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Auteur Jennifer R. LEDFORD |
Documents disponibles écrits par cet auteur (11)
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Antecedent Social Skills Interventions for Individuals With ASD: What Works, for Whom, and Under What Conditions? / Jennifer R. LEDFORD in Focus on Autism and Other Developmental Disabilities, 33-1 (March 2018)
[article]
Titre : Antecedent Social Skills Interventions for Individuals With ASD: What Works, for Whom, and Under What Conditions? Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer R. LEDFORD, Auteur ; Seth KING, Auteur ; Emilee R. HARBIN, Auteur ; Kathleen N. ZIMMERMAN, Auteur Article en page(s) : p.3-13 Langues : Anglais (eng) Mots-clés : social skills interventions,evidence-based practices,single-case synthesis Index. décimale : PER Périodiques Résumé : Social skills interventions designed to increase pro-social interactions for individuals with autism spectrum disorders are critical, but the relative effectiveness of these interventions is not well understood. More than 250 single-case design studies in 113 articles were reviewed and described in terms of participants, settings, arrangements, implementers, social partners, target behaviors, and treatment components. Differential success rates are reported, given the variation in study and participant characteristics (e.g., implementers, treatment components, participant age). Environmental arrangement, social skills training, and prompting were highly successful, and peer training, priming, and video-based interventions were less successful. More evidence is needed, particularly research including older individuals and utilizing indigenous implementers and typical social partners. En ligne : https://doi.org/10.1177/1088357616634024 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=336
in Focus on Autism and Other Developmental Disabilities > 33-1 (March 2018) . - p.3-13[article] Antecedent Social Skills Interventions for Individuals With ASD: What Works, for Whom, and Under What Conditions? [Texte imprimé et/ou numérique] / Jennifer R. LEDFORD, Auteur ; Seth KING, Auteur ; Emilee R. HARBIN, Auteur ; Kathleen N. ZIMMERMAN, Auteur . - p.3-13.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 33-1 (March 2018) . - p.3-13
Mots-clés : social skills interventions,evidence-based practices,single-case synthesis Index. décimale : PER Périodiques Résumé : Social skills interventions designed to increase pro-social interactions for individuals with autism spectrum disorders are critical, but the relative effectiveness of these interventions is not well understood. More than 250 single-case design studies in 113 articles were reviewed and described in terms of participants, settings, arrangements, implementers, social partners, target behaviors, and treatment components. Differential success rates are reported, given the variation in study and participant characteristics (e.g., implementers, treatment components, participant age). Environmental arrangement, social skills training, and prompting were highly successful, and peer training, priming, and video-based interventions were less successful. More evidence is needed, particularly research including older individuals and utilizing indigenous implementers and typical social partners. En ligne : https://doi.org/10.1177/1088357616634024 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=336 Brief Report: Evaluation of the Noncontingent Provision of Fidget Toys During Group Activities / Jennifer R. LEDFORD in Focus on Autism and Other Developmental Disabilities, 35-2 (June 2020)
[article]
Titre : Brief Report: Evaluation of the Noncontingent Provision of Fidget Toys During Group Activities Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer R. LEDFORD, Auteur ; Kathleen N. ZIMMERMAN, Auteur ; Katherine E. SEVERINI, Auteur ; Hunter A. GAST, Auteur ; Kirsten OSBORNE, Auteur ; Emilee R. HARBIN, Auteur Article en page(s) : p.101-107 Mots-clés : fad interventions, fidgets, alternating treatments design, group instruction Index. décimale : PER Périodiques Résumé : Provision of small ?sensory? fidget toys during group activities is a low-effort intervention that may be used during group activities to encourage attendance and engagement by children with autism spectrum disorders (ASD). The purpose of this study was to evaluate the noncontingent provision of fidget toys during a group activity. Research activities occurred at a summer camp designed to improve social skills for young children with ASD. The impact of fidgets was compared with a baseline condition and contingent provision of tokens using a single case alternating treatments design. Results suggest contra-therapeutic effects or decreased engagement over time for the fidget condition. Practitioners should consider using evidence-based alternatives to improve engagement or should engage in careful data-based decision-making when fidgets are used with the intent to improve engagement in group activities. En ligne : https://doi.org/10.1177/1088357620902501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422
in Focus on Autism and Other Developmental Disabilities > 35-2 (June 2020) . - p.101-107[article] Brief Report: Evaluation of the Noncontingent Provision of Fidget Toys During Group Activities [Texte imprimé et/ou numérique] / Jennifer R. LEDFORD, Auteur ; Kathleen N. ZIMMERMAN, Auteur ; Katherine E. SEVERINI, Auteur ; Hunter A. GAST, Auteur ; Kirsten OSBORNE, Auteur ; Emilee R. HARBIN, Auteur . - p.101-107.
