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Détail de l'auteur
Auteur Mark O'REILLY |
Documents disponibles écrits par cet auteur (37)
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Systematic review of collateral effects of focused interventions for children with autism spectrum disorder / Katherine LEDBETTER-CHO in Autism & Developmental Language Impairments, 2 (January-December 2017)
[article]
Titre : Systematic review of collateral effects of focused interventions for children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Katherine LEDBETTER-CHO, Auteur ; Russell LANG, Auteur ; Laci WATKINS, Auteur ; Mark O'REILLY, Auteur ; Claudia ZAMORA, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : A collateral intervention effect refers to changes in behaviors which were not directly targeted during intervention. Using predetermined search and inclusion procedures, this systematic review identified 46 studies involving children with autism spectrum disorder and 14 desirable collateral effects across multiple domains of functioning. Collateral effects were associated with: (a) interventions involving naturalistic behavioral strategies; (b) participants with limited communication and/or cognitive deficits; (c) performance deficits (i.e. there was some evidence of the collateral behavior in baseline); and (d) interventions directly targeting play, communication, joint attention, and/or stereotypy. Overall, this systematic review indicates that collateral effects arising from focused interventions warrant consideration by practitioners during intervention planning and require additional research to identify mechanisms responsible for the observed changes. En ligne : https://doi.org/10.1177/2396941517737536 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386
in Autism & Developmental Language Impairments > 2 (January-December 2017)[article] Systematic review of collateral effects of focused interventions for children with autism spectrum disorder [Texte imprimé et/ou numérique] / Katherine LEDBETTER-CHO, Auteur ; Russell LANG, Auteur ; Laci WATKINS, Auteur ; Mark O'REILLY, Auteur ; Claudia ZAMORA, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 2 (January-December 2017)
Index. décimale : PER Périodiques Résumé : A collateral intervention effect refers to changes in behaviors which were not directly targeted during intervention. Using predetermined search and inclusion procedures, this systematic review identified 46 studies involving children with autism spectrum disorder and 14 desirable collateral effects across multiple domains of functioning. Collateral effects were associated with: (a) interventions involving naturalistic behavioral strategies; (b) participants with limited communication and/or cognitive deficits; (c) performance deficits (i.e. there was some evidence of the collateral behavior in baseline); and (d) interventions directly targeting play, communication, joint attention, and/or stereotypy. Overall, this systematic review indicates that collateral effects arising from focused interventions warrant consideration by practitioners during intervention planning and require additional research to identify mechanisms responsible for the observed changes. En ligne : https://doi.org/10.1177/2396941517737536 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386 Teaching advanced operation of an iPod-based speech-generating device to two students with autism spectrum disorders / Donna ACHMADI in Research in Autism Spectrum Disorders, 6-4 (October-December 2012)
[article]
Titre : Teaching advanced operation of an iPod-based speech-generating device to two students with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Donna ACHMADI, Auteur ; Debora KAGOHARA, Auteur ; Larah VAN DER MEER, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur ; Dean SUTHERLAND, Auteur ; Russell B. LANG, Auteur ; Peter B. MARSCHIK, Auteur ; Vanessa A. GREEN, Auteur ; Jeff SIGAFOOS, Auteur Année de publication : 2012 Article en page(s) : p.1258-1264 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders iPod Touch® Multi-step requestingSpeech-generating device Systematic instruction Etudiant Index. décimale : PER Périodiques Résumé : We evaluated a program for teaching two adolescents with autism spectrum disorders (ASD) to perform more advanced operations on an iPod-based speech-generating device (SGD). The effects of the teaching program were evaluated in a multiprobe multiple baseline across participants design that included two intervention phases. The first intervention focused on teaching the students to navigate between two screen pages and complete a multi-step response sequence to request preferred stimuli. The second intervention aimed to teach the students to turn on and unlock the device prior to navigating to the correct screen pages. Teaching procedures included response prompting, prompt fading, and differential reinforcement. Results showed that both interventions were effective in teaching the respective operations. Learning advanced operation of the iPod-based SGD could be seen as one way to promote greater independence in using such devices for multi-step communication. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.05.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165
in Research in Autism Spectrum Disorders > 6-4 (October-December 2012) . - p.1258-1264[article] Teaching advanced operation of an iPod-based speech-generating device to two students with autism spectrum disorders [Texte imprimé et/ou numérique] / Donna ACHMADI, Auteur ; Debora KAGOHARA, Auteur ; Larah VAN DER MEER, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur ; Dean SUTHERLAND, Auteur ; Russell B. LANG, Auteur ; Peter B. MARSCHIK, Auteur ; Vanessa A. GREEN, Auteur ; Jeff SIGAFOOS, Auteur . - 2012 . - p.1258-1264.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-4 (October-December 2012) . - p.1258-1264
