Evaluation of a self-instructional package for teaching tutors to conduct discrete-trials teaching with children with autism / Kendra THOMSON in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1073-1082 Titre : Evaluation of a self-instructional package for teaching tutors to conduct discrete-trials teaching with children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Kendra THOMSON, Auteur ; Garry L. MARTIN, Auteur ; Daniela FAZZIO, Auteur ; Sandra SALEM, Auteur ; Kristen YOUNG, Auteur ; C.T. YU, Auteur Année de publication : 2012 Article en page(s) : p.1073-1082 Langues : Anglais (eng) Mots-clés : Discrete-trials teaching  Autism spectrum disorder  Self-instructional training  Discrete-Trials Teaching Evaluation Form  Applied behavior analysis tutors Index. décimale : PER Périodiques Résumé : A widely used method for teaching children with autism is applied behavior analysis (ABA), and a main component of ABA programming is discrete-trials teaching (DTT). Using a modified multiple-baseline design across participants, we assessed the effectiveness of a DTT self-instructional package (Fazzio & Martin, 2007) for teaching four pairs of newly hired ABA tutors how to apply 21 components of DTT to teach three tasks to a confederate role-playing a child with autism. In Phase 1 (baseline), tutors attempted to teach the three tasks to the confederate. In Phase 2 (manual), tutors mastered a 37-page self-instructional manual and attempted to teach the same three tasks to the confederate. If tutors did not meet a DTT mastery criterion of 80% after studying the manual they watched a 17-min video of an expert in DTT modeling the teaching of a task (Fazzio, 2007), and then once again attempted to teach the three tasks to the confederate. The results were very positive, and they indicate that the training package is a practical, economical and efficient method of instructing newly hired tutors in ABA programs for children with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.02.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154 [article] Evaluation of a self-instructional package for teaching tutors to conduct discrete-trials teaching with children with autism [Texte imprimé et/ou numérique] / Kendra THOMSON, Auteur ; Garry L. MARTIN, Auteur ; Daniela FAZZIO, Auteur ; Sandra SALEM, Auteur ; Kristen YOUNG, Auteur ; C.T. YU, Auteur . - 2012 . - p.1073-1082. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1073-1082 Mots-clés : Discrete-trials teaching  Autism spectrum disorder  Self-instructional training  Discrete-Trials Teaching Evaluation Form  Applied behavior analysis tutors Index. décimale : PER Périodiques Résumé : A widely used method for teaching children with autism is applied behavior analysis (ABA), and a main component of ABA programming is discrete-trials teaching (DTT). Using a modified multiple-baseline design across participants, we assessed the effectiveness of a DTT self-instructional package (Fazzio & Martin, 2007) for teaching four pairs of newly hired ABA tutors how to apply 21 components of DTT to teach three tasks to a confederate role-playing a child with autism. In Phase 1 (baseline), tutors attempted to teach the three tasks to the confederate. In Phase 2 (manual), tutors mastered a 37-page self-instructional manual and attempted to teach the same three tasks to the confederate. If tutors did not meet a DTT mastery criterion of 80% after studying the manual they watched a 17-min video of an expert in DTT modeling the teaching of a task (Fazzio, 2007), and then once again attempted to teach the three tasks to the confederate. The results were very positive, and they indicate that the training package is a practical, economical and efficient method of instructing newly hired tutors in ABA programs for children with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.02.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154

