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A Randomized Clinical Trial Comparison Between Pivotal Response Treatment (PRT) and Adult-Driven Applied Behavior Analysis (ABA) Intervention on Disruptive Behaviors in Public School Children with Autism / Fereshteh MOHAMMADZAHERI in Journal of Autism and Developmental Disorders, 45-9 (September 2015)
[article]
Titre : A Randomized Clinical Trial Comparison Between Pivotal Response Treatment (PRT) and Adult-Driven Applied Behavior Analysis (ABA) Intervention on Disruptive Behaviors in Public School Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Fereshteh MOHAMMADZAHERI, Auteur ; Lynn KERN KOEGEL, Auteur ; Mohammad REZAEI, Auteur ; Enayatolah BAKHSHI, Auteur Article en page(s) : p.2899-2907 Langues : Anglais (eng) Mots-clés : Disruptive behavior Autism Pivotal Response Treatment Applied behavior analysis Language intervention Index. décimale : PER Périodiques Résumé : Children with autism often demonstrate disruptive behaviors during demanding teaching tasks. Language intervention can be particularly difficult as it involves social and communicative areas, which are challenging for this population. The purpose of this study was to compare two intervention conditions, a naturalistic approach, Pivotal Response Treatment (PRT) with an adult-directed ABA approach on disruptive behavior during language intervention in the public schools. A randomized clinical trial design was used with two groups of children, matched according to age, sex and mean length of utterance. The data showed that the children demonstrated significantly lower levels of disruptive behavior during the PRT condition. The results are discussed with respect to antecedent manipulations that may be helpful in reducing disruptive behavior. En ligne : http://dx.doi.org/10.1007/s10803-015-2451-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267
in Journal of Autism and Developmental Disorders > 45-9 (September 2015) . - p.2899-2907[article] A Randomized Clinical Trial Comparison Between Pivotal Response Treatment (PRT) and Adult-Driven Applied Behavior Analysis (ABA) Intervention on Disruptive Behaviors in Public School Children with Autism [Texte imprimé et/ou numérique] / Fereshteh MOHAMMADZAHERI, Auteur ; Lynn KERN KOEGEL, Auteur ; Mohammad REZAEI, Auteur ; Enayatolah BAKHSHI, Auteur . - p.2899-2907.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-9 (September 2015) . - p.2899-2907
Mots-clés : Disruptive behavior Autism Pivotal Response Treatment Applied behavior analysis Language intervention Index. décimale : PER Périodiques Résumé : Children with autism often demonstrate disruptive behaviors during demanding teaching tasks. Language intervention can be particularly difficult as it involves social and communicative areas, which are challenging for this population. The purpose of this study was to compare two intervention conditions, a naturalistic approach, Pivotal Response Treatment (PRT) with an adult-directed ABA approach on disruptive behavior during language intervention in the public schools. A randomized clinical trial design was used with two groups of children, matched according to age, sex and mean length of utterance. The data showed that the children demonstrated significantly lower levels of disruptive behavior during the PRT condition. The results are discussed with respect to antecedent manipulations that may be helpful in reducing disruptive behavior. En ligne : http://dx.doi.org/10.1007/s10803-015-2451-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267 Lessons learned in practice-based research: Studying language interventions for young children in the real world / Rachael E SMYTH in Autism & Developmental Language Impairments, 5 (January-December 2020)
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Titre : Lessons learned in practice-based research: Studying language interventions for young children in the real world Type de document : Texte imprimé et/ou numérique Auteurs : Rachael E SMYTH, Auteur ; Julie THEURER, Auteur ; Lisa M. D. ARCHIBALD, Auteur ; Janis ORAM CARDY, Auteur Langues : Anglais (eng) Mots-clés : Practice-based research language intervention preschool Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/2396941520913482 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438
in Autism & Developmental Language Impairments > 5 (January-December 2020)[article] Lessons learned in practice-based research: Studying language interventions for young children in the real world [Texte imprimé et/ou numérique] / Rachael E SMYTH, Auteur ; Julie THEURER, Auteur ; Lisa M. D. ARCHIBALD, Auteur ; Janis ORAM CARDY, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 5 (January-December 2020)
Mots-clés : Practice-based research language intervention preschool Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/2396941520913482 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438 Experientially based narrative instruction: A neurocognitive perspective / Megan ISRAELSEN-AUGENSTEIN in Autism & Developmental Language Impairments, 7 (January-December 2022)
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Titre : Experientially based narrative instruction: A neurocognitive perspective Type de document : Texte imprimé et/ou numérique Auteurs : Megan ISRAELSEN-AUGENSTEIN, Auteur ; Sandi GILLAM, Auteur ; Jamie MECHAM, Auteur ; Hailey ASHCROFT, Auteur Langues : Anglais (eng) Mots-clés : narrative down syndrome personal narrative language intervention neurocognitive model Index. décimale : PER Périodiques Résumé : Background The purpose of this study was to evaluate the feasibility of a personal narrative intervention based on neurocognitive principles and experientially based learning for improving the personal narrative language abilities of a school-age child with Down’s syndrome. Method A single-case design using contemporary statistical techniques was employed to complete this study. The participant was 8 years 8 months at the time of the study and he participated in a 14-week personal narrative intervention. Personal narrative samples were collected at the beginning of each intervention session prior to instruction. Narrative samples were scored for narrative quality, language productivity, and lexical diversity. Results As a result of the intervention, the participant demonstrated moderate-significant increases in narrative abilities for narrative quality, language productivity, and lexical diversity. Conclusions The use of a personal narrative based on neurocognitive principles and experientially based learning may be feasible for improving the personal narrative language abilities of school-age children with Down’s syndrome. En ligne : http://dx.doi.org/10.1177/23969415221129139 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491
