Autism and Self-Determination: Factor Analysis of Two Measures of Self-Determination / Yu-Chi CHOU in Focus on Autism and Other Developmental Disabilities, 32-3 (September 2017)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 32-3 (September 2017) . - p.163-175 Titre : Autism and Self-Determination: Factor Analysis of Two Measures of Self-Determination Type de document : texte imprimé Auteurs : Yu-Chi CHOU, Auteur ; Michael L. WEHMEYER, Auteur ; Karrie A. SHOGREN, Auteur ; Susan B. PALMER, Auteur ; Jaehoon LEE, Auteur Article en page(s) : p.163-175 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study examined the reliability and validity and hypothesized factor structure of two assessments of self-determination, the Arc?s Self-Determination Scale (SDS) and the American Institutes for Research Self-Determination Scale (AIR) in students with autism spectrum disorders (ASD). Ninety-five middle and high school students (17% female and 83% male) aged 13 through 21 years participated. Item analysis and confirmatory factor analysis were conducted separately for the SDS and AIR data. Together, the findings of this study suggest that (a) the two measures in this study show reliability and validity in the measurement of global self-determination in students with ASD and (b) the parameter estimates and the model fit statistics support the hypothesized factor structure of both instruments (with light variation for the SDS). Suggestions for future research and implications for educators are discussed. En ligne : http://dx.doi.org/10.1177/1088357615611391 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=313 [article] Autism and Self-Determination: Factor Analysis of Two Measures of Self-Determination [texte imprimé] / Yu-Chi CHOU, Auteur ; Michael L. WEHMEYER, Auteur ; Karrie A. SHOGREN, Auteur ; Susan B. PALMER, Auteur ; Jaehoon LEE, Auteur . - p.163-175. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 32-3 (September 2017) . - p.163-175 Index. décimale : PER Périodiques Résumé : This study examined the reliability and validity and hypothesized factor structure of two assessments of self-determination, the Arc?s Self-Determination Scale (SDS) and the American Institutes for Research Self-Determination Scale (AIR) in students with autism spectrum disorders (ASD). Ninety-five middle and high school students (17% female and 83% male) aged 13 through 21 years participated. Item analysis and confirmatory factor analysis were conducted separately for the SDS and AIR data. Together, the findings of this study suggest that (a) the two measures in this study show reliability and validity in the measurement of global self-determination in students with ASD and (b) the parameter estimates and the model fit statistics support the hypothesized factor structure of both instruments (with light variation for the SDS). Suggestions for future research and implications for educators are discussed. En ligne : http://dx.doi.org/10.1177/1088357615611391 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=313

Effects and Implications of Self-Management for Students With Autism: A Meta-Analysis / Suk-Hyang LEE in Focus on Autism and Other Developmental Disabilities, 22-1 (Spring 2007)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 22-1 (Spring 2007) . - p.2-13 Titre : Effects and Implications of Self-Management for Students With Autism: A Meta-Analysis Type de document : texte imprimé Auteurs : Suk-Hyang LEE, Auteur ; Richard L. SIMPSON, Auteur ; Karrie A. SHOGREN, Auteur Année de publication : 2007 Article en page(s) : p.2-13 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Self-management for students with autism is important both as a management tool and as a means to enhance students' quality of life by empowering them to control their own behavior. This article reports the results of an examination of the efficacy of self-management for increasing appropriate behavior of children and youth with autism. Single-subject research using self-management of students with autism as an intervention was synthesized and the impact was analyzed across intervention and participants' characteristics using the percentage of non-overlapping data (PND) metric. Average PND values suggest that self-management interventions are an effective treatment for increasing the frequency of appropriate behavior of students with autism. Implications for further research extending the use and understanding of self-management procedures for students diagnosed with autism are discussed. En ligne : http://dx.doi.org/10.1177/10883576070220010101 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=679 [article] Effects and Implications of Self-Management for Students With Autism: A Meta-Analysis [texte imprimé] / Suk-Hyang LEE, Auteur ; Richard L. SIMPSON, Auteur ; Karrie A. SHOGREN, Auteur . - 2007 . - p.2-13. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 22-1 (Spring 2007) . - p.2-13 Index. décimale : PER Périodiques Résumé : Self-management for students with autism is important both as a management tool and as a means to enhance students' quality of life by empowering them to control their own behavior. This article reports the results of an examination of the efficacy of self-management for increasing appropriate behavior of children and youth with autism. Single-subject research using self-management of students with autism as an intervention was synthesized and the impact was analyzed across intervention and participants' characteristics using the percentage of non-overlapping data (PND) metric. Average PND values suggest that self-management interventions are an effective treatment for increasing the frequency of appropriate behavior of students with autism. Implications for further research extending the use and understanding of self-management procedures for students diagnosed with autism are discussed. En ligne : http://dx.doi.org/10.1177/10883576070220010101 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=679

