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Comparing a Practice-Based Model with a Research-Based Model of social skills interventions for children with autism in schools / Jill LOCKE in Research in Autism Spectrum Disorders, 62 (June 2019)
[article]
Titre : Comparing a Practice-Based Model with a Research-Based Model of social skills interventions for children with autism in schools Type de document : Texte imprimé et/ou numérique Auteurs : Jill LOCKE, Auteur ; Erin ROTHERAM-FULLER, Auteur ; Colleen HARKER, Auteur ; Connie KASARI, Auteur ; David S. MANDELL, Auteur Article en page(s) : p.10-17 Langues : Anglais (eng) Mots-clés : Practice-based evidence Autism Social skills interventions Implementation Index. décimale : PER Périodiques Résumé : Background Social impairment is the most challenging core deficit for children with autism spectrum disorder (ASD). Several evidence-based interventions address social impairment in children with ASD; however, adoption, use, and implementation of these interventions in schools is challenging. Method Ninety-two children with ASD who received one of three intervention models: a) School personnel adapted and implemented evidence-based social skills intervention (Practice-Based Model; n?=?14); b) University researcher developed and implemented evidence-based social skills intervention (Research-Based Model; n?=?45); or c) standard educational practices model (Inclusion Only Model; n?=?33) participated. The average age was 8.4 (SD?=?1.6) years; majority was male (88%) and white (52.2%). Typically developing classmates completed sociometric ratings to determine children’s social network inclusion, and independent raters observed children on the playground using a time-interval behavior coding system to record solitary engagement and frequency of initiations. Results Separate linear regression models were conducted. Children in the Research-Based Model had significantly higher social network inclusion than children in the other two settings (p?=?.05). Children in the Practice-Based Model had significantly lower solitary engagement (p?=?.04) and more initiations on the playground than children in the University Developed Model (p?=?.04). Conclusions The results suggest that researchers: 1) may learn from public school stakeholders who have lived experiences to better understand the context in which implementation occurs; and 2) should partner with schools to learn about their processes of adaptation and adoption in order to facilitate successful implementation of evidence-based practices for children with ASD. Interventions designed with implementation in mind may be more feasible and increase the chances of use in schools. En ligne : https://doi.org/10.1016/j.rasd.2019.02.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389
in Research in Autism Spectrum Disorders > 62 (June 2019) . - p.10-17[article] Comparing a Practice-Based Model with a Research-Based Model of social skills interventions for children with autism in schools [Texte imprimé et/ou numérique] / Jill LOCKE, Auteur ; Erin ROTHERAM-FULLER, Auteur ; Colleen HARKER, Auteur ; Connie KASARI, Auteur ; David S. MANDELL, Auteur . - p.10-17.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 62 (June 2019) . - p.10-17
Mots-clés : Practice-based evidence Autism Social skills interventions Implementation Index. décimale : PER Périodiques Résumé : Background Social impairment is the most challenging core deficit for children with autism spectrum disorder (ASD). Several evidence-based interventions address social impairment in children with ASD; however, adoption, use, and implementation of these interventions in schools is challenging. Method Ninety-two children with ASD who received one of three intervention models: a) School personnel adapted and implemented evidence-based social skills intervention (Practice-Based Model; n?=?14); b) University researcher developed and implemented evidence-based social skills intervention (Research-Based Model; n?=?45); or c) standard educational practices model (Inclusion Only Model; n?=?33) participated. The average age was 8.4 (SD?=?1.6) years; majority was male (88%) and white (52.2%). Typically developing classmates completed sociometric ratings to determine children’s social network inclusion, and independent raters observed children on the playground using a time-interval behavior coding system to record solitary engagement and frequency of initiations. Results Separate linear regression models were conducted. Children in the Research-Based Model had significantly higher social network inclusion than children in the other two settings (p?=?.05). Children in the Practice-Based Model had significantly lower solitary engagement (p?=?.04) and more initiations on the playground than children in the University Developed Model (p?=?.04). Conclusions The results suggest that researchers: 1) may learn from public school stakeholders who have lived experiences to better understand the context in which implementation occurs; and 2) should partner with schools to learn about their processes of adaptation and adoption in order to facilitate successful implementation of evidence-based practices for children with ASD. Interventions designed with implementation in mind may be more feasible and increase the chances of use in schools. En ligne : https://doi.org/10.1016/j.rasd.2019.02.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=389 Meta-Analysis of Social Skills Interventions of Single-Case Research for Individuals with Autism Spectrum Disorders: Results from Three-Level HLM / Shin-Yi WANG in Journal of Autism and Developmental Disorders, 43-7 (July 2013)
