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PER : Périodiques |
Ouvrages de la bibliothèque en indexation PER (26960)
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Social Validity and Preliminary Outcomes of a Mentoring Intervention for Adolescents and Adults With Autism / Lindsey M. WEILER in Focus on Autism and Other Developmental Disabilities, 37-4 (December 2022)
[article]
Titre : Social Validity and Preliminary Outcomes of a Mentoring Intervention for Adolescents and Adults With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Lindsey M. WEILER, Auteur ; Annie K. GOERDT, Auteur ; Kalli B. KREMER, Auteur ; Emily GOLDBERG, Auteur ; Rebekah L. HUDOCK, Auteur Article en page(s) : p.215-226 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Adolescents with autism spectrum disorder (ASD) are vulnerable to declines in social connections and an increase in depression, anxiety, and other co-occurring conditions. This study introduces a novel intervention that matches adolescents and adults with ASD in one-to-one mentoring relationships in an afterschool setting and examines its social validity. In this single-group, mixed-method pilot study, participants were seven adolescent mentees (14?18 years old; 100% male), seven adult mentors (19?33 years old; 71% male), and eight parents of mentees. A combination of project-specific and standardized assessments was used to describe the participants? perceptions of the program and to assess well-being, self-concept, and social-emotional and behavioral outcomes. Results showed high uptake, program satisfaction, positive ratings of mentoring relationship quality, and desirable pre- to post-test change on several targeted outcomes. This study provides preliminary evidence to support the applicability and utility of a mentoring program for adolescents with ASD by adults with ASD. En ligne : https://doi.org/10.1177/10883576211073687 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489
in Focus on Autism and Other Developmental Disabilities > 37-4 (December 2022) . - p.215-226[article] Social Validity and Preliminary Outcomes of a Mentoring Intervention for Adolescents and Adults With Autism [Texte imprimé et/ou numérique] / Lindsey M. WEILER, Auteur ; Annie K. GOERDT, Auteur ; Kalli B. KREMER, Auteur ; Emily GOLDBERG, Auteur ; Rebekah L. HUDOCK, Auteur . - p.215-226.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 37-4 (December 2022) . - p.215-226
Index. décimale : PER Périodiques Résumé : Adolescents with autism spectrum disorder (ASD) are vulnerable to declines in social connections and an increase in depression, anxiety, and other co-occurring conditions. This study introduces a novel intervention that matches adolescents and adults with ASD in one-to-one mentoring relationships in an afterschool setting and examines its social validity. In this single-group, mixed-method pilot study, participants were seven adolescent mentees (14?18 years old; 100% male), seven adult mentors (19?33 years old; 71% male), and eight parents of mentees. A combination of project-specific and standardized assessments was used to describe the participants? perceptions of the program and to assess well-being, self-concept, and social-emotional and behavioral outcomes. Results showed high uptake, program satisfaction, positive ratings of mentoring relationship quality, and desirable pre- to post-test change on several targeted outcomes. This study provides preliminary evidence to support the applicability and utility of a mentoring program for adolescents with ASD by adults with ASD. En ligne : https://doi.org/10.1177/10883576211073687 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489 Social Validity and Teachers' Use of Evidence-Based Practices for Autism / J. MCNEILL in Journal of Autism and Developmental Disorders, 49-11 (November 2019)
[article]
Titre : Social Validity and Teachers' Use of Evidence-Based Practices for Autism Type de document : Texte imprimé et/ou numérique Auteurs : J. MCNEILL, Auteur Article en page(s) : p.4585-4594 Langues : Anglais (eng) Mots-clés : Autism Evidence-based practice Intervention Social validity Special education Index. décimale : PER Périodiques Résumé : The autism intervention literature focuses heavily on the concept of evidence-based practice, with less consideration of the acceptability, feasibility, and contextual alignment of interventions in practice. A survey of 130 special educators was conducted to quantify this "social validity" of evidence-based practices and analyze its relationship with knowledge level and frequency of use. Results indicate that knowledge, use, and social validity are tightly-connected and rank the highest for modeling, reinforcement, prompting, and visual supports. Regression analysis suggests that greater knowledge, higher perceived social validity, and a caseload including more students with autism predicts more frequent use of a practice. The results support the vital role that social validity plays in teachers' implementation, with implications for both research and practice. En ligne : http://dx.doi.org/10.1007/s10803-019-04190-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408