Examining the Reliability and Validity of the Supports Intensity Scale–Children’s Version in Children With Autism and Intellectual Disability / Karrie A. SHOGREN in Focus on Autism and Other Developmental Disabilities, 32-4 (December 2017)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 32-4 (December 2017) . - p.293-304 Titre : Examining the Reliability and Validity of the Supports Intensity Scale–Children’s Version in Children With Autism and Intellectual Disability Type de document : texte imprimé Auteurs : Karrie A. SHOGREN, Auteur ; L. Wehmeyer MICHAEL, Auteur ; Seo HYOJEONG, Auteur ; James R. THOMPSON, Auteur ; L. Schalock ROBERT, Auteur ; Hughes CAROLYN, Auteur ; Todd D. LITTLE, Auteur ; Susan B. PALMER, Auteur Article en page(s) : p.293-304 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study compared the reliability, validity, and measurement properties of the Supports Intensity Scale?Children s Version (SIS-C) in children with autism and intellectual disability (n = 2,124) and children with intellectual disability only (n = 1,861). The results suggest that SIS-C is a valid and reliable tool in both populations. Furthermore, the results of multi-group confirmatory factor analyses suggest that measurement invariance can be established across the two groups but that latent differences are present. Specifically, children with autism and intellectual disability tend to have higher intensities of support needs in social activities across age cohorts (5- to 6-, 7- to 8-, 9- to 10-, 11- to 12-, 13- to 14, and 15- to 16-year-olds), and children with intellectual disability only tended to have stronger correlations among support need domains measured on the SIS-C. Implications for applying the SIS-C to assessment and support planning are described. En ligne : https://doi.org/10.1177/1088357615625060 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=324 [article] Examining the Reliability and Validity of the Supports Intensity Scale–Children’s Version in Children With Autism and Intellectual Disability [texte imprimé] / Karrie A. SHOGREN, Auteur ; L. Wehmeyer MICHAEL, Auteur ; Seo HYOJEONG, Auteur ; James R. THOMPSON, Auteur ; L. Schalock ROBERT, Auteur ; Hughes CAROLYN, Auteur ; Todd D. LITTLE, Auteur ; Susan B. PALMER, Auteur . - p.293-304. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 32-4 (December 2017) . - p.293-304 Index. décimale : PER Périodiques Résumé : This study compared the reliability, validity, and measurement properties of the Supports Intensity Scale?Children s Version (SIS-C) in children with autism and intellectual disability (n = 2,124) and children with intellectual disability only (n = 1,861). The results suggest that SIS-C is a valid and reliable tool in both populations. Furthermore, the results of multi-group confirmatory factor analyses suggest that measurement invariance can be established across the two groups but that latent differences are present. Specifically, children with autism and intellectual disability tend to have higher intensities of support needs in social activities across age cohorts (5- to 6-, 7- to 8-, 9- to 10-, 11- to 12-, 13- to 14, and 15- to 16-year-olds), and children with intellectual disability only tended to have stronger correlations among support need domains measured on the SIS-C. Implications for applying the SIS-C to assessment and support planning are described. En ligne : https://doi.org/10.1177/1088357615625060 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=324