[article]
Titre : Meta-Analysis of Social Skills Interventions of Single-Case Research for Individuals with Autism Spectrum Disorders: Results from Three-Level HLM Type de document : Texte imprimé et/ou numérique Auteurs : Shin-Yi WANG, Auteur ; Rauno PARRILA, Auteur ; Ying CUI, Auteur Année de publication : 2013 Article en page(s) : p.1701-1716 Langues : Anglais (eng) Mots-clés : Social skills interventions Autism spectrum disorders Meta-analysis Hierarchical linear modeling Index. décimale : PER Périodiques Résumé : This meta-analysis used hierarchical linear modeling to examine 115 single-case studies with 343 participants that examined the effectiveness of social skills interventions for individuals with autism spectrum disorder (ASD). The average effect size of the included studies was 1.40 (SD = 0.43, 95 % CL = 1.32–1.48, N = 115). In the further, several common predictors including intervention length, age and gender of the participants, and study quality indicators (provision of sufficient, in-depth, and replicable information of participants, settings/materials, independent variables, and dependent variables) were not found to mediate the intervention effectiveness. Only research design that the study employed was found to impact the intervention effectiveness; the studies using multiple baseline or reversal design had larger effect sizes than studies using other designs. Implications of the results and limitations of this study are discussed. En ligne : http://dx.doi.org/10.1007/s10803-012-1726-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202
in Journal of Autism and Developmental Disorders > 43-7 (July 2013) . - p.1701-1716[article] Meta-Analysis of Social Skills Interventions of Single-Case Research for Individuals with Autism Spectrum Disorders: Results from Three-Level HLM [Texte imprimé et/ou numérique] / Shin-Yi WANG, Auteur ; Rauno PARRILA, Auteur ; Ying CUI, Auteur . - 2013 . - p.1701-1716.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 43-7 (July 2013) . - p.1701-1716
Mots-clés : Social skills interventions Autism spectrum disorders Meta-analysis Hierarchical linear modeling Index. décimale : PER Périodiques Résumé : This meta-analysis used hierarchical linear modeling to examine 115 single-case studies with 343 participants that examined the effectiveness of social skills interventions for individuals with autism spectrum disorder (ASD). The average effect size of the included studies was 1.40 (SD = 0.43, 95 % CL = 1.32–1.48, N = 115). In the further, several common predictors including intervention length, age and gender of the participants, and study quality indicators (provision of sufficient, in-depth, and replicable information of participants, settings/materials, independent variables, and dependent variables) were not found to mediate the intervention effectiveness. Only research design that the study employed was found to impact the intervention effectiveness; the studies using multiple baseline or reversal design had larger effect sizes than studies using other designs. Implications of the results and limitations of this study are discussed. En ligne : http://dx.doi.org/10.1007/s10803-012-1726-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202 Social conversation skill improvements associated with the Social Tools And Rules for Teens program for adolescents with autism spectrum disorder: Results of a randomized controlled trial / J. A. KO in Autism, 23-5 (July 2019)
[article]
Titre : Social conversation skill improvements associated with the Social Tools And Rules for Teens program for adolescents with autism spectrum disorder: Results of a randomized controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : J. A. KO, Auteur ; A. R. MILLER, Auteur ; Ty W. VERNON, Auteur Article en page(s) : p.1224-1235 Langues : Anglais (eng) Mots-clés : Social Tools And Rules for Teens program autism spectrum disorders behavioral observation randomized controlled trial social competence social skills interventions Index. décimale : PER Périodiques Résumé : There has been a significant increase in the development of interventions to improve the social competence and success of adolescents with autism spectrum disorder. The current investigation used direct observation and coding of social conversations as a rigorous method to further assess the efficacy of the Social Tools And Rules for Teens socialization intervention for adolescents with autism spectrum disorder in the context of a randomized controlled trial. A total of 35 adolescents with high-functioning autism spectrum disorder were randomized to either a treatment or waitlist control group. The 