Field testing of the discrete-trials teaching evaluation form / Brigitte JEANSON in Research in Autism Spectrum Disorders, 4-4 (October-December 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.718-723 Titre : Field testing of the discrete-trials teaching evaluation form Type de document : Texte imprimé et/ou numérique Auteurs : Brigitte JEANSON, Auteur ; Garry L. MARTIN, Auteur ; Kendra THOMSON, Auteur ; C.T. YU, Auteur ; Carly THIESSEN, Auteur ; Rhiannon VERMEULEN, Auteur Année de publication : 2010 Article en page(s) : p.718-723 Langues : Anglais (eng) Mots-clés : Discrete-trials-teaching Index. décimale : PER Périodiques Résumé : We assessed the reliability and validity of the discrete-trials teaching evaluation form (DTTEF), a 21-item checklist for assessing instructors conducting discrete-trials teaching (DTT). In Phase 1, six consultants in an applied behavior analysis program for children with autism rated the 21 components of the DTTEF with a mean of 6.2 on a 7-point scale, demonstrating high face validity. In Phase 2, two trained observers obtained high interobserver reliability using the DTTEF for live scoring of DTT sessions conducted by tutors and parents teaching a confederate who roleplayed a child with autism. In Phase 3, the DTTEF scores of the DTT performances of the tutors and parents before and after receiving training on DTT were significantly different. In Phase 4, the parents from the previous two phases gave high ratings to the DTTEF on a social validity questionnaire. In the last phase, the DTTEF evaluations of the DTT performances of parents from Phases 2 and 3 compared favorably to ratings of video clips of those performances by the expert consultants from Phase 1, demonstrating high concurrent validity. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.01.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 [article] Field testing of the discrete-trials teaching evaluation form [Texte imprimé et/ou numérique] / Brigitte JEANSON, Auteur ; Garry L. MARTIN, Auteur ; Kendra THOMSON, Auteur ; C.T. YU, Auteur ; Carly THIESSEN, Auteur ; Rhiannon VERMEULEN, Auteur . - 2010 . - p.718-723. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.718-723 Mots-clés : Discrete-trials-teaching Index. décimale : PER Périodiques Résumé : We assessed the reliability and validity of the discrete-trials teaching evaluation form (DTTEF), a 21-item checklist for assessing instructors conducting discrete-trials teaching (DTT). In Phase 1, six consultants in an applied behavior analysis program for children with autism rated the 21 components of the DTTEF with a mean of 6.2 on a 7-point scale, demonstrating high face validity. In Phase 2, two trained observers obtained high interobserver reliability using the DTTEF for live scoring of DTT sessions conducted by tutors and parents teaching a confederate who roleplayed a child with autism. In Phase 3, the DTTEF scores of the DTT performances of the tutors and parents before and after receiving training on DTT were significantly different. In Phase 4, the parents from the previous two phases gave high ratings to the DTTEF on a social validity questionnaire. In the last phase, the DTTEF evaluations of the DTT performances of parents from Phases 2 and 3 compared favorably to ratings of video clips of those performances by the expert consultants from Phase 1, demonstrating high concurrent validity. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.01.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102

Functional Evaluation of Hidden Figures Object Analysis in Children with Autistic Disorder / Krisztina L. MALISZA in Journal of Autism and Developmental Disorders, 41-1 (January 2011)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 41-1 (January 2011) . - p.13-22 Titre : Functional Evaluation of Hidden Figures Object Analysis in Children with Autistic Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Krisztina L. MALISZA, Auteur ; Christine CLANCY, Auteur ; Deborah SHILOFF, Auteur ; Derek FOREMAN, Auteur ; Jeanette J. A. HOLDEN, Auteur ; Cheryl JONES, Auteur ; K. PAULSON, Auteur ; Randy SUMMERS, Auteur ; C.T. YU, Auteur ; Albert E. CHUDLEY, Auteur Année de publication : 2011 Article en page(s) : p.13-22 Langues : Anglais (eng) Mots-clés : Autism Disorder (AD)  Attention Deficit Hyperactivity Disorder (ADHD)  Embedded Figures Task (EFT)  Hidden Figures Task (HFT)  Functional Magnetic Resonance Imaging (fMRI) Index. décimale : PER Périodiques Résumé : Functional magnetic resonance imaging (fMRI) during performance of a hidden figures task (HFT) was used to compare differences in brain function in children diagnosed with autism disorder (AD) compared to children with attention-deficit/hyperactivity disorder (ADHD) and typical controls (TC). Overall greater functional MRI activity was observed in the two control groups compared to children with AD. Laterality differences were also evident, with AD subjects preferentially showing activity in the right medial temporal region while controls tended to activate the left medial temporal cortex. Reduced fMRI activity was observed in the parietal, ventral-temporal and hippocampal regions in the AD group, suggesting differences in the way that children with AD process the HFT. En ligne : http://dx.doi.org/10.1007/s10803-010-1013-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114 [article] Functional Evaluation of Hidden Figures Object Analysis in Children with Autistic Disorder [Texte imprimé et/ou numérique] / Krisztina L. MALISZA, Auteur ; Christine CLANCY, Auteur ; Deborah SHILOFF, Auteur ; Derek FOREMAN, Auteur ; Jeanette J. A. HOLDEN, Auteur ; Cheryl JONES, Auteur ; K. PAULSON, Auteur ; Randy SUMMERS, Auteur ; C.T. YU, Auteur ; Albert E. CHUDLEY, Auteur . - 2011 . - p.13-22. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 41-1 (January 2011) . - p.13-22 Mots-clés : Autism Disorder (AD)  Attention Deficit Hyperactivity Disorder (ADHD)  Embedded Figures Task (EFT)  Hidden Figures Task (HFT)  Functional Magnetic Resonance Imaging (fMRI) Index. décimale : PER Périodiques Résumé : Functional magnetic resonance imaging (fMRI) during performance of a hidden figures task (HFT) was used to compare differences in brain function in children diagnosed with autism disorder (AD) compared to children with attention-deficit/hyperactivity disorder (ADHD) and typical controls (TC). Overall greater functional MRI activity was observed in the two control groups compared to children with AD. Laterality differences were also evident, with AD subjects preferentially showing activity in the right medial temporal region while controls tended to activate the left medial temporal cortex. Reduced fMRI activity was observed in the parietal, ventral-temporal and hippocampal regions in the AD group, suggesting differences in the way that children with AD process the HFT. En ligne : http://dx.doi.org/10.1007/s10803-010-1013-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114