Goal attainment scaling-community-based: A method to incorporate personalized outcomes into intervention research with youth and adults on the autism spectrum / Chung Eun LEE in Autism, 26-1 (January 2022)  

Public ISBD [article]  inAutism > 26-1 (January 2022) . - p.178-187 Titre : Goal attainment scaling-community-based: A method to incorporate personalized outcomes into intervention research with youth and adults on the autism spectrum Type de document : texte imprimé Auteurs : Chung Eun LEE, Auteur ; Karrie A. SHOGREN, Auteur ; Jordan SEGAL, Auteur ; Florencia PEZZIMENTI, Auteur ; Janeth ALEMAN-TOVAR, Auteur ; Julie LOUNDS TAYLOR, Auteur Article en page(s) : p.178-187 Langues : Anglais (eng) Mots-clés : adults  autism spectrum disorders  goal attainment scaling  interventions—psychosocial/behavioral  outcome Index. décimale : PER Périodiques Résumé : Among people with autism-all who have the same diagnosis-there are major differences on a nearly limitless number of areas, such as language, daily living skills, intellectual ability, sensory difficulties, and physical and mental health diagnoses. Despite these many differences, the targeted outcomes of intervention studies are often measured the same way across autistic adults, including outcomes such as getting a job, achieving greater independence, or getting more services. People have different goals and abilities, and it is important to have a way for intervention studies to measure outcomes in a way that is more personal to each individual. To address this issue, we developed a new approach-called "Goal Attainment Scaling-Community-based" or GAS-CB-to measure individualized outcomes across different research settings. In this article, we describe the need for individualized outcomes in autism intervention research and current approaches to gathering these outcomes, with our discussion focused on a method called goal attainment scaling. We then describe reasons why current goal attainment scaling approaches might not be useful in intervention research that takes place in the community. Finally, we discuss a new goal attainment scaling approach (GAS-CB) that can be flexibly used for research participants with very different characteristics. En ligne : http://dx.doi.org/10.1177/13623613211024492 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 [article] Goal attainment scaling-community-based: A method to incorporate personalized outcomes into intervention research with youth and adults on the autism spectrum [texte imprimé] / Chung Eun LEE, Auteur ; Karrie A. SHOGREN, Auteur ; Jordan SEGAL, Auteur ; Florencia PEZZIMENTI, Auteur ; Janeth ALEMAN-TOVAR, Auteur ; Julie LOUNDS TAYLOR, Auteur . - p.178-187. Langues : Anglais (eng) in Autism > 26-1 (January 2022) . - p.178-187 Mots-clés : adults  autism spectrum disorders  goal attainment scaling  interventions—psychosocial/behavioral  outcome Index. décimale : PER Périodiques Résumé : Among people with autism-all who have the same diagnosis-there are major differences on a nearly limitless number of areas, such as language, daily living skills, intellectual ability, sensory difficulties, and physical and mental health diagnoses. Despite these many differences, the targeted outcomes of intervention studies are often measured the same way across autistic adults, including outcomes such as getting a job, achieving greater independence, or getting more services. People have different goals and abilities, and it is important to have a way for intervention studies to measure outcomes in a way that is more personal to each individual. To address this issue, we developed a new approach-called "Goal Attainment Scaling-Community-based" or GAS-CB-to measure individualized outcomes across different research settings. In this article, we describe the need for individualized outcomes in autism intervention research and current approaches to gathering these outcomes, with our discussion focused on a method called goal attainment scaling. We then describe reasons why current goal attainment scaling approaches might not be useful in intervention research that takes place in the community. Finally, we discuss a new goal attainment scaling approach (GAS-CB) that can be flexibly used for research participants with very different characteristics. En ligne : http://dx.doi.org/10.1177/13623613211024492 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451