in Journal of Autism and Developmental Disorders > 49-11 (November 2019) . - p.4585-4594[article] Social Validity and Teachers' Use of Evidence-Based Practices for Autism [Texte imprimé et/ou numérique] / J. MCNEILL, Auteur . - p.4585-4594.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-11 (November 2019) . - p.4585-4594
Mots-clés : Autism Evidence-based practice Intervention Social validity Special education Index. décimale : PER Périodiques Résumé : The autism intervention literature focuses heavily on the concept of evidence-based practice, with less consideration of the acceptability, feasibility, and contextual alignment of interventions in practice. A survey of 130 special educators was conducted to quantify this "social validity" of evidence-based practices and analyze its relationship with knowledge level and frequency of use. Results indicate that knowledge, use, and social validity are tightly-connected and rank the highest for modeling, reinforcement, prompting, and visual supports. Regression analysis suggests that greater knowledge, higher perceived social validity, and a caseload including more students with autism predicts more frequent use of a practice. The results support the vital role that social validity plays in teachers' implementation, with implications for both research and practice. En ligne : http://dx.doi.org/10.1007/s10803-019-04190-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408 Social validity of behavioral practices in the treatment of autism—A review of the Super Nanny / Melissa J. KING in Research in Autism Spectrum Disorders, 3-1 (January 2009)
[article]
Titre : Social validity of behavioral practices in the treatment of autism—A review of the Super Nanny Type de document : Texte imprimé et/ou numérique Auteurs : Melissa J. KING, Auteur ; Maria G. VALDOVINOS, Auteur Année de publication : 2009 Article en page(s) : p.173-178 Langues : Anglais (eng) Mots-clés : Social-validity Autism Pivotal-response-treatment Index. décimale : PER Périodiques Résumé : This study assessed the social validity of behavioral techniques (i.e., pivotal response treatment) used with a child diagnosed with autism as viewed on an episode of the Super Nanny [Frost, J. (Host). (2005). Facente family [television series episode]. In N. Powell (Producer), Super Nanny. New York: American Broadcasting Companies, Inc.]. Social validity refers to the social importance and acceptability of a given intervention. The participants watched an edited version of the Super Nanny in which the presentation of the order of segments (prior to intervention and receipt of intervention) was counterbalanced between two groups of undergraduate students enrolled in an introduction to psychology course. On a 20-item questionnaire, the students rated the acceptability of the family's interactions with the child before and after behavioral techniques were applied as well as the desirability and severity of the child's behavior. The acceptability and desirability of the child's behavior increased after the treatment was implemented. Further research should be conducted evaluating the social acceptability of popular treatments for autism spectrum disorders. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.05.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=648
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.173-178[article] Social validity of behavioral practices in the treatment of autism—A review of the Super Nanny [Texte imprimé et/ou numérique] / Melissa J. KING, Auteur ; Maria G. VALDOVINOS, Auteur . - 2009 . - p.173-178.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.173-178
Mots-clés : Social-validity Autism Pivotal-response-treatment Index. décimale : PER Périodiques Résumé : This study assessed the social validity of behavioral techniques (i.e., pivotal response treatment) used with a child diagnosed with autism as viewed on an episode of the Super Nanny [Frost, J. (Host). (2005). Facente family [television series episode]. In N. Powell (Producer), Super Nanny. New York: American Broadcasting Companies, Inc.]. Social validity refers to the social importance and acceptability of a given intervention. The participants watched an edited version of the Super Nanny in which the presentation of the order of segments (prior to intervention and receipt of intervention) was counterbalanced between two groups of undergraduate students enrolled in an introduction to psychology course. On a 20-item questionnaire, the students rated the acceptability of the family's interactions with the child before and after behavioral techniques were applied as well as the desirability and severity of the child's behavior. The acceptability and desirability of the child's behavior increased after the treatment was implemented. Further research should be conducted evaluating the social acceptability of popular treatments for autism spectrum disorders. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.05.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=648 Social Validity of Evidence-Based Practices and Emerging Interventions in Autism / Kevin CALLAHAN in Focus on Autism and Other Developmental Disabilities, 32-3 (September 2017)
[article]
