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Intensive Behavioral Intervention for school-aged children with autism: Una Breccia nel Muro (UBM)—A Comprehensive Behavioral Model / Leonardo FAVA in Research in Autism Spectrum Disorders, 6-4 (October-December 2012)
[article]
Titre : Intensive Behavioral Intervention for school-aged children with autism: Una Breccia nel Muro (UBM)—A Comprehensive Behavioral Model Type de document : Texte imprimé et/ou numérique Auteurs : Leonardo FAVA, Auteur ; Stefano VICARI, Auteur ; Giovanni VALERI, Auteur ; Lidia D’ELIA, Auteur ; Serena ARIMA, Auteur ; Kristin STRAUSS, Auteur Année de publication : 2012 Article en page(s) : p.1273-1288 Langues : Anglais (eng) Mots-clés : Autism Intensive Behavioral Intervention Parent inclusion Inclusive settings School-aged Index. décimale : PER Périodiques Résumé : Although, reviews and outcome research supports empirical evidence for Early Intensive Behavior Intervention in pre-scholars, intensive behavioral service provision for school-aged children with autism spectrum disorders (ASD) are less subject to research studies. In order to provide effective behavioral interventions for school-aged children it was first necessary to comprehend key variables that are common to empirically validated programs and to tailor the to the needs of older children and their families in community settings. The proposed Comprehensive Behavioral Model “Una Breccia nel Muro” (UBM) includes individualized assessment and skill building, treatment provision in inclusive setting and cross-service collaboration, parent inclusion and support, and intensive training for parents, staff as well as school teachers. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.03.011 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.1273-1288[article] Intensive Behavioral Intervention for school-aged children with autism: Una Breccia nel Muro (UBM)—A Comprehensive Behavioral Model [Texte imprimé et/ou numérique] / Leonardo FAVA, Auteur ; Stefano VICARI, Auteur ; Giovanni VALERI, Auteur ; Lidia D’ELIA, Auteur ; Serena ARIMA, Auteur ; Kristin STRAUSS, Auteur . - 2012 . - p.1273-1288.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-4 (October-December 2012) . - p.1273-1288
Mots-clés : Autism Intensive Behavioral Intervention Parent inclusion Inclusive settings School-aged Index. décimale : PER Périodiques Résumé : Although, reviews and outcome research supports empirical evidence for Early Intensive Behavior Intervention in pre-scholars, intensive behavioral service provision for school-aged children with autism spectrum disorders (ASD) are less subject to research studies. In order to provide effective behavioral interventions for school-aged children it was first necessary to comprehend key variables that are common to empirically validated programs and to tailor the to the needs of older children and their families in community settings. The proposed Comprehensive Behavioral Model “Una Breccia nel Muro” (UBM) includes individualized assessment and skill building, treatment provision in inclusive setting and cross-service collaboration, parent inclusion and support, and intensive training for parents, staff as well as school teachers. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.03.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165 The relative importance of age and IQ as predictors of outcomes in Intensive Behavioral Intervention / Adrienne PERRY in Research in Autism Spectrum Disorders, 7-9 (September 2013)
[article]
Titre : The relative importance of age and IQ as predictors of outcomes in Intensive Behavioral Intervention Type de document : Texte imprimé et/ou numérique Auteurs : Adrienne PERRY, Auteur ; Ksusha BLACKLOCK, Auteur ; Jennifer DUNN GEIER, Auteur Article en page(s) : p.1142-1150 Langues : Anglais (eng) Mots-clés : Intensive Behavioral Intervention Predictors of outcome Cognitive IQ Adaptive behavior Age effects Index. décimale : PER Périodiques Résumé : Abstract Outcomes of Intensive Behavioral Intervention are known to be highly variable. We report on two studies examining the role of age at entry to treatment and initial IQ in relationship to cognitive and adaptive outcomes in the Ontario province-wide program. Study 1 included 207 children aged 2–14 at entry. Age was modestly negatively correlated with several outcome variables; IQ was strongly predictive of most cognitive and adaptive outcomes. Age accounted for additional variance, beyond that accounted for by IQ, for cognitive outcomes, especially change in IQ. Children who made very large gains were all under age 6 at entry. Children who were over 8 years of age and/or had very low IQ showed uniformly poor outcomes. Study 2 was a comparison of IQ-matched younger (2–5 years) versus older (6–13 years) children (n = 60 each). The two groups of children, who were on the same initial trajectory, showed different outcomes. Only the younger group showed substantial cognitive gains. Results strongly argue for the importance of early intervention. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.06.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211