20-week group intervention took place once a week for 90 min per session. Brief video-recorded conversations between participants and unfamiliar, untrained peers were recorded at pre- and post-time points and coded for selected social behaviors (i.e. questions asked, positive facial expressions, and mutual engagement). Results revealed a significant Group x Time treatment effect for both questions asked and positive facial expressions. The findings support that the Social Tools And Rules for Teens intervention can positively impact specific, observable social behaviors through systematic coding of live social conversations within the context of a randomized controlled trial. This investigation is one of the first randomized controlled trials of a group socialization intervention to use systematic coding of live social conversations to assess social competence improvements. En ligne : http://dx.doi.org/10.1177/1362361318808781 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401
in Autism > 23-5 (July 2019) . - p.1224-1235[article] Social conversation skill improvements associated with the Social Tools And Rules for Teens program for adolescents with autism spectrum disorder: Results of a randomized controlled trial [Texte imprimé et/ou numérique] / J. A. KO, Auteur ; A. R. MILLER, Auteur ; Ty W. VERNON, Auteur . - p.1224-1235.
Langues : Anglais (eng)
in Autism > 23-5 (July 2019) . - p.1224-1235
Mots-clés : Social Tools And Rules for Teens program autism spectrum disorders behavioral observation randomized controlled trial social competence social skills interventions Index. décimale : PER Périodiques Résumé : There has been a significant increase in the development of interventions to improve the social competence and success of adolescents with autism spectrum disorder. The current investigation used direct observation and coding of social conversations as a rigorous method to further assess the efficacy of the Social Tools And Rules for Teens socialization intervention for adolescents with autism spectrum disorder in the context of a randomized controlled trial. A total of 35 adolescents with high-functioning autism spectrum disorder were randomized to either a treatment or waitlist control group. The 20-week group intervention took place once a week for 90 min per session. Brief video-recorded conversations between participants and unfamiliar, untrained peers were recorded at pre- and post-time points and coded for selected social behaviors (i.e. questions asked, positive facial expressions, and mutual engagement). Results revealed a significant Group x Time treatment effect for both questions asked and positive facial expressions. The findings support that the Social Tools And Rules for Teens intervention can positively impact specific, observable social behaviors through systematic coding of live social conversations within the context of a randomized controlled trial. This investigation is one of the first randomized controlled trials of a group socialization intervention to use systematic coding of live social conversations to assess social competence improvements. En ligne : http://dx.doi.org/10.1177/1362361318808781 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401 Maternal experience of Lego Therapy in families with children with autism spectrum conditions: What is the impact on family relationships? / Helen PECKETT in Autism, 20-7 (October 2016)
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Titre : Maternal experience of Lego Therapy in families with children with autism spectrum conditions: What is the impact on family relationships? Type de document : Texte imprimé et/ou numérique Auteurs : Helen PECKETT, Auteur ; Fiona MACCALLUM, Auteur ; Jacky KNIBBS, Auteur Article en page(s) : p.879-887 Langues : Anglais (eng) Mots-clés : autism spectrum Lego Therapy social skills interventions Index. décimale : PER Périodiques Résumé : This study aimed to explore mothers’ experience of implementing Lego Therapy at home within the family. Following a Lego Therapy training session, mothers carried out hourly sessions with their child with an autism spectrum condition and the child’s sibling, once a week, for 6?weeks. Mothers were interviewed following the intervention, and the data were analysed using interpretative phenomenological analysis. Themes emerged around improved family relationships, a positive impact on the child as an individual, and changed maternal, sibling and child perspectives. Challenging and facilitative aspects also emerged, as did some ambivalence about the impact of the intervention in the wider context. The findings are supportive of previous Lego Therapy studies and have implications for strengths-based service provision. En ligne : http://dx.doi.org/10.1177/1362361315621054 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=293
in Autism > 20-7 (October 2016) . - p.879-887[article] Maternal experience of Lego Therapy in families with children with autism spectrum conditions: What is the impact on family relationships? [Texte imprimé et/ou numérique] / Helen PECKETT, Auteur ; Fiona MACCALLUM, Auteur ; Jacky KNIBBS, Auteur . - p.879-887.