in Focus on Autism and Other Developmental Disabilities > 35-2 (June 2020) . - p.101-107
Mots-clés : fad interventions, fidgets, alternating treatments design, group instruction Index. décimale : PER Périodiques Résumé : Provision of small ?sensory? fidget toys during group activities is a low-effort intervention that may be used during group activities to encourage attendance and engagement by children with autism spectrum disorders (ASD). The purpose of this study was to evaluate the noncontingent provision of fidget toys during a group activity. Research activities occurred at a summer camp designed to improve social skills for young children with ASD. The impact of fidgets was compared with a baseline condition and contingent provision of tokens using a single case alternating treatments design. Results suggest contra-therapeutic effects or decreased engagement over time for the fidget condition. Practitioners should consider using evidence-based alternatives to improve engagement or should engage in careful data-based decision-making when fidgets are used with the intent to improve engagement in group activities. En ligne : https://doi.org/10.1177/1088357620902501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 Brief Report: The Effects of a Weighted Blanket on Engagement for a Student With ASD / Kathleen N. ZIMMERMAN in Focus on Autism and Other Developmental Disabilities, 34-1 (March 2019)
[article]
Titre : Brief Report: The Effects of a Weighted Blanket on Engagement for a Student With ASD Type de document : Texte imprimé et/ou numérique Auteurs : Kathleen N. ZIMMERMAN, Auteur ; Jennifer R. LEDFORD, Auteur ; Katherine E. SEVERINI, Auteur Article en page(s) : p.15-19 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The effectiveness of a weighted blanket intervention and structured work boxes for improving engagement for a child with autism during math circle time in a general education kindergarten classroom were evaluated relative to baseline using an alternating treatments design. The structured work boxes resulted in higher levels of engagement, and the weighted blanket resulted in levels that were similar to or lower than baseline. Additional research is needed on sensory-based interventions; in the meantime, teachers should use evidence-based practices. En ligne : https://doi.org/10.1177/1088357618794911 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383
in Focus on Autism and Other Developmental Disabilities > 34-1 (March 2019) . - p.15-19[article] Brief Report: The Effects of a Weighted Blanket on Engagement for a Student With ASD [Texte imprimé et/ou numérique] / Kathleen N. ZIMMERMAN, Auteur ; Jennifer R. LEDFORD, Auteur ; Katherine E. SEVERINI, Auteur . - p.15-19.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 34-1 (March 2019) . - p.15-19
Index. décimale : PER Périodiques Résumé : The effectiveness of a weighted blanket intervention and structured work boxes for improving engagement for a child with autism during math circle time in a general education kindergarten classroom were evaluated relative to baseline using an alternating treatments design. The structured work boxes resulted in higher levels of engagement, and the weighted blanket resulted in levels that were similar to or lower than baseline. Additional research is needed on sensory-based interventions; in the meantime, teachers should use evidence-based practices. En ligne : https://doi.org/10.1177/1088357618794911 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 Improving the Use of Evidence-Based Instructional Practices for Paraprofessionals / Jennifer R. LEDFORD in Focus on Autism and Other Developmental Disabilities, 33-4 (December 2018)
[article]