in Research in Autism Spectrum Disorders > 7-9 (September 2013) . - p.1142-1150[article] The relative importance of age and IQ as predictors of outcomes in Intensive Behavioral Intervention [Texte imprimé et/ou numérique] / Adrienne PERRY, Auteur ; Ksusha BLACKLOCK, Auteur ; Jennifer DUNN GEIER, Auteur . - p.1142-1150.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-9 (September 2013) . - p.1142-1150
Mots-clés : Intensive Behavioral Intervention Predictors of outcome Cognitive IQ Adaptive behavior Age effects Index. décimale : PER Périodiques Résumé : Abstract Outcomes of Intensive Behavioral Intervention are known to be highly variable. We report on two studies examining the role of age at entry to treatment and initial IQ in relationship to cognitive and adaptive outcomes in the Ontario province-wide program. Study 1 included 207 children aged 2–14 at entry. Age was modestly negatively correlated with several outcome variables; IQ was strongly predictive of most cognitive and adaptive outcomes. Age accounted for additional variance, beyond that accounted for by IQ, for cognitive outcomes, especially change in IQ. Children who made very large gains were all under age 6 at entry. Children who were over 8 years of age and/or had very low IQ showed uniformly poor outcomes. Study 2 was a comparison of IQ-matched younger (2–5 years) versus older (6–13 years) children (n = 60 each). The two groups of children, who were on the same initial trajectory, showed different outcomes. Only the younger group showed substantial cognitive gains. Results strongly argue for the importance of early intervention. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.06.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211 Advances in Our Understanding of Behavioral Intervention: 1980 to 2020 for Individuals Diagnosed with Autism Spectrum Disorder / J. B. LEAF in Journal of Autism and Developmental Disorders, 51-12 (December 2021)
[article]
Titre : Advances in Our Understanding of Behavioral Intervention: 1980 to 2020 for Individuals Diagnosed with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : J. B. LEAF, Auteur ; J. H. CIHON, Auteur ; J. L. FERGUSON, Auteur ; C. M. MILNE, Auteur ; R. LEAF, Auteur ; J. MCEACHIN, Auteur Article en page(s) : p.4395-4410 Langues : Anglais (eng) Mots-clés : Applied Behavior Analysis Autism Spectrum Disorder/diagnosis/therapy Behavior Therapy Humans Applied behavior analysis Behavior analysis Behavioral intervention Certification Intensive behavioral intervention Index. décimale : PER Périodiques Résumé : There are three branches of science of behavior analysis [i.e., experimental analysis of behavior, behavior analysis, and applied behavior analysis (ABA)]. ABA can be defined as a systematic approach to understanding behavior of social interest. For the past 40 plus years, researchers have evaluated ABA and ABA based procedures (e.g., behavioral intervention) as they relate to individuals diagnosed with autism spectrum disorder (ASD) and have implemented behavioral intervention in clinical settings for individuals diagnosed with ASD. In this paper, we discuss some of the pivotal contributions in the field of ABA in research and clinical practice. Additionally, we provide recommendations for the science and clinical practice of behavioral intervention in the next 40 years. En ligne : http://dx.doi.org/10.1007/s10803-020-04481-9 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.4395-4410[article] Advances in Our Understanding of Behavioral Intervention: 1980 to 2020 for Individuals Diagnosed with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / J. B. LEAF, Auteur ; J. H. CIHON, Auteur ; J. L. FERGUSON, Auteur ; C. M. MILNE, Auteur ; R. LEAF, Auteur ; J. MCEACHIN, Auteur . - p.4395-4410.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4395-4410
Mots-clés : Applied Behavior Analysis Autism Spectrum Disorder/diagnosis/therapy Behavior Therapy Humans Applied behavior analysis Behavior analysis Behavioral intervention Certification Intensive behavioral intervention Index. décimale : PER Périodiques Résumé : There are three branches of science of behavior analysis [i.e., experimental analysis of behavior, behavior analysis, and applied behavior analysis (ABA)]. ABA can be defined as a systematic approach to understanding behavior of social interest. For the past 40 plus years, researchers have evaluated ABA and ABA based procedures (e.g., behavioral intervention) as they relate to individuals diagnosed with autism spectrum disorder (ASD) and have implemented behavioral intervention in clinical settings for individuals diagnosed with ASD. In this paper, we discuss some of the pivotal contributions in the field of ABA in research and clinical practice. Additionally, we provide recommendations for the science and clinical practice of behavioral intervention in the next 40 years. En ligne : http://dx.doi.org/10.1007/s10803-020-04481-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 Race influences parent report of concerns about symptoms of autism spectrum disorder / M. R. DONOHUE in Autism, 23-1 (January 2019)
