Helping Children Adjust—A Tri-Ministry Study: I. Evaluation Methodology / Michael H. BOYLE in Journal of Child Psychology and Psychiatry, 40-7 (October 1999)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 40-7 (October 1999) . - p.1051-1060 Titre : Helping Children Adjust—A Tri-Ministry Study: I. Evaluation Methodology Type de document : Texte imprimé et/ou numérique Auteurs : Michael H. BOYLE, Auteur ; Charles E. CUNNINGHAM, Auteur ; JoAnn HEALE, Auteur ; Joel HUNDERT, Auteur ; Jan MCDONALD, Auteur ; David R. OFFORD, Auteur ; Yvonne RACINE, Auteur Année de publication : 1999 Article en page(s) : p.1051-1060 Langues : Anglais (eng) Mots-clés : Behaviour problems  intervention  longitudinal studies  prevention  research design  school Index. décimale : PER Périodiques Résumé : This report describes the evaluation methodology of the Tri-Ministry Study—a school-based trial evaluating the effectiveness of three universal programs: (a) a classwide social skills program (SS), (b) a partner reading program (RE); and, (c) a combination of both (SS & RE), to reduce and prevent behavioural maladjustment among children in the primary division (up to grade 3) of Ontario schools. The trial was done between 1991 and 1995. Sixty schools in 11 boards of education took part and were assigned randomly to program(s) during the study. Contributing to the evaluation database are detailed follow-up assessments (observations, ratings, and standard tests) on 2439 children. Three-level growth trajectory models are used to evaluate program effects. The analysis presented for illustration in this report focuses on reading achievement measured by the Wide Range Achievement Test. A companion paper presents the results of the study and discusses important methodological and programmatic issues applicable to this and other prevention studies in the field. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124 [article] Helping Children Adjust—A Tri-Ministry Study: I. Evaluation Methodology [Texte imprimé et/ou numérique] / Michael H. BOYLE, Auteur ; Charles E. CUNNINGHAM, Auteur ; JoAnn HEALE, Auteur ; Joel HUNDERT, Auteur ; Jan MCDONALD, Auteur ; David R. OFFORD, Auteur ; Yvonne RACINE, Auteur . - 1999 . - p.1051-1060. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 40-7 (October 1999) . - p.1051-1060 Mots-clés : Behaviour problems  intervention  longitudinal studies  prevention  research design  school Index. décimale : PER Périodiques Résumé : This report describes the evaluation methodology of the Tri-Ministry Study—a school-based trial evaluating the effectiveness of three universal programs: (a) a classwide social skills program (SS), (b) a partner reading program (RE); and, (c) a combination of both (SS & RE), to reduce and prevent behavioural maladjustment among children in the primary division (up to grade 3) of Ontario schools. The trial was done between 1991 and 1995. Sixty schools in 11 boards of education took part and were assigned randomly to program(s) during the study. Contributing to the evaluation database are detailed follow-up assessments (observations, ratings, and standard tests) on 2439 children. Three-level growth trajectory models are used to evaluate program effects. The analysis presented for illustration in this report focuses on reading achievement measured by the Wide Range Achievement Test. A companion paper presents the results of the study and discusses important methodological and programmatic issues applicable to this and other prevention studies in the field. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124