in Autism & Developmental Language Impairments > 7 (January-December 2022)[article] Experientially based narrative instruction: A neurocognitive perspective [Texte imprimé et/ou numérique] / Megan ISRAELSEN-AUGENSTEIN, Auteur ; Sandi GILLAM, Auteur ; Jamie MECHAM, Auteur ; Hailey ASHCROFT, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 7 (January-December 2022)
Mots-clés : narrative down syndrome personal narrative language intervention neurocognitive model Index. décimale : PER Périodiques Résumé : Background The purpose of this study was to evaluate the feasibility of a personal narrative intervention based on neurocognitive principles and experientially based learning for improving the personal narrative language abilities of a school-age child with Down’s syndrome. Method A single-case design using contemporary statistical techniques was employed to complete this study. The participant was 8 years 8 months at the time of the study and he participated in a 14-week personal narrative intervention. Personal narrative samples were collected at the beginning of each intervention session prior to instruction. Narrative samples were scored for narrative quality, language productivity, and lexical diversity. Results As a result of the intervention, the participant demonstrated moderate-significant increases in narrative abilities for narrative quality, language productivity, and lexical diversity. Conclusions The use of a personal narrative based on neurocognitive principles and experientially based learning may be feasible for improving the personal narrative language abilities of school-age children with Down’s syndrome. En ligne : http://dx.doi.org/10.1177/23969415221129139 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 Increasing verbal responsiveness in parents of children with autism:a pilot study / Courtney E. VENKER in Autism, 16-6 (November 2012)
[article]
Titre : Increasing verbal responsiveness in parents of children with autism:a pilot study Type de document : Texte imprimé et/ou numérique Auteurs : Courtney E. VENKER, Auteur ; Andrea MCDUFFIE, Auteur ; Susan ELLIS WEISMER, Auteur ; Leonard ABBEDUTO, Auteur Année de publication : 2012 Article en page(s) : p.568-585 Langues : Anglais (eng) Mots-clés : autism caregiver responsiveness language intervention parent-mediated intervention verbal responsiveness Index. décimale : PER Périodiques Résumé : Correlational studies have revealed a positive relationship between parent verbal responsiveness and language outcomes in children with autism. We investigated whether parents of young children on the autism spectrum could learn and implement the specific categories of verbal responsiveness that have been suggested to facilitate language development. Parents were taught to increase their verbal responsiveness in the context of a short-term language intervention that included group parent education sessions, as well as individual and small-group coaching sessions of parent “child play interactions. Parents in the treatment group increased their use of comments that: described their child’s focus of attention; interpreted or expanded child communication acts; and prompted child communication. Preliminary treatment effects were also noted in children’s prompted and spontaneous communication. These results support the use of parent-mediated interventions targeting verbal responsiveness to facilitate language development and communication in young children with autism. En ligne : http://dx.doi.org/10.1177/1362361311413396 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184
in Autism > 16-6 (November 2012) . - p.568-585[article] Increasing verbal responsiveness in parents of children with autism:a pilot study [Texte imprimé et/ou numérique] / Courtney E. VENKER, Auteur ; Andrea MCDUFFIE, Auteur ; Susan ELLIS WEISMER, Auteur ; Leonard ABBEDUTO, Auteur . - 2012 . - p.568-585.
Langues : Anglais (eng)
in Autism > 16-6 (November 2012) . - p.568-585
Mots-clés : autism caregiver responsiveness language intervention parent-mediated intervention verbal responsiveness Index. décimale : PER Périodiques Résumé : Correlational studies have revealed a positive relationship between parent verbal responsiveness and language outcomes in children with autism. We investigated whether parents of young children on the autism spectrum could learn and implement the specific categories of verbal responsiveness that have been suggested to facilitate language development. Parents were taught to increase their verbal responsiveness in the context of a short-term language intervention that included group parent education sessions, as well as individual and small-group coaching sessions of parent “child play interactions. Parents in the treatment group increased their use of comments that: described their child’s focus of attention; interpreted or expanded child communication acts; and prompted child communication. Preliminary treatment effects were also noted in children’s prompted and spontaneous communication. These results support the use of parent-mediated interventions targeting verbal responsiveness to facilitate language development and communication in young children with autism. En ligne : http://dx.doi.org/10.1177/1362361311413396 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184