[article]
Titre : Race influences parent report of concerns about symptoms of autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : M. R. DONOHUE, Auteur ; A. W. CHILDS, Auteur ; M. RICHARDS, Auteur ; Diana L. ROBINS, Auteur Article en page(s) : p.100-111 Langues : Anglais (eng) Mots-clés : autism autism spectrum disorder child development diagnostic disparities parent concerns race and ethnicity intensive behavioral intervention african-american families modified checklist young-children united-states help-seeking 1st concern m-chat diagnosis toddlers Psychology Index. décimale : PER Périodiques Résumé : Racial differences in parent report of concerns about their child's development to healthcare providers may contribute to delayed autism spectrum disorder diagnoses in Black children. We tested the hypotheses that compared to White parents, Black parents of children with autism spectrum disorder would report fewer concerns about autism symptoms and would be more likely to report concerns about disruptive behaviors. A sample of 18- to 40-month-old toddlers (N = 174) with autism spectrum disorder and their parent participated. After screening positive for autism spectrum disorder risk, but prior to a diagnostic evaluation, parents completed free-response questions soliciting concerns about their child's development. Parent responses were coded for the presence or the absence of 10 possible concerns, which were grouped into autism concerns (e.g. social and restricted and repetitive behavior concerns) or non-autism concerns (e.g. general developmental and disruptive behavior concerns). Compared to White parents, Black parents reported significantly fewer autism concerns and fewer social and restricted and repetitive behavior concerns. However, Black parents did not report significantly fewer non-autism concerns. Race did not influence parent report of disruptive behavior concerns. Lower reporting of autism concerns by Black parents may impact providers' abilities to identify children who need further screening or evaluation. En ligne : http://dx.doi.org/10.1177/1362361317722030 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379
in Autism > 23-1 (January 2019) . - p.100-111[article] Race influences parent report of concerns about symptoms of autism spectrum disorder [Texte imprimé et/ou numérique] / M. R. DONOHUE, Auteur ; A. W. CHILDS, Auteur ; M. RICHARDS, Auteur ; Diana L. ROBINS, Auteur . - p.100-111.
Langues : Anglais (eng)
in Autism > 23-1 (January 2019) . - p.100-111
Mots-clés : autism autism spectrum disorder child development diagnostic disparities parent concerns race and ethnicity intensive behavioral intervention african-american families modified checklist young-children united-states help-seeking 1st concern m-chat diagnosis toddlers Psychology Index. décimale : PER Périodiques Résumé : Racial differences in parent report of concerns about their child's development to healthcare providers may contribute to delayed autism spectrum disorder diagnoses in Black children. We tested the hypotheses that compared to White parents, Black parents of children with autism spectrum disorder would report fewer concerns about autism symptoms and would be more likely to report concerns about disruptive behaviors. A sample of 18- to 40-month-old toddlers (N = 174) with autism spectrum disorder and their parent participated. After screening positive for autism spectrum disorder risk, but prior to a diagnostic evaluation, parents completed free-response questions soliciting concerns about their child's development. Parent responses were coded for the presence or the absence of 10 possible concerns, which were grouped into autism concerns (e.g. social and restricted and repetitive behavior concerns) or non-autism concerns (e.g. general developmental and disruptive behavior concerns). Compared to White parents, Black parents reported significantly fewer autism concerns and fewer social and restricted and repetitive behavior concerns. However, Black parents did not report significantly fewer non-autism concerns. Race did not influence parent report of disruptive behavior concerns. Lower reporting of autism concerns by Black parents may impact providers' abilities to identify children who need further screening or evaluation. En ligne : http://dx.doi.org/10.1177/1362361317722030 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379