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Social Validation of the New England Center for Children-Core Skills Assessment / Chata A. DICKSON in Journal of Autism and Developmental Disorders, 44-1 (January 2014)
[article]
Titre : Social Validation of the New England Center for Children-Core Skills Assessment Type de document : Texte imprimé et/ou numérique Auteurs : Chata A. DICKSON, Auteur ; Rebecca P. F. MACDONALD, Auteur ; Renee MANSFIELD, Auteur ; Paulo GUILHARDI, Auteur ; Cammarie JOHNSON, Auteur ; William H. AHEARN, Auteur Article en page(s) : p.65-74 Langues : Anglais (eng) Mots-clés : Autism Assessment Social validation Foundational skills Goal selection Evidence-based practices Index. décimale : PER Périodiques Résumé : We investigated the social validity of the NECC Core Skills Assessment (NECC-CSA) with parents and professionals as participants. The NECC-CSA is a measurement tool consisting of direct and indirect measures of skills important to all individuals with autism, across the lifespan. Participants (N = 245) were provided with a list of 66 skills, 47 of which were Core Skills from the NECC-CSA, and were asked to indicate which items they considered to be foundational. Participants endorsed items from the NECC-CSA as foundational skills, more than they endorsed the other items. Differences between parents and professionals are described and detailed with respect to individual assessment items. The NECC-CSA consists of socially validated skills that can be taken as a starting point for programs of instruction for individuals with ASDs. En ligne : http://dx.doi.org/10.1007/s10803-013-1852-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=220
in Journal of Autism and Developmental Disorders > 44-1 (January 2014) . - p.65-74[article] Social Validation of the New England Center for Children-Core Skills Assessment [Texte imprimé et/ou numérique] / Chata A. DICKSON, Auteur ; Rebecca P. F. MACDONALD, Auteur ; Renee MANSFIELD, Auteur ; Paulo GUILHARDI, Auteur ; Cammarie JOHNSON, Auteur ; William H. AHEARN, Auteur . - p.65-74.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-1 (January 2014) . - p.65-74
Mots-clés : Autism Assessment Social validation Foundational skills Goal selection Evidence-based practices Index. décimale : PER Périodiques Résumé : We investigated the social validity of the NECC Core Skills Assessment (NECC-CSA) with parents and professionals as participants. The NECC-CSA is a measurement tool consisting of direct and indirect measures of skills important to all individuals with autism, across the lifespan. Participants (N = 245) were provided with a list of 66 skills, 47 of which were Core Skills from the NECC-CSA, and were asked to indicate which items they considered to be foundational. Participants endorsed items from the NECC-CSA as foundational skills, more than they endorsed the other items. Differences between parents and professionals are described and detailed with respect to individual assessment items. The NECC-CSA consists of socially validated skills that can be taken as a starting point for programs of instruction for individuals with ASDs. En ligne : http://dx.doi.org/10.1007/s10803-013-1852-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=220 Avoiding the “brick wall of awkward”: Perspectives of youth with autism spectrum disorder on social-focused intervention practices / Kristen BOTTEMA-BEUTEL in Autism, 20-2 (February 2016)
[article]
Titre : Avoiding the “brick wall of awkward”: Perspectives of youth with autism spectrum disorder on social-focused intervention practices Type de document : Texte imprimé et/ou numérique Auteurs : Kristen BOTTEMA-BEUTEL, Auteur ; Teagan S MULLINS, Auteur ; Michelle N HARVEY, Auteur ; Jenny R GUSTAFSON, Auteur ; Erik W. CARTER, Auteur Article en page(s) : p.196-206 Langues : Anglais (eng) Mots-clés : autism spectrum disorder high schools peer-mediated interventions social validation Index. décimale : PER Périodiques Résumé : Many youth with autism spectrum disorder participate in school-based, peer-mediated intervention programs designed to improve their social experiences. However, there is little research discerning how these youth view intervention practices currently represented in the literature, information which could improve the social validity of intervention programming. In this mixed-methods study, we interviewed 33 youth with autism spectrum disorder about seven social-focused, peer-mediated intervention components. We asked participants to rate the favorability of each component to determine their degree of liking. Subsequently, we asked participants to give a rationale for their rating, in order to explore influencing factors. Chi-square tests indicated that high ratings were most prevalent for recruiting peers and family involvement and medium ratings were most prevalent for meeting with peers. Analyses of variance also indicated that preferences in the specific format intervention components were delivered. Several themes emerged from our qualitative analysis of open-ended responses, including the ramifications of adults in adolescent social life, the advantages of learning through shared activities with peers, and the effects of disclosing disability status. Our findings will offer guidance for researchers and practitioners interested in individualizing interventions to reflect student preferences. Furthermore, we document areas of concern for youth with autism spectrum disorder as they access school-based interventions. En ligne : http://dx.doi.org/10.1177/1362361315574888 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278
in Autism > 20-2 (February 2016) . - p.196-206[article] Avoiding the “brick wall of awkward”: Perspectives of youth with autism spectrum disorder on social-focused intervention practices [Texte imprimé et/ou numérique] / Kristen BOTTEMA-BEUTEL, Auteur ; Teagan S MULLINS, Auteur ; Michelle N HARVEY, Auteur ; Jenny R GUSTAFSON, Auteur ; Erik W. CARTER, Auteur . - p.196-206.
