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6 recherche sur le mot-clé 'Applied Behaviour Analysis'
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Intensive behavioural interventions based on applied behaviour analysis for young children with autism: An international collaborative individual participant data meta-analysis / Mark RODGERS in Autism, 25-4 (May 2021)
[article]
Titre : Intensive behavioural interventions based on applied behaviour analysis for young children with autism: An international collaborative individual participant data meta-analysis Type de document : Texte imprimé et/ou numérique Auteurs : Mark RODGERS, Auteur ; Mark SIMMONDS, Auteur ; David MARSHALL, Auteur ; Robert HODGSON, Auteur ; Lesley A. STEWART, Auteur ; Dheeraj RAI, Auteur ; Kath WRIGHT, Auteur ; Esther BEN-ITZCHAK, Auteur ; Svein EIKESETH, Auteur ; Sigmund ELDEVIK, Auteur ; Hanna KOVSHOFF, Auteur ; Iliana MAGIATI, Auteur ; Lisa A. OSBORNE, Auteur ; Phil REED, Auteur ; Giacomo VIVANTI, Auteur ; Ditza A. ZACHOR, Auteur ; Ann LE COUTEUR, Auteur Article en page(s) : p.1137-1153 Langues : Anglais (eng) Mots-clés : applied behaviour analysis autism autism spectrum disorder individual participant data meta-analysis systematic review Index. décimale : PER Périodiques Résumé : Early intensive applied behaviour analysis-based interventions are designed to support young autistic children's learning and development. Unfortunately, the available evidence about the effectiveness of these interventions remains unclear. Several reviews have focused on the published findings rather than contacting the authors to collect and analyse data about the individual participants in the original studies. Also, most of the studies were carried out by groups involved in delivering the interventions leading to the potential bias in interpreting the results. Our research team (supported by an international advisory group) carried out an independent individual patient data review by collecting the original participant data from the authors of the studies, to examine the effectiveness of these interventions. The results suggested that early intensive applied behaviour analysis-based interventions might lead to some changes in children's cognitive ability (intelligence quotient) and everyday life skills after 2?years, compared with standard treatments. However, all the studies had problems with the way they were designed. Also, few of the studies looked at outcomes that have been described as most important to autistic people or followed children beyond 2?years. We think that further systematic reviews of the existing evidence are unlikely to add to the findings of our review. Furthermore, we recommend that future research should investigate which types of supports and interventions are most effective for children and families, prioritising outcomes measures that are meaningful for the autism community and include, wherever possible, longer-term follow-up. En ligne : http://dx.doi.org/10.1177/1362361320985680 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444
in Autism > 25-4 (May 2021) . - p.1137-1153[article] Intensive behavioural interventions based on applied behaviour analysis for young children with autism: An international collaborative individual participant data meta-analysis [Texte imprimé et/ou numérique] / Mark RODGERS, Auteur ; Mark SIMMONDS, Auteur ; David MARSHALL, Auteur ; Robert HODGSON, Auteur ; Lesley A. STEWART, Auteur ; Dheeraj RAI, Auteur ; Kath WRIGHT, Auteur ; Esther BEN-ITZCHAK, Auteur ; Svein EIKESETH, Auteur ; Sigmund ELDEVIK, Auteur ; Hanna KOVSHOFF, Auteur ; Iliana MAGIATI, Auteur ; Lisa A. OSBORNE, Auteur ; Phil REED, Auteur ; Giacomo VIVANTI, Auteur ; Ditza A. ZACHOR, Auteur ; Ann LE COUTEUR, Auteur . - p.1137-1153.