Mots-clés : Autism spectrum disorders iPod Touch® Multi-step requestingSpeech-generating device Systematic instruction Etudiant Index. décimale : PER Périodiques Résumé : We evaluated a program for teaching two adolescents with autism spectrum disorders (ASD) to perform more advanced operations on an iPod-based speech-generating device (SGD). The effects of the teaching program were evaluated in a multiprobe multiple baseline across participants design that included two intervention phases. The first intervention focused on teaching the students to navigate between two screen pages and complete a multi-step response sequence to request preferred stimuli. The second intervention aimed to teach the students to turn on and unlock the device prior to navigating to the correct screen pages. Teaching procedures included response prompting, prompt fading, and differential reinforcement. Results showed that both interventions were effective in teaching the respective operations. Learning advanced operation of the iPod-based SGD could be seen as one way to promote greater independence in using such devices for multi-step communication. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.05.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165 Teaching children with autism spectrum disorders to check the spelling of words / Debora KAGOHARA in Research in Autism Spectrum Disorders, 6-1 (January-March 2012)
[article]
Titre : Teaching children with autism spectrum disorders to check the spelling of words Type de document : Texte imprimé et/ou numérique Auteurs : Debora KAGOHARA, Auteur ; Jeff SIGAFOOS, Auteur ; Donna ACHMADI, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur Année de publication : 2012 Article en page(s) : p.304-3010 Langues : Anglais (eng) Mots-clés : Academic skills Autism spectrum disorders Spell checking Video modeling Word processing iPad Index. décimale : PER Périodiques Résumé : This study aimed to teach two students with autism spectrum disorders (ASD) to check the spelling of words using the spell-check function on common word processor programs. A multiple-baseline across participants design with baseline, video modeling, and follow-up phases was implemented. During baseline, the participants performed less than 40% of the task-analyzed steps correctly. When the video modeling intervention was introduced via an iPad®, both participants reached the 76–100% correct level on the task analysis and became more successful in using the word processor programs to check the spelling of words. Follow-up data showed 100% correct performance by both participants. The results suggest that the video modeling intervention, delivered via an iPad®, was effective in teaching two adolescents with ASD to check the spelling of words using common word processing programs. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.05.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146
in Research in Autism Spectrum Disorders > 6-1 (January-March 2012) . - p.304-3010[article] Teaching children with autism spectrum disorders to check the spelling of words [Texte imprimé et/ou numérique] / Debora KAGOHARA, Auteur ; Jeff SIGAFOOS, Auteur ; Donna ACHMADI, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur . - 2012 . - p.304-3010.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-1 (January-March 2012) . - p.304-3010
Mots-clés : Academic skills Autism spectrum disorders Spell checking Video modeling Word processing iPad Index. décimale : PER Périodiques Résumé : This study aimed to teach two students with autism spectrum disorders (ASD) to check the spelling of words using the spell-check function on common word processor programs. A multiple-baseline across participants design with baseline, video modeling, and follow-up phases was implemented. During baseline, the participants performed less than 40% of the task-analyzed steps correctly. When the video modeling intervention was introduced via an iPad®, both participants reached the 76–100% correct level on the task analysis and became more successful in using the word processor programs to check the spelling of words. Follow-up data showed 100% correct performance by both participants. The results suggest that the video modeling intervention, delivered via an iPad®, was effective in teaching two adolescents with ASD to check the spelling of words using common word processing programs. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.05.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146 Teaching picture naming to two adolescents with autism spectrum disorders using systematic instruction and speech-generating devices / Debora KAGOHARA in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)
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Titre : Teaching picture naming to two adolescents with autism spectrum disorders using systematic instruction and speech-generating devices Type de document : Texte imprimé et/ou numérique Auteurs : Debora KAGOHARA, Auteur ; Larah VAN DER MEER, Auteur ; Donna ACHMADI, Auteur ; Vanessa A. GREEN, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur ; Dean SUTHERLAND, Auteur ; Russell B. LANG, Auteur ; Peter B. MARSCHIK, Auteur ; Jeff SIGAFOOS, Auteur Année de publication : 2012 Article en page(s) : p.1224-1233 Langues : Anglais (eng) Mots-clés : Augmentative and alternative communication Autism spectrum disorders iPad® iPod Touch® Picture naming Speech-generating devices Systematic instruction Index. décimale : PER Périodiques Résumé : We evaluated an intervention aimed at teaching two adolescents with autism spectrum disorders (ASDs) to name pictures using speech-generating devices (SGDs). The effects of intervention were evaluated in two studies using multiple-probe across participants designs. Intervention—consisting of time delay, least-to-most prompting, and differential reinforcement—was implemented to teach the participants to select icons from the SGD that corresponded to images they were shown and asked to name. Intervention was associated with an increase in correct picture naming for both students. Students learned to name 12 pictures in response to both open-ended (What do you see?) and closed-ended (What is this?) questions in Study 1 and learned to name another set of 18 pictures in Study 2. These results suggest that use of systematic instructional procedures and SGD technology may enable students with limited speech to participate in, and benefit from, this common educational activity. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.04.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155
