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The Effect of Parent Anxiety on Treatment Acceptability and Retention of Diagnostic Feedback / Jenny R. EVANS in Focus on Autism and Other Developmental Disabilities, 31-2 (June 2016)
[article]
Titre : The Effect of Parent Anxiety on Treatment Acceptability and Retention of Diagnostic Feedback Type de document : Texte imprimé et/ou numérique Auteurs : Jenny R. EVANS, Auteur ; Kristen JASTROWSKI MANO, Auteur Article en page(s) : p.140-151 Langues : Anglais (eng) Mots-clés : parents anxiety assessment feedback retention Index. décimale : PER Périodiques Résumé : This study examined the effect of parent anxiety on treatment acceptability and retention of diagnostic feedback. Mothers (N = 187) of children ages 2 to 14 years recruited primarily through online parenting groups were randomly assigned to one of four vignettes that varied on ambiguity of diagnostic label (low vs. high) and ambiguity of diagnostic feedback (low vs. high). Participants completed measures of state and trait anxiety, retention of feedback, and treatment acceptability. Mothers reporting high trait anxiety endorsed greater treatment acceptability (F = 11.57, p = .001, = .09). Those reporting high state anxiety retained more information, t(84.96) = ?5.35, p < .001, Cohen’s d = .99. A significant interaction emerged between trait anxiety and diagnostic label on parent satisfaction (F = 4.95, p = .028, = .04). Results suggest that parent anxiety may affect retention and likelihood of pursuing treatment. Future research is needed to investigate whether differences in parent anxiety translate into meaningful differences in their pursuit of treatment. En ligne : http://dx.doi.org/10.1177/1088357614537351 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288
in Focus on Autism and Other Developmental Disabilities > 31-2 (June 2016) . - p.140-151[article] The Effect of Parent Anxiety on Treatment Acceptability and Retention of Diagnostic Feedback [Texte imprimé et/ou numérique] / Jenny R. EVANS, Auteur ; Kristen JASTROWSKI MANO, Auteur . - p.140-151.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 31-2 (June 2016) . - p.140-151
Mots-clés : parents anxiety assessment feedback retention Index. décimale : PER Périodiques Résumé : This study examined the effect of parent anxiety on treatment acceptability and retention of diagnostic feedback. Mothers (N = 187) of children ages 2 to 14 years recruited primarily through online parenting groups were randomly assigned to one of four vignettes that varied on ambiguity of diagnostic label (low vs. high) and ambiguity of diagnostic feedback (low vs. high). Participants completed measures of state and trait anxiety, retention of feedback, and treatment acceptability. Mothers reporting high trait anxiety endorsed greater treatment acceptability (F = 11.57, p = .001, = .09). Those reporting high state anxiety retained more information, t(84.96) = ?5.35, p < .001, Cohen’s d = .99. A significant interaction emerged between trait anxiety and diagnostic label on parent satisfaction (F = 4.95, p = .028, = .04). Results suggest that parent anxiety may affect retention and likelihood of pursuing treatment. Future research is needed to investigate whether differences in parent anxiety translate into meaningful differences in their pursuit of treatment. En ligne : http://dx.doi.org/10.1177/1088357614537351 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288 Are Children With Autism More Likely to Retain Object Names When Learning From Colour Photographs or Black-and-White Cartoons? / C. K. CARTER in Journal of Autism and Developmental Disorders, 51-9 (September 2021)
[article]
Titre : Are Children With Autism More Likely to Retain Object Names When Learning From Colour Photographs or Black-and-White Cartoons? Type de document : Texte imprimé et/ou numérique Auteurs : C. K. CARTER, Auteur ; C. HARTLEY, Auteur Article en page(s) : p.3050-3062 Langues : Anglais (eng) Mots-clés : African Americans Autism Spectrum Disorder Autistic Disorder Case-Control Studies Child Color Humans Autism spectrum disorder Fast mapping Iconicity Pictures Retention Word learning Index. décimale : PER Périodiques Résumé : For the first time, this study investigated whether children with autism spectrum disorder (ASD) and typically developing (TD) children matched on language comprehension (M age equivalent?=??~?44 months) are more likely to retain words when learning from colour photographs than black-and-white cartoons. Participants used mutual exclusivity to fast map novel word-picture relationships and retention was assessed following a 5-min delay. Children with ASD achieved significantly greater retention accuracy when learning from photographs rather than cartoons and, surprisingly, responded more accurately than TD children when learning from photographs. Our results demonstrate that children with ASD benefit from greater iconicity when learning words from pictures, providing a data-grounded rationale for using colour photographs when administering picture-based interventions. En ligne : http://dx.doi.org/10.1007/s10803-020-04771-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453