Titre : Social Validity of Evidence-Based Practices and Emerging Interventions in Autism Type de document : Texte imprimé et/ou numérique Auteurs : Kevin CALLAHAN, Auteur ; Heather L. HUGHES, Auteur ; Smita MEHTA, Auteur ; Karen A. TOUSSAINT, Auteur ; Susan M. NICHOLS, Auteur ; Phoenix S. MA, Auteur ; Metehan KUTLU, Auteur ; Hui-Ting WANG, Auteur Article en page(s) : p.188-197 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Although social validation of the goals, methods, and outcomes of evidence-based practices (EBPs) in autism treatment is a significant factor in their selection and effective use, EBPs are typically identified on the basis of the technical soundness of research without consideration of social validity. The authors investigated EBPs and emerging treatments identified by the National Autism Center (NAC) and National Professional Development Center on Autism Spectrum Disorders (NPDC) to determine which interventions have evidence of social validity, and the types of social validation addressed. A review of 828 articles cited by the NAC and NPDC determined that only 221 articles (26.7%) demonstrated direct evidence of the measurement of social validation. Of seven social validity categories analyzed, only consumer satisfaction, clinically significant behavioral change, and socially important dependent variables were consistently reported. A list of EBPs with varying levels of social and empirical validation is presented, and implications for future research are discussed. En ligne : http://dx.doi.org/10.1177/1088357616632446 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=313
in Focus on Autism and Other Developmental Disabilities > 32-3 (September 2017) . - p.188-197[article] Social Validity of Evidence-Based Practices and Emerging Interventions in Autism [Texte imprimé et/ou numérique] / Kevin CALLAHAN, Auteur ; Heather L. HUGHES, Auteur ; Smita MEHTA, Auteur ; Karen A. TOUSSAINT, Auteur ; Susan M. NICHOLS, Auteur ; Phoenix S. MA, Auteur ; Metehan KUTLU, Auteur ; Hui-Ting WANG, Auteur . - p.188-197.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 32-3 (September 2017) . - p.188-197
Index. décimale : PER Périodiques Résumé : Although social validation of the goals, methods, and outcomes of evidence-based practices (EBPs) in autism treatment is a significant factor in their selection and effective use, EBPs are typically identified on the basis of the technical soundness of research without consideration of social validity. The authors investigated EBPs and emerging treatments identified by the National Autism Center (NAC) and National Professional Development Center on Autism Spectrum Disorders (NPDC) to determine which interventions have evidence of social validity, and the types of social validation addressed. A review of 828 articles cited by the NAC and NPDC determined that only 221 articles (26.7%) demonstrated direct evidence of the measurement of social validation. Of seven social validity categories analyzed, only consumer satisfaction, clinically significant behavioral change, and socially important dependent variables were consistently reported. A list of EBPs with varying levels of social and empirical validation is presented, and implications for future research are discussed. En ligne : http://dx.doi.org/10.1177/1088357616632446 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=313 Social Validity of Pivotal Response Treatment for Young Autistic Children: Perspectives of Autistic Adults / Patrick DWYER ; Kaitlynn M. P. BAIDEN ; Zachary J. WILLIAMS ; Mian WANG in Journal of Autism and Developmental Disorders, 54-2 (February 2024)
[article]
Titre : Social Validity of Pivotal Response Treatment for Young Autistic Children: Perspectives of Autistic Adults Type de document : Texte imprimé et/ou numérique Auteurs : Patrick DWYER, Auteur ; Kaitlynn M. P. BAIDEN, Auteur ; Zachary J. WILLIAMS, Auteur ; Mian WANG, Auteur Article en page(s) : p.423-441 Index. décimale : PER Périodiques Résumé : The social validity of autism behavioral intervention has been questioned. Naturalistic Developmental Behavioral Interventions (NDBIs) attempt to address some concerns, but it is unclear whether autistic people consider NDBIs socially valid. Social validity of an NDBI, Pivotal Response Treatment (PRT), was investigated through autistic adults commenting on videos of autistic children receiving PRT. Qualitative coding of responses generated three themes: respect for individuals; assessment of intervention implementation; and socioemotional considerations. Although video brevity limits the scope of the present study?s conclusions, participants highlighted PRT components that appeared socially valid (e.g., reinforcing attempts, following the child?s lead) and aspects appearing invalid (e.g., overemphasis on spoken language). Therefore, adjustments appear necessary for PRT to be fully acceptable to the autistic community. En ligne : https://doi.org/10.1007/s10803-022-05808-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520
in Journal of Autism and Developmental Disorders > 54-2 (February 2024) . - p.423-441[article] Social Validity of Pivotal Response Treatment for Young Autistic Children: Perspectives of Autistic Adults [Texte imprimé et/ou numérique] / Patrick DWYER, Auteur ; Kaitlynn M. P. BAIDEN, Auteur ; Zachary J. WILLIAMS, Auteur ; Mian WANG, Auteur . - p.423-441.