in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1224-1233[article] Teaching picture naming to two adolescents with autism spectrum disorders using systematic instruction and speech-generating devices [Texte imprimé et/ou numérique] / Debora KAGOHARA, Auteur ; Larah VAN DER MEER, Auteur ; Donna ACHMADI, Auteur ; Vanessa A. GREEN, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur ; Dean SUTHERLAND, Auteur ; Russell B. LANG, Auteur ; Peter B. MARSCHIK, Auteur ; Jeff SIGAFOOS, Auteur . - 2012 . - p.1224-1233.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1224-1233
Mots-clés : Augmentative and alternative communication Autism spectrum disorders iPad® iPod Touch® Picture naming Speech-generating devices Systematic instruction Index. décimale : PER Périodiques Résumé : We evaluated an intervention aimed at teaching two adolescents with autism spectrum disorders (ASDs) to name pictures using speech-generating devices (SGDs). The effects of intervention were evaluated in two studies using multiple-probe across participants designs. Intervention—consisting of time delay, least-to-most prompting, and differential reinforcement—was implemented to teach the participants to select icons from the SGD that corresponded to images they were shown and asked to name. Intervention was associated with an increase in correct picture naming for both students. Students learned to name 12 pictures in response to both open-ended (What do you see?) and closed-ended (What is this?) questions in Study 1 and learned to name another set of 18 pictures in Study 2. These results suggest that use of systematic instructional procedures and SGD technology may enable students with limited speech to participate in, and benefit from, this common educational activity. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.04.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155 The Effects of Enhanced Milieu Teaching and a Voice Output Communication Aid on the Requesting of Three Children with Autism / Melissa L. OLIVE in Journal of Autism and Developmental Disorders, 37-8 (September 2007)
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Titre : The Effects of Enhanced Milieu Teaching and a Voice Output Communication Aid on the Requesting of Three Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Melissa L. OLIVE, Auteur ; Mark O'REILLY, Auteur ; Berenice DE LA CRUZ, Auteur ; Tonya N. DAVIS, Auteur ; Jeffrey M. CHAN, Auteur ; Russell B. LANG, Auteur ; Sarah M. DICKSON, Auteur Année de publication : 2007 Article en page(s) : p.1505-1513 Langues : Anglais (eng) Mots-clés : Enhanced-milieu-teaching Voice-output-communication-aid Communication intervention Naturalistic-intervention Index. décimale : PER Périodiques Résumé : The purpose of this study was to evaluate the effects of enhanced milieu teaching when combined with a voice output communication aid on the requesting skills of three children with autism. The research design was a multiple probe across participants. All sessions were conducted during 5-min play sessions in the child’s classroom. All three children learned to use the voice output communication aid to request items during play. Additionally, all three children increased their total requesting during play. En ligne : http://dx.doi.org/10.1007/s10803-006-0243-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165
in Journal of Autism and Developmental Disorders > 37-8 (September 2007) . - p.1505-1513[article] The Effects of Enhanced Milieu Teaching and a Voice Output Communication Aid on the Requesting of Three Children with Autism [Texte imprimé et/ou numérique] / Melissa L. OLIVE, Auteur ; Mark O'REILLY, Auteur ; Berenice DE LA CRUZ, Auteur ; Tonya N. DAVIS, Auteur ; Jeffrey M. CHAN, Auteur ; Russell B. LANG, Auteur ; Sarah M. DICKSON, Auteur . - 2007 . - p.1505-1513.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 37-8 (September 2007) . - p.1505-1513
Mots-clés : Enhanced-milieu-teaching Voice-output-communication-aid Communication intervention Naturalistic-intervention Index. décimale : PER Périodiques Résumé : The purpose of this study was to evaluate the effects of enhanced milieu teaching when combined with a voice output communication aid on the requesting skills of three children with autism. The research design was a multiple probe across participants. All sessions were conducted during 5-min play sessions in the child’s classroom. All three children learned to use the voice output communication aid to request items during play. Additionally, all three children increased their total requesting during play. En ligne : http://dx.doi.org/10.1007/s10803-006-0243-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165 The Effects of a Teacher-Implemented Video-Enhanced Activity Schedule Intervention on the Mathematical Skills and Collateral Behaviors of Students with Autism / Mark O'REILLY ; Laci WATKINS ; Russell LANG ; Nataly LIM ; Katy DAVENPORT ; Caitlin MURPHY in Journal of Autism and Developmental Disorders, 53-2 (February 2023)
PermalinkUse of computer-based interventions to improve literacy skills in students with autism spectrum disorders: A systematic review / Sathiyaprakash RAMDOSS in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)
PermalinkUse of peer-mediated interventions in the treatment of autism spectrum disorders: A systematic review / Jeffrey M. CHAN in Research in Autism Spectrum Disorders, 3-4 (October-December 2009)
PermalinkUse of school recess time in the education and treatment of children with autism spectrum disorders: A systematic review / Russell B. LANG in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)
PermalinkUsing videoconferencing to support teachers to conduct preference assessments with students with autism and developmental disabilities / Wendy MACHALICEK in Research in Autism Spectrum Disorders, 3-1 (January 2009)
PermalinkVerbal Language and Communication / Jeff SIGAFOOS
PermalinkVideo self-modeling to teach classroom rules to two students with Asperger's / Russell B. LANG in Research in Autism Spectrum Disorders, 3-2 (April-june 2009)
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