Titre : Improving the Use of Evidence-Based Instructional Practices for Paraprofessionals Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer R. LEDFORD, Auteur ; Kathleen N. ZIMMERMAN, Auteur ; Emilee R. HARBIN, Auteur ; Sarah E. WARD, Auteur Année de publication : 2018 Article en page(s) : p.206-216 Langues : Anglais (eng) Mots-clés : coaching multiple baseline design implementation paraprofessionals Index. décimale : PER Périodiques Résumé : Coaching has been shown to improve the use of evidence-based instructional practices (EBIPs), but relatively few studies have been conducted to assess the effectiveness of coaching for adults belonging to minority groups and paraprofessionals in public elementary school settings. In this study, a multiple probe design across participants was used to assess the effectiveness of coaching and the provision of feedback on the use of prompting procedures and associated practices for three adults supporting three young students with autism in a self-contained elementary school setting. Results showed improved use of target practices and increased student engagement. More research is needed regarding the training and coaching of teaching teams and the use of evidence-based coaching and feedback practices to assist paraprofessionals in implementing EBIPs with small groups of students and in a variety of educational settings. En ligne : http://dx.doi.org/10.1177/1088357617699178 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=372
in Focus on Autism and Other Developmental Disabilities > 33-4 (December 2018) . - p.206-216[article] Improving the Use of Evidence-Based Instructional Practices for Paraprofessionals [Texte imprimé et/ou numérique] / Jennifer R. LEDFORD, Auteur ; Kathleen N. ZIMMERMAN, Auteur ; Emilee R. HARBIN, Auteur ; Sarah E. WARD, Auteur . - 2018 . - p.206-216.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 33-4 (December 2018) . - p.206-216
Mots-clés : coaching multiple baseline design implementation paraprofessionals Index. décimale : PER Périodiques Résumé : Coaching has been shown to improve the use of evidence-based instructional practices (EBIPs), but relatively few studies have been conducted to assess the effectiveness of coaching for adults belonging to minority groups and paraprofessionals in public elementary school settings. In this study, a multiple probe design across participants was used to assess the effectiveness of coaching and the provision of feedback on the use of prompting procedures and associated practices for three adults supporting three young students with autism in a self-contained elementary school setting. Results showed improved use of target practices and increased student engagement. More research is needed regarding the training and coaching of teaching teams and the use of evidence-based coaching and feedback practices to assist paraprofessionals in implementing EBIPs with small groups of students and in a variety of educational settings. En ligne : http://dx.doi.org/10.1177/1088357617699178 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=372 Initiation and Generalization of Self-Instructional Skills in Adolescents with Autism and Intellectual Disability / Katherine A. SMITH in Journal of Autism and Developmental Disorders, 46-4 (April 2016)
[article]
Titre : Initiation and Generalization of Self-Instructional Skills in Adolescents with Autism and Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : Katherine A. SMITH, Auteur ; Kevin A. AYRES, Auteur ; Jennifer L. ALEXANDER, Auteur ; Jennifer R. LEDFORD, Auteur ; Collin SHEPLEY, Auteur ; Sally B. SHEPLEY, Auteur Année de publication : 2016 Article en page(s) : p.1196-1209 Langues : Anglais (eng) Mots-clés : Video modeling Self-instruction Intellectual disability Autism Daily living skills Vocational skills Index. décimale : PER Périodiques Résumé : Self-instruction using videos or other supports on a mobile device is a pivotal skill and can increase independence for individuals with disabilities by decreasing a need for adult supports. This study evaluated the effects of progressive time delay (PTD) to teach four adolescents with autism and intellectual disability how to initiate self-instruction in the presence of a task direction for an untrained task. Participants were screened for imitating video models prior to the study and were taught to navigate to videos on an iPhone® in history training. A multiple probe design across settings embedded in a multiple probe design across participants was used to evaluate the effects of PTD on initiation of self-instruction. All participants learned to self-instruct. Two participants generalized self-instruction to two novel settings. Two participants required instruction in two settings before generalizing to the third. Three participants generalized self-instruction in the presence of a task direction from the researcher to a task direction from their classroom teacher in all three settings. One participant generalized to a task direction presented by the classroom teacher in one setting, but not in the other two. All participants maintained self-instruction behaviors assessed 1 week after all participants met criteria in all settings. Self-instruction using videos or other supports on a mobile device is a pivotal skill and can increase independence for individuals with disabilities by decreasing a need for adult supports. En ligne : http://dx.doi.org/10.1007/s10803-015-2654-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=284