in Journal of Autism and Developmental Disorders > 54-2 (February 2024) . - p.423-441
Index. décimale : PER Périodiques Résumé : The social validity of autism behavioral intervention has been questioned. Naturalistic Developmental Behavioral Interventions (NDBIs) attempt to address some concerns, but it is unclear whether autistic people consider NDBIs socially valid. Social validity of an NDBI, Pivotal Response Treatment (PRT), was investigated through autistic adults commenting on videos of autistic children receiving PRT. Qualitative coding of responses generated three themes: respect for individuals; assessment of intervention implementation; and socioemotional considerations. Although video brevity limits the scope of the present study?s conclusions, participants highlighted PRT components that appeared socially valid (e.g., reinforcing attempts, following the child?s lead) and aspects appearing invalid (e.g., overemphasis on spoken language). Therefore, adjustments appear necessary for PRT to be fully acceptable to the autistic community. En ligne : https://doi.org/10.1007/s10803-022-05808-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520 Social validity of telepractice in families with children with autism / Gabriel MARTÍNEZ-RICO ; Margarita CAÑADAS ; Rómulo J. GONZÁLEZ-GARCÍA in Research in Autism Spectrum Disorders, 110 (February 2024)
PermalinkSocial vulnerability and bullying in children with Asperger syndrome / Kate SOFRONOFF in Autism, 15-3 (May 2011)
PermalinkSocial 'wanting' dysfunction in autism: neurobiological underpinnings and treatment implications / G. KOHLS in Journal of Neurodevelopmental Disorders, 4-1 (December 2012)
PermalinkSocial withdrawal in children moderates the association between parenting styles and the children's own socioemotional development / Maryam ZARRA-NEZHAD in Journal of Child Psychology and Psychiatry, 55-11 (November 2014)
PermalinkSocial workers' knowledge of autism and self-efficacy in its diagnosis and interventions / Yael KARNI-VISEL in Research in Autism Spectrum Disorders, 108 (October 2023)
PermalinkSocialisation plurielle et réseau personnel chez les enfants de 4-5 ans / Ania BEAUMATIN in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E., 112-113 (Mai-Juin 2011)
PermalinkSocialization processes within adolescents' relationships with parents and peers predicting couples' intimate partner violence in adulthood: A social learning perspective / Thao HA in Development and Psychopathology, 35-1 (February 2023)
PermalinkSocially anxious mothers' narratives to their children and their relation to child representations and adjustment / Lynne MURRAY in Development and Psychopathology, 26-4 (Part 2) (November 2014)
PermalinkSocially indiscriminate attachment behavior in the Strange Situation: Convergent and discriminant validity in relation to caregiving risk, later behavior problems, and attachment insecurity / Karlen LYONS-RUTH in Development and Psychopathology, 21-2 (May 2009)
PermalinkSocietal Attitudes Towards Autism (SATA): Validation of the Greek Version in the General Population / Vasiliki ZAROKANELLOU in Journal of Autism and Developmental Disorders, 54-4 (April 2024)
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