Instructing individuals to deliver discrete-trials teaching to children with autism spectrum disorders: A review / Kendra THOMSON in Research in Autism Spectrum Disorders, 3-3 (July-September 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.590-606 Titre : Instructing individuals to deliver discrete-trials teaching to children with autism spectrum disorders: A review Type de document : Texte imprimé et/ou numérique Auteurs : Kendra THOMSON, Auteur ; Daniela FAZZIO, Auteur ; Garry L. MARTIN, Auteur ; Lindsay ARNAL, Auteur ; C.T. YU, Auteur Année de publication : 2009 Article en page(s) : p.590-606 Langues : Anglais (eng) Mots-clés : Discrete-trials-teaching-(DTT) Autism-spectrum-disorders Instructing-DTT Index. décimale : PER Périodiques Résumé : Early intensive behavioral intervention (EIBI) has been identified as the treatment of choice for children with autism spectrum disorders. A common strategy for conducting EIBI is discrete-trials teaching (DTT). There is a demand for research-based, economical, rapid training techniques to teach tutors and parents of children with autism to conduct DTT. This paper provides a review of research that has focused on teaching individuals how to conduct DTT. Considering the high demand for personnel trained in delivering DTT to children with autism, research in this field is highly warranted. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.01.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=729 [article] Instructing individuals to deliver discrete-trials teaching to children with autism spectrum disorders: A review [Texte imprimé et/ou numérique] / Kendra THOMSON, Auteur ; Daniela FAZZIO, Auteur ; Garry L. MARTIN, Auteur ; Lindsay ARNAL, Auteur ; C.T. YU, Auteur . - 2009 . - p.590-606. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.590-606 Mots-clés : Discrete-trials-teaching-(DTT) Autism-spectrum-disorders Instructing-DTT Index. décimale : PER Périodiques Résumé : Early intensive behavioral intervention (EIBI) has been identified as the treatment of choice for children with autism spectrum disorders. A common strategy for conducting EIBI is discrete-trials teaching (DTT). There is a demand for research-based, economical, rapid training techniques to teach tutors and parents of children with autism to conduct DTT. This paper provides a review of research that has focused on teaching individuals how to conduct DTT. Considering the high demand for personnel trained in delivering DTT to children with autism, research in this field is highly warranted. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.01.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=729

Teaching children with Autism Spectrum Disorder to mand “What is it?” / Carole MARION in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1584-1597 Titre : Teaching children with Autism Spectrum Disorder to mand “What is it?” Type de document : Texte imprimé et/ou numérique Auteurs : Carole MARION, Auteur ; Garry L. MARTIN, Auteur ; C.T. YU, Auteur ; Charissa BUHLER, Auteur Année de publication : 2011 Article en page(s) : p.1584-1597 Langues : Anglais (eng) Mots-clés : Mand for information  Autism  Verbal behaviour  Motivating operation establishing operation Index. décimale : PER Périodiques Résumé : In general terms a mand is a requesting response. Teaching children with autism to mand for information is often a difficult task given their language deficits. The present study examined a procedure consisting of contrived motivating operations, prompt fading, manded consequences, error correction, and a brief preference assessment for teaching the mand “What is it?” A modified multiple-baseline design across situations was used to evaluate the teaching procedure. Each of three children with Autism Spectrum Disorder learned the mands and generalized to situations, activities, scripts, the natural environment, and over time. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.03.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126 [article] Teaching children with Autism Spectrum Disorder to mand “What is it?” [Texte imprimé et/ou numérique] / Carole MARION, Auteur ; Garry L. MARTIN, Auteur ; C.T. YU, Auteur ; Charissa BUHLER, Auteur . - 2011 . - p.1584-1597. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1584-1597 Mots-clés : Mand for information  Autism  Verbal behaviour  Motivating operation establishing operation Index. décimale : PER Périodiques Résumé : In general terms a mand is a requesting response. Teaching children with autism to mand for information is often a difficult task given their language deficits. The present study examined a procedure consisting of contrived motivating operations, prompt fading, manded consequences, error correction, and a brief preference assessment for teaching the mand “What is it?” A modified multiple-baseline design across situations was used to evaluate the teaching procedure. Each of three children with Autism Spectrum Disorder learned the mands and generalized to situations, activities, scripts, the natural environment, and over time. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.03.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126

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