in Journal of Autism and Developmental Disorders > 51-9 (September 2021) . - p.3050-3062[article] Are Children With Autism More Likely to Retain Object Names When Learning From Colour Photographs or Black-and-White Cartoons? [Texte imprimé et/ou numérique] / C. K. CARTER, Auteur ; C. HARTLEY, Auteur . - p.3050-3062.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-9 (September 2021) . - p.3050-3062
Mots-clés : African Americans Autism Spectrum Disorder Autistic Disorder Case-Control Studies Child Color Humans Autism spectrum disorder Fast mapping Iconicity Pictures Retention Word learning Index. décimale : PER Périodiques Résumé : For the first time, this study investigated whether children with autism spectrum disorder (ASD) and typically developing (TD) children matched on language comprehension (M age equivalent?=??~?44 months) are more likely to retain words when learning from colour photographs than black-and-white cartoons. Participants used mutual exclusivity to fast map novel word-picture relationships and retention was assessed following a 5-min delay. Children with ASD achieved significantly greater retention accuracy when learning from photographs rather than cartoons and, surprisingly, responded more accurately than TD children when learning from photographs. Our results demonstrate that children with ASD benefit from greater iconicity when learning words from pictures, providing a data-grounded rationale for using colour photographs when administering picture-based interventions. En ligne : http://dx.doi.org/10.1007/s10803-020-04771-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453 Predictors of intention to turnover in behavior technicians working with individuals with autism spectrum disorder / Ellie KAZEMI in Research in Autism Spectrum Disorders, 17 (September 2015)
[article]
Titre : Predictors of intention to turnover in behavior technicians working with individuals with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Ellie KAZEMI, Auteur ; Marnie SHAPIRO, Auteur ; Alyssa KAVNER, Auteur Année de publication : 2015 Article en page(s) : p.106-115 Langues : Anglais (eng) Mots-clés : Turnover Behavior technician Autism Applied behavior analysis Retention Index. décimale : PER Périodiques Résumé : Abstract Employee turnover has deleterious effects on clinical services such that it hinders service quality, damages the therapeutic relationship, and compromises company infrastructure. However, little is known about predictors of turnover for behavior technicians (BTs) who implement behavioral interventions with individuals with autism. Therefore, the aim of this study was to identify factors that serve as predictors of intention to turnover and provide a bedrock for direct assessment of strategies to reduce turnover among BTs. A total of 96 BTs from 19 different agencies in Southern California completed the entire online survey. We found that level of satisfaction with training, supervision, and pay (not their actual hourly pay), along with satisfaction with different aspects of the job (e.g., opportunities for advancement, praise for doing a good job) predicted BTs’ intent of turnover. We discussed the potential implications of our findings for researchers interested in examining methods to minimize turnover and increase continuity of behavioral care for individuals with autism spectrum disorders. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.06.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263
in Research in Autism Spectrum Disorders > 17 (September 2015) . - p.106-115[article] Predictors of intention to turnover in behavior technicians working with individuals with autism spectrum disorder [Texte imprimé et/ou numérique] / Ellie KAZEMI, Auteur ; Marnie SHAPIRO, Auteur ; Alyssa KAVNER, Auteur . - 2015 . - p.106-115.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 17 (September 2015) . - p.106-115