Langues : Anglais (eng)
in Autism > 25-4 (May 2021) . - p.1137-1153
Mots-clés : applied behaviour analysis autism autism spectrum disorder individual participant data meta-analysis systematic review Index. décimale : PER Périodiques Résumé : Early intensive applied behaviour analysis-based interventions are designed to support young autistic children's learning and development. Unfortunately, the available evidence about the effectiveness of these interventions remains unclear. Several reviews have focused on the published findings rather than contacting the authors to collect and analyse data about the individual participants in the original studies. Also, most of the studies were carried out by groups involved in delivering the interventions leading to the potential bias in interpreting the results. Our research team (supported by an international advisory group) carried out an independent individual patient data review by collecting the original participant data from the authors of the studies, to examine the effectiveness of these interventions. The results suggested that early intensive applied behaviour analysis-based interventions might lead to some changes in children's cognitive ability (intelligence quotient) and everyday life skills after 2?years, compared with standard treatments. However, all the studies had problems with the way they were designed. Also, few of the studies looked at outcomes that have been described as most important to autistic people or followed children beyond 2?years. We think that further systematic reviews of the existing evidence are unlikely to add to the findings of our review. Furthermore, we recommend that future research should investigate which types of supports and interventions are most effective for children and families, prioritising outcomes measures that are meaningful for the autism community and include, wherever possible, longer-term follow-up. En ligne : http://dx.doi.org/10.1177/1362361320985680 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 Telehealth as a Model for Providing Behaviour Analytic Interventions to Individuals with Autism Spectrum Disorder: A Systematic Review / J. FERGUSON in Journal of Autism and Developmental Disorders, 49-2 (February 2019)
[article]
Titre : Telehealth as a Model for Providing Behaviour Analytic Interventions to Individuals with Autism Spectrum Disorder: A Systematic Review Type de document : Texte imprimé et/ou numérique Auteurs : J. FERGUSON, Auteur ; E. A. CRAIG, Auteur ; K. DOUNAVI, Auteur Article en page(s) : p.582-616 Langues : Anglais (eng) Mots-clés : Applied behaviour analysis Autism spectrum disorder Telehealth Index. décimale : PER Périodiques Résumé : Interventions based on applied behaviour analysis are considered evidence based practice for autism spectrum disorders. Due to the shortage of highly qualified professionals required for their delivery, innovative models should be explored, such as telehealth. Telehealth utilises technology for remote training and supervision. The purpose of our study was to systematically review the literature researching telehealth and ABA. We analysed intervention characteristics, outcomes and research quality in 28 studies and identified gaps. Intervention characteristics were: (1) research design (2) participants (3) technology (4) dependent variables (5) aims. Outcomes were favourable with all studies reporting improvements in at least one variable. Quality ratings were significantly low. Implications for future research and practice are discussed in light of identified methodological downfalls. En ligne : http://dx.doi.org/10.1007/s10803-018-3724-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=382
in Journal of Autism and Developmental Disorders > 49-2 (February 2019) . - p.582-616[article] Telehealth as a Model for Providing Behaviour Analytic Interventions to Individuals with Autism Spectrum Disorder: A Systematic Review [Texte imprimé et/ou numérique] / J. FERGUSON, Auteur ; E. A. CRAIG, Auteur ; K. DOUNAVI, Auteur . - p.582-616.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-2 (February 2019) . - p.582-616
Mots-clés : Applied behaviour analysis Autism spectrum disorder Telehealth Index. décimale : PER Périodiques Résumé : Interventions based on applied behaviour analysis are considered evidence based practice for autism spectrum disorders. Due to the shortage of highly qualified professionals required for their delivery, innovative models should be explored, such as telehealth. Telehealth utilises technology for remote training and supervision. The purpose of our study was to systematically review the literature researching telehealth and ABA. We analysed intervention characteristics, outcomes and research quality in 28 studies and identified gaps. Intervention characteristics were: (1) research design (2) participants (3) technology (4) dependent variables (5) aims. Outcomes were favourable with all studies reporting improvements in at least one variable. Quality ratings were significantly low. Implications for future research and practice are discussed in light of identified methodological downfalls. En ligne : http://dx.doi.org/10.1007/s10803-018-3724-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=382 Exploring Eclecticism: The impact of educational theory on the development and implementation of comprehensive education programmes (CEP’s) for young children with Autism Spectrum Disorder (ASD) / Jennifer MCMAHON in Research in Autism Spectrum Disorders, 32 (December 2016)
[article]
Titre : Exploring Eclecticism: The impact of educational theory on the development and implementation of comprehensive education programmes (CEP’s) for young children with Autism Spectrum Disorder (ASD) Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer MCMAHON, Auteur ; Veronica CULLINAN, Auteur Article en page(s) : p.1-12 Langues : Anglais (eng) Mots-clés : Comprehensive education programmes Eclectic Applied behaviour analysis Constructivism Index. décimale : PER Périodiques Résumé : Abstract Despite considerable evidence that programmes grounded in Applied Behaviour Analysis (ABA) should be at the forefront of education and intervention in the treatment of Autism Spectrum Disorder (ASD) programmes of an eclectic nature are regularly implemented. Theoretical orientations undoubtedly influence the instructional practices adopted by educators but exploration of the significance of educational theory in the development of eclectic programmes remains lacking. This paper outlines the importance of competing theories to autism education, specifically Constructivist and Behavioural theories, and demonstrates how eclectic programmes may be misinformed when educators view approaches through a Constructivist lens. We conclude that it is imperative to interrogate and challenge the theoretical orientations of educators responsible for the development and implementation of comprehensive programmes of education (CEP’s) for young children with autism if we are to bridge the divide between evidence and practice in relation to ASD education. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.07.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=296
