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Détail de l'auteur
Auteur Ana D. DUEÑAS |
Documents disponibles écrits par cet auteur (2)
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Implementing early intensive behavioral intervention in community settings / Joshua B. PLAVNICK in Autism, 24-7 (October 2020)
[article]
Titre : Implementing early intensive behavioral intervention in community settings Type de document : Texte imprimé et/ou numérique Auteurs : Joshua B. PLAVNICK, Auteur ; M. Y. S. BAK, Auteur ; Sarah M. AVENDAÑO, Auteur ; Ana D. DUEÑAS, Auteur ; Matthew T. BRODHEAD, Auteur ; Emma S. SIPILA, Auteur Article en page(s) : p.1913-1916 Langues : Anglais (eng) Mots-clés : *community-based intervention *early intensive behavioral intervention Index. décimale : PER Périodiques Résumé : Although research shows early intensive behavioral intervention can be very beneficial for children with autism spectrum disorder when delivered in university or private intervention centers, little is known about the best way to provide early intensive behavioral intervention within the broader community. The Michigan State University Early Learning Institute was developed to address challenges with providing early intensive behavioral intervention in community settings, with an emphasis on serving children and families on Medicaid. This short report describes the approach taken by the Early Learning Institute and reports data regarding enrollment and utilization among Medicaid families. Results suggest the model has potential to be used within community settings and that children on Medicaid are likely to consistently attend their treatment sessions. En ligne : http://dx.doi.org/10.1177/1362361320919243 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431
in Autism > 24-7 (October 2020) . - p.1913-1916[article] Implementing early intensive behavioral intervention in community settings [Texte imprimé et/ou numérique] / Joshua B. PLAVNICK, Auteur ; M. Y. S. BAK, Auteur ; Sarah M. AVENDAÑO, Auteur ; Ana D. DUEÑAS, Auteur ; Matthew T. BRODHEAD, Auteur ; Emma S. SIPILA, Auteur . - p.1913-1916.
Langues : Anglais (eng)
in Autism > 24-7 (October 2020) . - p.1913-1916
Mots-clés : *community-based intervention *early intensive behavioral intervention Index. décimale : PER Périodiques Résumé : Although research shows early intensive behavioral intervention can be very beneficial for children with autism spectrum disorder when delivered in university or private intervention centers, little is known about the best way to provide early intensive behavioral intervention within the broader community. The Michigan State University Early Learning Institute was developed to address challenges with providing early intensive behavioral intervention in community settings, with an emphasis on serving children and families on Medicaid. This short report describes the approach taken by the Early Learning Institute and reports data regarding enrollment and utilization among Medicaid families. Results suggest the model has potential to be used within community settings and that children on Medicaid are likely to consistently attend their treatment sessions. En ligne : http://dx.doi.org/10.1177/1362361320919243 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 Tact instruction for children with autism spectrum disorder: A review / M. Y. S. BAK in Autism & Developmental Language Impairments, 6 (January-December 2021)
[article]
Titre : Tact instruction for children with autism spectrum disorder: A review Type de document : Texte imprimé et/ou numérique Auteurs : M. Y. S. BAK, Auteur ; Ana D. DUEÑAS, Auteur ; Sarah M. AVENDAÑO, Auteur ; Ariel C. GRAHAM, Auteur ; Tavon STANLEY, Auteur Article en page(s) : 2396941521999010 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder children tact generalization Index. décimale : PER Périodiques Résumé : Tacts facilitate social interaction, and a strong tact repertoire can lead to the development of other verbal operants. For children with autism spectrum disorder (ASD), the development of a tact repertoire can reduce stereotypical and repetitive language and increase social communication, as functional language may reduce the amount of stereotypical vocal behavior that children engage in. However, teaching tact repertoires to children with ASD that maintain and generalize is difficult. The current study reviewed tact interventions for children with ASD from 2000 to 2019 to provide an overview of current tact interventions, their effectiveness, and the inclusion of intervention components that may promote maintenance and generalization of learned tacts in children with ASD. Fifty-one studies were included in the review. Of the studies that met criteria for effect size calculations 87.18% of the interventions showed excellent or high effect. Although many of the studies focused more on stimulus control to answer specific research questions, some studies implemented intervention components and procedures that could promote acquisition and generalization of learned tacts in children with ASD. We discuss implications and the need to increase research regarding tact intervention components that can increase generalization in children with ASD. En ligne : http://dx.doi.org/10.1177/2396941521999010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459
in Autism & Developmental Language Impairments > 6 (January-December 2021) . - 2396941521999010[article] Tact instruction for children with autism spectrum disorder: A review [Texte imprimé et/ou numérique] / M. Y. S. BAK, Auteur ; Ana D. DUEÑAS, Auteur ; Sarah M. AVENDAÑO, Auteur ; Ariel C. GRAHAM, Auteur ; Tavon STANLEY, Auteur . - 2396941521999010.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 6 (January-December 2021) . - 2396941521999010
Mots-clés : Autism spectrum disorder children tact generalization Index. décimale : PER Périodiques Résumé : Tacts facilitate social interaction, and a strong tact repertoire can lead to the development of other verbal operants. For children with autism spectrum disorder (ASD), the development of a tact repertoire can reduce stereotypical and repetitive language and increase social communication, as functional language may reduce the amount of stereotypical vocal behavior that children engage in. However, teaching tact repertoires to children with ASD that maintain and generalize is difficult. The current study reviewed tact interventions for children with ASD from 2000 to 2019 to provide an overview of current tact interventions, their effectiveness, and the inclusion of intervention components that may promote maintenance and generalization of learned tacts in children with ASD. Fifty-one studies were included in the review. Of the studies that met criteria for effect size calculations 87.18% of the interventions showed excellent or high effect. Although many of the studies focused more on stimulus control to answer specific research questions, some studies implemented intervention components and procedures that could promote acquisition and generalization of learned tacts in children with ASD. We discuss implications and the need to increase research regarding tact intervention components that can increase generalization in children with ASD. En ligne : http://dx.doi.org/10.1177/2396941521999010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459