in Journal of Autism and Developmental Disorders > 46-4 (April 2016) . - p.1196-1209[article] Initiation and Generalization of Self-Instructional Skills in Adolescents with Autism and Intellectual Disability [Texte imprimé et/ou numérique] / Katherine A. SMITH, Auteur ; Kevin A. AYRES, Auteur ; Jennifer L. ALEXANDER, Auteur ; Jennifer R. LEDFORD, Auteur ; Collin SHEPLEY, Auteur ; Sally B. SHEPLEY, Auteur . - 2016 . - p.1196-1209.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-4 (April 2016) . - p.1196-1209
Mots-clés : Video modeling Self-instruction Intellectual disability Autism Daily living skills Vocational skills Index. décimale : PER Périodiques Résumé : Self-instruction using videos or other supports on a mobile device is a pivotal skill and can increase independence for individuals with disabilities by decreasing a need for adult supports. This study evaluated the effects of progressive time delay (PTD) to teach four adolescents with autism and intellectual disability how to initiate self-instruction in the presence of a task direction for an untrained task. Participants were screened for imitating video models prior to the study and were taught to navigate to videos on an iPhone® in history training. A multiple probe design across settings embedded in a multiple probe design across participants was used to evaluate the effects of PTD on initiation of self-instruction. All participants learned to self-instruct. Two participants generalized self-instruction to two novel settings. Two participants required instruction in two settings before generalizing to the third. Three participants generalized self-instruction in the presence of a task direction from the researcher to a task direction from their classroom teacher in all three settings. One participant generalized to a task direction presented by the classroom teacher in one setting, but not in the other two. All participants maintained self-instruction behaviors assessed 1 week after all participants met criteria in all settings. Self-instruction using videos or other supports on a mobile device is a pivotal skill and can increase independence for individuals with disabilities by decreasing a need for adult supports. En ligne : http://dx.doi.org/10.1007/s10803-015-2654-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=284 Observational and Incidental Learning by Children with Autism during Small Group Instruction / Jennifer R. LEDFORD in Journal of Autism and Developmental Disorders, 38-1 (January 2008)
PermalinkA systematic review of interventions for feeding-related behaviors for individuals with autism spectrum disorders / Jennifer R. LEDFORD in Research in Autism Spectrum Disorders, 52 (August 2018)
PermalinkTeaching Children with Autism in Small Groups with Students Who are At-Risk for Academic Problems: Effects on Academic and Social Behaviors / Jennifer R. LEDFORD in Journal of Autism and Developmental Disorders, 45-6 (June 2015)
PermalinkThe Evidence Base for Interventions for Individuals With ASD: A Call to Improve Practice Conceptualization and Synthesis / Jennifer R. LEDFORD in Focus on Autism and Other Developmental Disabilities, 36-3 (September 2021)
PermalinkUsing Progressive Time Delay to Increase Levels of Peer Imitation During Sculpting Play / Erin E. BARTON ; Jennifer R. LEDFORD in Journal of Autism and Developmental Disorders, 53-2 (February 2023)
PermalinkUsing Teacher-Implemented Playground Interventions to Increase Engagement, Social Behaviors, and Physical Activity for Young Children With Autism / Jennifer R. LEDFORD in Focus on Autism and Other Developmental Disabilities, 31-3 (September 2016)
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