Helping Children Adjust—a Tri-Ministry Study: II. Program Effects / Joel HUNDERT in Journal of Child Psychology and Psychiatry, 40-7 (October 1999)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 40-7 (October 1999) . - p.1061-1073 Titre : Helping Children Adjust—a Tri-Ministry Study: II. Program Effects Type de document : Texte imprimé et/ou numérique Auteurs : Joel HUNDERT, Auteur ; Michael H. BOYLE, Auteur ; Charles E. CUNNINGHAM, Auteur ; Eric DUKU, Auteur ; JoAnn HEALE, Auteur ; Jan MCDONALD, Auteur ; David R. OFFORD, Auteur ; Yvonne RACINE, Auteur Année de publication : 1999 Article en page(s) : p.1061-1073 Langues : Anglais (eng) Mots-clés : Behaviour problems  longitudinal studies  prevention  reading  school  social skills training Index. décimale : PER Périodiques Résumé : This report describes program effects of the Tri-Ministry Study—a school-based, longitudinal trial carried out over a 5-year period to assess the effectiveness of classwide social skills training (SS), partner reading (RE), and a combination of both (SS & RE) to reduce maladjustment among children in the primary division (up to grade 3) of Ontario schools. It also places these effects in the context of other school-based prevention studies and discusses them in view of important methodological and programmatic issues. The incremental effects attributable to the intervention programs were small and sporadic. There were statistically significant increases in prosocial behaviour observed in the playgrounds of intervention schools with no differentiation by program type. Furthermore, there was some evidence—a reduction in teacher and parent-rated externalising problems—that the combination of SS & RE and SS alone may have had modest beneficial effects. A review of nine other school-based studies, which evaluated universally delivered mental health prevention programs in general populations of students, revealed similar mixed results. There are both methodologic and programmatic issues implicated in the weak findings that have been reported to date. These issues need to be addressed to advance knowledge about the potential impact of mental-health prevention initiatives delivered universally through school-based programs. A companion paper gives the specific details on the programs, randomisation of schools, selection of subjects, measurements, and analysis. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124 [article] Helping Children Adjust—a Tri-Ministry Study: II. Program Effects [Texte imprimé et/ou numérique] / Joel HUNDERT, Auteur ; Michael H. BOYLE, Auteur ; Charles E. CUNNINGHAM, Auteur ; Eric DUKU, Auteur ; JoAnn HEALE, Auteur ; Jan MCDONALD, Auteur ; David R. OFFORD, Auteur ; Yvonne RACINE, Auteur . - 1999 . - p.1061-1073. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 40-7 (October 1999) . - p.1061-1073 Mots-clés : Behaviour problems  longitudinal studies  prevention  reading  school  social skills training Index. décimale : PER Périodiques Résumé : This report describes program effects of the Tri-Ministry Study—a school-based, longitudinal trial carried out over a 5-year period to assess the effectiveness of classwide social skills training (SS), partner reading (RE), and a combination of both (SS & RE) to reduce maladjustment among children in the primary division (up to grade 3) of Ontario schools. It also places these effects in the context of other school-based prevention studies and discusses them in view of important methodological and programmatic issues. The incremental effects attributable to the intervention programs were small and sporadic. There were statistically significant increases in prosocial behaviour observed in the playgrounds of intervention schools with no differentiation by program type. Furthermore, there was some evidence—a reduction in teacher and parent-rated externalising problems—that the combination of SS & RE and SS alone may have had modest beneficial effects. A review of nine other school-based studies, which evaluated universally delivered mental health prevention programs in general populations of students, revealed similar mixed results. There are both methodologic and programmatic issues implicated in the weak findings that have been reported to date. These issues need to be addressed to advance knowledge about the potential impact of mental-health prevention initiatives delivered universally through school-based programs. A companion paper gives the specific details on the programs, randomisation of schools, selection of subjects, measurements, and analysis. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124