in Research in Autism Spectrum Disorders > 32 (December 2016) . - p.1-12[article] Exploring Eclecticism: The impact of educational theory on the development and implementation of comprehensive education programmes (CEP’s) for young children with Autism Spectrum Disorder (ASD) [Texte imprimé et/ou numérique] / Jennifer MCMAHON, Auteur ; Veronica CULLINAN, Auteur . - p.1-12.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 32 (December 2016) . - p.1-12
Mots-clés : Comprehensive education programmes Eclectic Applied behaviour analysis Constructivism Index. décimale : PER Périodiques Résumé : Abstract Despite considerable evidence that programmes grounded in Applied Behaviour Analysis (ABA) should be at the forefront of education and intervention in the treatment of Autism Spectrum Disorder (ASD) programmes of an eclectic nature are regularly implemented. Theoretical orientations undoubtedly influence the instructional practices adopted by educators but exploration of the significance of educational theory in the development of eclectic programmes remains lacking. This paper outlines the importance of competing theories to autism education, specifically Constructivist and Behavioural theories, and demonstrates how eclectic programmes may be misinformed when educators view approaches through a Constructivist lens. We conclude that it is imperative to interrogate and challenge the theoretical orientations of educators responsible for the development and implementation of comprehensive programmes of education (CEP’s) for young children with autism if we are to bridge the divide between evidence and practice in relation to ASD education. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.07.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=296 The Emperor's new clothes: Eclecticism in autism treatment / Karola DILLENBURGER in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)
[article]
Titre : The Emperor's new clothes: Eclecticism in autism treatment Type de document : Texte imprimé et/ou numérique Auteurs : Karola DILLENBURGER, Auteur Année de publication : 2011 Article en page(s) : p.1119-1128 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorders Eclectic ABA Applied Behaviour Analysis Government reports Index. décimale : PER Périodiques Résumé : Increasingly, Applied Behaviour Analysis (ABA) is internationally recognised as the scientific basis for teaching and treatment in Autism Spectrum Disorders. Yet, many governments and professionals across Europe promote an eclectic model as more child-centred and pragmatic. This paper addresses the issues of eclecticism and ABA by exploring how misinformation stands in the way of evidence-based procedures that are truly unified, practical, and child-centred. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.12.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119
in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1119-1128[article] The Emperor's new clothes: Eclecticism in autism treatment [Texte imprimé et/ou numérique] / Karola DILLENBURGER, Auteur . - 2011 . - p.1119-1128.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1119-1128
Mots-clés : Autism Spectrum Disorders Eclectic ABA Applied Behaviour Analysis Government reports Index. décimale : PER Périodiques Résumé : Increasingly, Applied Behaviour Analysis (ABA) is internationally recognised as the scientific basis for teaching and treatment in Autism Spectrum Disorders. Yet, many governments and professionals across Europe promote an eclectic model as more child-centred and pragmatic. This paper addresses the issues of eclecticism and ABA by exploring how misinformation stands in the way of evidence-based procedures that are truly unified, practical, and child-centred. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.12.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119 Investigating Gaze Behaviour of Children Diagnosed with Autism Spectrum Disorders in a Classroom Setting / A. MCPARLAND in Journal of Autism and Developmental Disorders, 51-12 (December 2021)
[article]
Titre : Investigating Gaze Behaviour of Children Diagnosed with Autism Spectrum Disorders in a Classroom Setting Type de document : Texte imprimé et/ou numérique Auteurs : A. MCPARLAND, Auteur ; S. GALLAGHER, Auteur ; M. KEENAN, Auteur Article en page(s) : p.4663-4678 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis Child Fixation, Ocular Humans Applied behaviour analysis Autism Behaviour change Eye-tracking Gaze behaviour Social skills Index. décimale : PER Périodiques Résumé : A defining feature of ASD is atypical gaze behaviour, however, eye-tracking studies in 'real-world' settings are limited, and the possibility of improving gaze behaviour for ASD children is largely unexplored. This study investigated gaze behaviour of ASD and typically developing (TD) children in their classroom setting. Eye-tracking technology was used to develop and pilot an operant training tool to positively reinforce typical gaze behaviour towards faces. Visual and statistical analyses of eye-tracking data revealed different gaze behaviour patterns during live interactions for ASD and TD children depending on the interaction type. All children responded to operant training with longer looking times observed on face stimuli post training. The promising application of operant gaze training in ecologically valid settings is discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-04906-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454
in Journal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4663-4678[article] Investigating Gaze Behaviour of Children Diagnosed with Autism Spectrum Disorders in a Classroom Setting [Texte imprimé et/ou numérique] / A. MCPARLAND, Auteur ; S. GALLAGHER, Auteur ; M. KEENAN, Auteur . - p.4663-4678.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4663-4678
Mots-clés : Autism Spectrum Disorder/diagnosis Child Fixation, Ocular Humans Applied behaviour analysis Autism Behaviour change Eye-tracking Gaze behaviour Social skills Index. décimale : PER Périodiques Résumé : A defining feature of ASD is atypical gaze behaviour, however, eye-tracking studies in 'real-world' settings are limited, and the possibility of improving gaze behaviour for ASD children is largely unexplored. This study investigated gaze behaviour of ASD and typically developing (TD) children in their classroom setting. Eye-tracking technology was used to develop and pilot an operant training tool to positively reinforce typical gaze behaviour towards faces. Visual and statistical analyses of eye-tracking data revealed different gaze behaviour patterns during live interactions for ASD and TD children depending on the interaction type. All children responded to operant training with longer looking times observed on face stimuli post training. The promising application of operant gaze training in ecologically valid settings is discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-04906-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 Practitioner Review: Self-injurious behaviour in children with developmental delay / Chris OLIVER in Journal of Child Psychology and Psychiatry, 56-10 (October 2015)
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