests within interventions for individuals with autism spectrum disorder. A systematic review / Clare HARROP in Research in Autism Spectrum Disorders, 57 (January 2019)
PermalinkThe Association between Adult Participation and the Engagement of Preschoolers with ASD / Ann M. SAM in Autism Research and Treatment, 2016 (2016)
PermalinkThe Classroom Practice Inventory: Psychometric evaluation of a rating scale of intervention practices for children with autism spectrum disorder / Stephanie S. RESZKA in Research in Autism Spectrum Disorders, 8-6 (June 2014)
PermalinkThe impact of the Advancing Social-communication And Play (ASAP) intervention on preschoolers with autism spectrum disorder / Jessica DYKSTRA in Autism, 16-1 (January 2012)
PermalinkThe questions verbal children with autism spectrum disorder encounter in the inclusive preschool classroom / Eric J. SANDERS in Autism, 20-1 (January 2016)
PermalinkUsing the Language Environment Analysis (LENA) system in preschool classrooms with children with autism spectrum disorders / Jessica R. DYKSTRA in Autism, 17-5 (September 2013)
PermalinkValidation of the Pictorial Infant Communication Scale for preschool-aged children with autism spectrum disorder / Christine S. GHILAIN in Autism, 21-2 (February 2017)
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