Increasing play and decreasing the challenging behavior of children with autism during recess with activity schedules and task correspondence training / Wendy MACHALICEK in Research in Autism Spectrum Disorders, 3-2 (April-june 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.547-555 Titre : Increasing play and decreasing the challenging behavior of children with autism during recess with activity schedules and task correspondence training Type de document : texte imprimé Auteurs : Wendy MACHALICEK, Auteur ; Mark O'REILLY, Auteur ; Karrie A. SHOGREN, Auteur ; Russell B. LANG, Auteur ; Mandy RISPOLI, Auteur ; Jesse HETLINGER FRANCO, Auteur Année de publication : 2009 Article en page(s) : p.547-555 Langues : Anglais (eng) Mots-clés : Activity-schedule Autism Correspondence-training Picture-cues Play Playground Recess Index. décimale : PER Périodiques Résumé : We examined the effects of a teacher implemented playground intervention consisting of activity schedules and task correspondence training on the challenging behaviors and play of three school age children with moderate to severe autism. A multiple baseline design across participants was used to evaluate the intervention effects. Results indicated that each of the participants learned to use an activity schedule to follow a schedule of play activities and demonstrated improved play. Moreover, challenging behavior decreased for two participants during the intervention and remained at low levels for the third participant. The findings from this study provide support for the use of activity schedules and task correspondence training to reinforce appropriate play and decrease challenging behaviors during recess. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.11.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=710 [article] Increasing play and decreasing the challenging behavior of children with autism during recess with activity schedules and task correspondence training [texte imprimé] / Wendy MACHALICEK, Auteur ; Mark O'REILLY, Auteur ; Karrie A. SHOGREN, Auteur ; Russell B. LANG, Auteur ; Mandy RISPOLI, Auteur ; Jesse HETLINGER FRANCO, Auteur . - 2009 . - p.547-555. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.547-555 Mots-clés : Activity-schedule Autism Correspondence-training Picture-cues Play Playground Recess Index. décimale : PER Périodiques Résumé : We examined the effects of a teacher implemented playground intervention consisting of activity schedules and task correspondence training on the challenging behaviors and play of three school age children with moderate to severe autism. A multiple baseline design across participants was used to evaluate the intervention effects. Results indicated that each of the participants learned to use an activity schedule to follow a schedule of play activities and demonstrated improved play. Moreover, challenging behavior decreased for two participants during the intervention and remained at low levels for the third participant. The findings from this study provide support for the use of activity schedules and task correspondence training to reinforce appropriate play and decrease challenging behaviors during recess. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.11.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=710

Perspectives of autistic students and their teachers on self-determination and peer support / Karrie A. SHOGREN ; LaRon SCOTT ; Delia KAN ; Barbara BOSSEN ; Kara HUME in Research in Autism Spectrum Disorders, 117 (September 2024)  

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Promoting Career Design in Youth and Young Adults with ASD: A Feasibility Study / Evan E. DEAN in Journal of Autism and Developmental Disorders, 52-6 (June 2022)  

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Self-Determination and the Transition to Adulthood for Youth and Young Adults with an Autism Spectrum Disorder / Michael L. WEHMEYER

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The Support Needs of Children with Intellectual Disability and Autism: Implications for Supports Planning and Subgroup Classification / Karrie A. SHOGREN in Journal of Autism and Developmental Disorders, 47-3 (March 2017)  

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Using videoconferencing to support teachers to conduct preference assessments with students with autism and developmental disabilities / Wendy MACHALICEK in Research in Autism Spectrum Disorders, 3-1 (January 2009)  

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Video self-modeling to teach classroom rules to two students with Asperger's / Russell B. LANG in Research in Autism Spectrum Disorders, 3-2 (April-june 2009)  

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