Mots-clés : Turnover Behavior technician Autism Applied behavior analysis Retention Index. décimale : PER Périodiques Résumé : Abstract Employee turnover has deleterious effects on clinical services such that it hinders service quality, damages the therapeutic relationship, and compromises company infrastructure. However, little is known about predictors of turnover for behavior technicians (BTs) who implement behavioral interventions with individuals with autism. Therefore, the aim of this study was to identify factors that serve as predictors of intention to turnover and provide a bedrock for direct assessment of strategies to reduce turnover among BTs. A total of 96 BTs from 19 different agencies in Southern California completed the entire online survey. We found that level of satisfaction with training, supervision, and pay (not their actual hourly pay), along with satisfaction with different aspects of the job (e.g., opportunities for advancement, praise for doing a good job) predicted BTs’ intent of turnover. We discussed the potential implications of our findings for researchers interested in examining methods to minimize turnover and increase continuity of behavioral care for individuals with autism spectrum disorders. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.06.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263 Preliminary Investigation of the Sources of Self-Efficacy Among Teachers of Students with Autism / Lisa A. RUBLE in Focus on Autism and Other Developmental Disabilities, 26-2 (June 2011)
[article]
Titre : Preliminary Investigation of the Sources of Self-Efficacy Among Teachers of Students with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Lisa A. RUBLE, Auteur ; Ellen L. USHER, Auteur ; John H. MCGREW, Auteur Année de publication : 2011 Article en page(s) : p.67-74 Langues : Anglais (eng) Mots-clés : autism teachers self-efficacy attrition retention burnout stress Index. décimale : PER Périodiques Résumé : Teacher self-efficacy refers to the beliefs teachers hold regarding their capability to bring about desired instructional outcomes and may be helpful for understanding and addressing critical issues such as teacher attrition and teacher use of research-supported practices. Educating students with autism likely presents teachers with some of the most significant instructional challenges. The self-efficacy of 35 special education teachers of students with autism between the ages of 3 to 9 years was evaluated. Teachers completed rating scales that represented self-efficacy and aspects of the following 3 of Bandura’s 4 sources of self-efficacy: (1) sense of mastery, (2) social persuasions, and (3) physiological/affective states. Significant associations were observed between physiological/affective states and self-efficacy, but no associations were observed for the other sources. En ligne : http://dx.doi.org/10.1177/1088357610397345 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=127
in Focus on Autism and Other Developmental Disabilities > 26-2 (June 2011) . - p.67-74[article] Preliminary Investigation of the Sources of Self-Efficacy Among Teachers of Students with Autism [Texte imprimé et/ou numérique] / Lisa A. RUBLE, Auteur ; Ellen L. USHER, Auteur ; John H. MCGREW, Auteur . - 2011 . - p.67-74.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 26-2 (June 2011) . - p.67-74
Mots-clés : autism teachers self-efficacy attrition retention burnout stress Index. décimale : PER Périodiques Résumé : Teacher self-efficacy refers to the beliefs teachers hold regarding their capability to bring about desired instructional outcomes and may be helpful for understanding and addressing critical issues such as teacher attrition and teacher use of research-supported practices. Educating students with autism likely presents teachers with some of the most significant instructional challenges. The self-efficacy of 35 special education teachers of students with autism between the ages of 3 to 9 years was evaluated. Teachers completed rating scales that represented self-efficacy and aspects of the following 3 of Bandura’s 4 sources of self-efficacy: (1) sense of mastery, (2) social persuasions, and (3) physiological/affective states. Significant associations were observed between physiological/affective states and self-efficacy, but no associations were observed for the other sources. En ligne : http://dx.doi.org/10.1177/1088357610397345 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=127