Teaching Children With Autism Spectrum Disorders to Answer Inferential "Why" Questions / Joel HUNDERT in Focus on Autism and Other Developmental Disabilities, 24-2 (June 2009)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 24-2 (June 2009) . - p.67-76 Titre : Teaching Children With Autism Spectrum Disorders to Answer Inferential "Why" Questions Type de document : Texte imprimé et/ou numérique Auteurs : Joel HUNDERT, Auteur ; Sari VAN DELFT, Auteur Année de publication : 2009 Article en page(s) : p.67-76 Langues : Anglais (eng) Mots-clés : autism why-questions Index. décimale : PER Périodiques Résumé : A multiple-probe design was used to evaluate the effects of training on three children functioning on the higher end of the autism spectrum who were individually taught to answer each of three types of inferential "why" questions: (a) questions based on a three-card picture sequence, (b) questions based on a verbally presented brief story, and (c) general information questions. All children successfully learned to answer inferential "why" questions and generalized that training to the correct answering of untrained questions of the same type. However, children were not able to answer other types of inferential "why" questions until they were directly trained in that format. Implications for practice are discussed. En ligne : http://dx.doi.org/10.1177/1088357609332984 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=733 [article] Teaching Children With Autism Spectrum Disorders to Answer Inferential "Why" Questions [Texte imprimé et/ou numérique] / Joel HUNDERT, Auteur ; Sari VAN DELFT, Auteur . - 2009 . - p.67-76. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 24-2 (June 2009) . - p.67-76 Mots-clés : autism why-questions Index. décimale : PER Périodiques Résumé : A multiple-probe design was used to evaluate the effects of training on three children functioning on the higher end of the autism spectrum who were individually taught to answer each of three types of inferential "why" questions: (a) questions based on a three-card picture sequence, (b) questions based on a verbally presented brief story, and (c) general information questions. All children successfully learned to answer inferential "why" questions and generalized that training to the correct answering of untrained questions of the same type. However, children were not able to answer other types of inferential "why" questions until they were directly trained in that format. Implications for practice are discussed. En ligne : http://dx.doi.org/10.1177/1088357609332984 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=733

The Combined Effects of Social Script Training and Peer Buddies on Generalized Peer Interaction of Children With ASD in Inclusive Classrooms / Joel HUNDERT in Focus on Autism and Other Developmental Disabilities, 29-4 (December 2014)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 29-4 (December 2014) . - p.206-215 Titre : The Combined Effects of Social Script Training and Peer Buddies on Generalized Peer Interaction of Children With ASD in Inclusive Classrooms Type de document : Texte imprimé et/ou numérique Auteurs : Joel HUNDERT, Auteur ; Sarah ROWE, Auteur ; Erin HARRISON, Auteur Article en page(s) : p.206-215 Langues : Anglais (eng) Mots-clés : social  skills  autism spectrum disorder  applied behavior analysis Index. décimale : PER Périodiques Résumé : One of the challenges in supporting young children with Autism Spectrum Disorder (ASD) in inclusive classrooms is the generalization of improved social behaviors. Using a multiple-baseline design across participants, this study examined the generalized effects of social script training alone and combined with peer buddies on the interactive play of three children with ASD to play settings in inclusive classrooms where the training was not in effect. Social script training alone increased the interactive play of children with ASD when the intervention was in place, but did not generalize to another play setting when social script training was not being conducted. The addition of peer buddies combined with social script training produced a generalized increase in peer interaction to play settings in inclusive classrooms when theme-related play materials and adult assistance were unavailable. Implications of these results for inclusion of young children with ASD are discussed. En ligne : http://dx.doi.org/10.1177/1088357614522288 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=244 [article] The Combined Effects of Social Script Training and Peer Buddies on Generalized Peer Interaction of Children With ASD in Inclusive Classrooms [Texte imprimé et/ou numérique] / Joel HUNDERT, Auteur ; Sarah ROWE, Auteur ; Erin HARRISON, Auteur . - p.206-215. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 29-4 (December 2014) . - p.206-215 Mots-clés : social  skills  autism spectrum disorder  applied behavior analysis Index. décimale : PER Périodiques Résumé : One of the challenges in supporting young children with Autism Spectrum Disorder (ASD) in inclusive classrooms is the generalization of improved social behaviors. Using a multiple-baseline design across participants, this study examined the generalized effects of social script training alone and combined with peer buddies on the interactive play of three children with ASD to play settings in inclusive classrooms where the training was not in effect. Social script training alone increased the interactive play of children with ASD when the intervention was in place, but did not generalize to another play setting when social script training was not being conducted. The addition of peer buddies combined with social script training produced a generalized increase in peer interaction to play settings in inclusive classrooms when theme-related play materials and adult assistance were unavailable. Implications of these results for inclusion of young children with ASD are discussed. En ligne : http://dx.doi.org/10.1177/1088357614522288 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=244

---

1 (1 - 4 / 4)