Langues : Anglais (eng)
in Autism > 20-2 (February 2016) . - p.196-206
Mots-clés : autism spectrum disorder high schools peer-mediated interventions social validation Index. décimale : PER Périodiques Résumé : Many youth with autism spectrum disorder participate in school-based, peer-mediated intervention programs designed to improve their social experiences. However, there is little research discerning how these youth view intervention practices currently represented in the literature, information which could improve the social validity of intervention programming. In this mixed-methods study, we interviewed 33 youth with autism spectrum disorder about seven social-focused, peer-mediated intervention components. We asked participants to rate the favorability of each component to determine their degree of liking. Subsequently, we asked participants to give a rationale for their rating, in order to explore influencing factors. Chi-square tests indicated that high ratings were most prevalent for recruiting peers and family involvement and medium ratings were most prevalent for meeting with peers. Analyses of variance also indicated that preferences in the specific format intervention components were delivered. Several themes emerged from our qualitative analysis of open-ended responses, including the ramifications of adults in adolescent social life, the advantages of learning through shared activities with peers, and the effects of disclosing disability status. Our findings will offer guidance for researchers and practitioners interested in individualizing interventions to reflect student preferences. Furthermore, we document areas of concern for youth with autism spectrum disorder as they access school-based interventions. En ligne : http://dx.doi.org/10.1177/1362361315574888 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278 Self monitoring to promote on-task behavior by two high functioning boys with autism spectrum disorders and symptoms of ADHD / Fabrizio STASOLLA in Research in Autism Spectrum Disorders, 8-5 (May 2014)
[article]
Titre : Self monitoring to promote on-task behavior by two high functioning boys with autism spectrum disorders and symptoms of ADHD Type de document : Texte imprimé et/ou numérique Auteurs : Fabrizio STASOLLA, Auteur ; Viviana PERILLI, Auteur ; Rita DAMIANI, Auteur Article en page(s) : p.472-479 Mots-clés : Self monitoring Autism spectrum disorders ADHD Stereotypy Indices of happiness Social validation Index. décimale : PER Périodiques Résumé : We assessed a self-monitoring procedure to promote on-task behavior in classroom by two high functioning boys with autism spectrum and attention deficit hyperactivity disorders. A second aim of the study was to reduce stereotyped behaviors for both boys. Finally, a third goal was to verify the effects of the intervention on the participant's mood. The study was conducted according to a non concurrent multiple baseline design across participants. Results show an increase of on-task behavior and indices of happiness during the intervention phase. Moreover, the stereotyped behaviors decreased during intervention phase for both boys. Participants maintained their performance during the maintenance phase, which occurred a month after the end of the intervention. The effectiveness of the rehabilitation program was confirmed by 72 university students involved in a social validation assessment as raters. Psychological and practical implications of the findings are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.01.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229
in Research in Autism Spectrum Disorders > 8-5 (May 2014) . - p.472-479[article] Self monitoring to promote on-task behavior by two high functioning boys with autism spectrum disorders and symptoms of ADHD [Texte imprimé et/ou numérique] / Fabrizio STASOLLA, Auteur ; Viviana PERILLI, Auteur ; Rita DAMIANI, Auteur . - p.472-479.
in Research in Autism Spectrum Disorders > 8-5 (May 2014) . - p.472-479
Mots-clés : Self monitoring Autism spectrum disorders ADHD Stereotypy Indices of happiness Social validation Index. décimale : PER Périodiques Résumé : We assessed a self-monitoring procedure to promote on-task behavior in classroom by two high functioning boys with autism spectrum and attention deficit hyperactivity disorders. A second aim of the study was to reduce stereotyped behaviors for both boys. Finally, a third goal was to verify the effects of the intervention on the participant's mood. The study was conducted according to a non concurrent multiple baseline design across participants. Results show an increase of on-task behavior and indices of happiness during the intervention phase. Moreover, the stereotyped behaviors decreased during intervention phase for both boys. Participants maintained their performance during the maintenance phase, which occurred a month after the end of the intervention. The effectiveness of the rehabilitation program was confirmed by 72 university students involved in a social validation assessment as raters. Psychological and practical implications of the findings are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.01.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229