Evaluation of the Barnet Early Autism Model (BEAM) teaching intervention programme in a ‘real world’ setting / Phil REED in Research in Autism Spectrum Disorders, 7-6 (June 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-6 (June 2013) . - p.631-638 Titre : Evaluation of the Barnet Early Autism Model (BEAM) teaching intervention programme in a ‘real world’ setting Type de document : Texte imprimé et/ou numérique Auteurs : Phil REED, Auteur ; Lisa A. OSBORNE, Auteur ; Maria K. MAKRYGIANNI, Auteur ; Emma M. WADDINGTON, Auteur ; Annie ETHERINGTON, Auteur ; Judith GAINSBOROUGH, Auteur Article en page(s) : p.631-638 Langues : Anglais (eng) Mots-clés : Early intervention  Adaptive behaviour  Behavioural problems  Parenting stress Index. décimale : PER Périodiques Résumé : The Barnet Early Autism Model (BEAM) for children with Autism Spectrum Disorder (ASD) was compared to a time-comparable approach (Portage) in terms of child outcomes and parental functioning. BEAM produced improvements in the adaptive behavioural function and language abilities of the children with ASD. Additionally, the programme produced decreases in parenting stress and improvements in the parents’ perceptions of their own limit setting abilities. In contrast to these areas of success, it was noted that BEAM did not significantly impact on the behavioural problems of the children. Overall, BEAM produced significant benefits to the children receiving this intervention, although it may be that a more intensive programme, involving an increase in applied behaviour analytic content, would help to improve the behavioural aspects of the children's functioning. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199 [article] Evaluation of the Barnet Early Autism Model (BEAM) teaching intervention programme in a ‘real world’ setting [Texte imprimé et/ou numérique] / Phil REED, Auteur ; Lisa A. OSBORNE, Auteur ; Maria K. MAKRYGIANNI, Auteur ; Emma M. WADDINGTON, Auteur ; Annie ETHERINGTON, Auteur ; Judith GAINSBOROUGH, Auteur . - p.631-638. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.631-638 Mots-clés : Early intervention  Adaptive behaviour  Behavioural problems  Parenting stress Index. décimale : PER Périodiques Résumé : The Barnet Early Autism Model (BEAM) for children with Autism Spectrum Disorder (ASD) was compared to a time-comparable approach (Portage) in terms of child outcomes and parental functioning. BEAM produced improvements in the adaptive behavioural function and language abilities of the children with ASD. Additionally, the programme produced decreases in parenting stress and improvements in the parents’ perceptions of their own limit setting abilities. In contrast to these areas of success, it was noted that BEAM did not significantly impact on the behavioural problems of the children. Overall, BEAM produced significant benefits to the children receiving this intervention, although it may be that a more intensive programme, involving an increase in applied behaviour analytic content, would help to improve the behavioural aspects of the children's functioning. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199

The impact of using the “Preschool Inventory of Repertoires for Kindergarten” (PIRK®) on school outcomes of children with Autistic Spectrum Disorders / Emma M. WADDINGTON 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.809-827 Titre : The impact of using the “Preschool Inventory of Repertoires for Kindergarten” (PIRK®) on school outcomes of children with Autistic Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Emma M. WADDINGTON, Auteur ; Phil REED, Auteur Année de publication : 2009 Article en page(s) : p.809-827 Langues : Anglais (eng) Mots-clés : Special-education School-preparation ABA Index. décimale : PER Périodiques Résumé : The current studies investigated whether using the Preschool Inventory of Repertoires for Kindergarten (PIRK® [Greer, R. D, & McKorkle. (2003). Preschool Inventory of Repertoire for Kindergarten. Unpublished manuscript]) as a teaching curriculum had an impact on outcomes for children with ASD in special schools (Study 1), and on the ability of children to transfer from special to mainstream schools (Study 2). In Study 1 (special school) the results suggest improvement in both groups, however, the children taught the PIRK® curriculum made improvements in areas of behavior management, and mainstreaming social skills, which may prepare them better for a mainstream placement. The results from Study 2 suggest children who had received the PIRK® previously to attending mainstream schools showed improvements in communication, socialization, and daily living skills. The results are discussed with regards to future research into inclusion, and the use of the PIRK® as a preparation for entrance into a mainstream school. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.03.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=730 [article] The impact of using the “Preschool Inventory of Repertoires for Kindergarten” (PIRK®) on school outcomes of children with Autistic Spectrum Disorders [Texte imprimé et/ou numérique] / Emma M. WADDINGTON, Auteur ; Phil REED, Auteur . - 2009 . - p.809-827. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-3 (July-September 2009) . - p.809-827 Mots-clés : Special-education School-preparation ABA Index. décimale : PER Périodiques Résumé : The current studies investigated whether using the Preschool Inventory of Repertoires for Kindergarten (PIRK® [Greer, R. D, & McKorkle. (2003). Preschool Inventory of Repertoire for Kindergarten. Unpublished manuscript]) as a teaching curriculum had an impact on outcomes for children with ASD in special schools (Study 1), and on the ability of children to transfer from special to mainstream schools (Study 2). In Study 1 (special school) the results suggest improvement in both groups, however, the children taught the PIRK® curriculum made improvements in areas of behavior management, and mainstreaming social skills, which may prepare them better for a mainstream placement. The results from Study 2 suggest children who had received the PIRK® previously to attending mainstream schools showed improvements in communication, socialization, and daily living skills. The results are discussed with regards to future research into inclusion, and the use of the PIRK® as a preparation for entrance into a mainstream school. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.03.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=730

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