Langues : Anglais (eng)
in Autism > 20-7 (October 2016) . - p.879-887
Mots-clés : autism spectrum Lego Therapy social skills interventions Index. décimale : PER Périodiques Résumé : This study aimed to explore mothers’ experience of implementing Lego Therapy at home within the family. Following a Lego Therapy training session, mothers carried out hourly sessions with their child with an autism spectrum condition and the child’s sibling, once a week, for 6?weeks. Mothers were interviewed following the intervention, and the data were analysed using interpretative phenomenological analysis. Themes emerged around improved family relationships, a positive impact on the child as an individual, and changed maternal, sibling and child perspectives. Challenging and facilitative aspects also emerged, as did some ambivalence about the impact of the intervention in the wider context. The findings are supportive of previous Lego Therapy studies and have implications for strengths-based service provision. En ligne : http://dx.doi.org/10.1177/1362361315621054 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=293 Using Portable Video Modeling Technology to Increase the Compliment Behaviors of Children with Autism During Athletic Group Play / Kevin MACPHERSON in Journal of Autism and Developmental Disorders, 45-12 (December 2015)
[article]
Titre : Using Portable Video Modeling Technology to Increase the Compliment Behaviors of Children with Autism During Athletic Group Play Type de document : Texte imprimé et/ou numérique Auteurs : Kevin MACPHERSON, Auteur ; Marjorie H. CHARLOP, Auteur ; Catherine A. MILTENBERGER, Auteur Année de publication : 2015 Article en page(s) : p.3836-3845 Langues : Anglais (eng) Mots-clés : Technologie Autism Video modeling Social skills interventions Technology Index. décimale : PER Périodiques Résumé : A multiple baseline design across participants was used to examine the effects of a portable video modeling intervention delivered in the natural environment on the verbal compliments and compliment gestures demonstrated by five children with autism. Participants were observed playing kickball with peers and adults. In baseline, participants demonstrated few compliment behaviors. During intervention, an iPad® was used to implement the video modeling treatment during the course of the athletic game. Viewing the video rapidly increased the verbal compliments participants gave to peers. Participants also demonstrated more response variation after watching the videos. Some generalization to an untrained activity occurred and compliment gestures also occurred. Results are discussed in terms of contributions to the literature. En ligne : http://dx.doi.org/10.1007/s10803-014-2072-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=273
in Journal of Autism and Developmental Disorders > 45-12 (December 2015) . - p.3836-3845[article] Using Portable Video Modeling Technology to Increase the Compliment Behaviors of Children with Autism During Athletic Group Play [Texte imprimé et/ou numérique] / Kevin MACPHERSON, Auteur ; Marjorie H. CHARLOP, Auteur ; Catherine A. MILTENBERGER, Auteur . - 2015 . - p.3836-3845.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-12 (December 2015) . - p.3836-3845
Mots-clés : Technologie Autism Video modeling Social skills interventions Technology Index. décimale : PER Périodiques Résumé : A multiple baseline design across participants was used to examine the effects of a portable video modeling intervention delivered in the natural environment on the verbal compliments and compliment gestures demonstrated by five children with autism. Participants were observed playing kickball with peers and adults. In baseline, participants demonstrated few compliment behaviors. During intervention, an iPad® was used to implement the video modeling treatment during the course of the athletic game. Viewing the video rapidly increased the verbal compliments participants gave to peers. Participants also demonstrated more response variation after watching the videos. Some generalization to an untrained activity occurred and compliment gestures also occurred. Results are discussed in terms of contributions to the literature. En ligne : http://dx.doi.org/10.1007/s10803-014-2072-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=273