Assessing competencies in applied behavior analysis for tutors working with children with autism in a school-based setting / Louise D. DENNE in Research in Autism Spectrum Disorders, 20 (December 2015)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 20 (December 2015) . - p.67-77 Titre : Assessing competencies in applied behavior analysis for tutors working with children with autism in a school-based setting Type de document : Texte imprimé et/ou numérique Auteurs : Louise D. DENNE, Auteur ; Esther THOMAS, Auteur ; Richard P. HASTINGS, Auteur ; J. Carl HUGHES, Auteur Article en page(s) : p.67-77 Langues : Anglais (eng) Mots-clés : Competence framework  Competencies  Autism  Performance measurement  York Measure of Quality of Intensive Behavioural Intervention (YMQI) Index. décimale : PER Périodiques Résumé : With an increase in large scale Applied Behavior Analysis (ABA) services for children with autism, the need to define and measure quality is essential. Staff competence is key and identifying and measuring this accurately is critical. ABA service providers typically measure competence by direct observation, video analysis, and written examination. However, apart from the York Measure of Quality of Intensive Behavioural Intervention (YMQI) there is an interesting lack of direct links between defining competencies and developing assessment tools. In this study we used three measures of competencies developed from the UK ABA Autism Education Competence Framework Level 1. Along with the YMQI we assessed their construct validity by comparing the performance of two groups of tutors working in a school for children with autism (“experienced” vs. “inexperienced”) and performance of the “inexperienced” group at baseline (T1) and following one year of competence based training (T2). Results revealed that the more experienced group in both the between group and longitudinal comparisons achieved higher scores supporting the construct validity of the measures. There were few associations between the different methods of assessing competence, suggesting that no measure should be used in isolation if competence is to be comprehensively assessed. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.08.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 [article] Assessing competencies in applied behavior analysis for tutors working with children with autism in a school-based setting [Texte imprimé et/ou numérique] / Louise D. DENNE, Auteur ; Esther THOMAS, Auteur ; Richard P. HASTINGS, Auteur ; J. Carl HUGHES, Auteur . - p.67-77. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 20 (December 2015) . - p.67-77 Mots-clés : Competence framework  Competencies  Autism  Performance measurement  York Measure of Quality of Intensive Behavioural Intervention (YMQI) Index. décimale : PER Périodiques Résumé : With an increase in large scale Applied Behavior Analysis (ABA) services for children with autism, the need to define and measure quality is essential. Staff competence is key and identifying and measuring this accurately is critical. ABA service providers typically measure competence by direct observation, video analysis, and written examination. However, apart from the York Measure of Quality of Intensive Behavioural Intervention (YMQI) there is an interesting lack of direct links between defining competencies and developing assessment tools. In this study we used three measures of competencies developed from the UK ABA Autism Education Competence Framework Level 1. Along with the YMQI we assessed their construct validity by comparing the performance of two groups of tutors working in a school for children with autism (“experienced” vs. “inexperienced”) and performance of the “inexperienced” group at baseline (T1) and following one year of competence based training (T2). Results revealed that the more experienced group in both the between group and longitudinal comparisons achieved higher scores supporting the construct validity of the measures. There were few associations between the different methods of assessing competence, suggesting that no measure should be used in isolation if competence is to be comprehensively assessed. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.08.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270

Effects of Computer Simulation Training on In Vivo Discrete Trial Teaching / Sigmund ELDEVIK in Journal of Autism and Developmental Disorders, 43-3 (March 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-3 (March 2013) . - p.569-578 Titre : Effects of Computer Simulation Training on In Vivo Discrete Trial Teaching Type de document : Texte imprimé et/ou numérique Auteurs : Sigmund ELDEVIK, Auteur ; Iwona ONDIRE, Auteur ; J. Carl HUGHES, Auteur ; Corinna F. GRINDLE, Auteur ; Tom RANDELL, Auteur ; Bob REMINGTON, Auteur Article en page(s) : p.569-578 Langues : Anglais (eng) Mots-clés : Autism  Discrete-trial teaching  Staff training  Software simulation  DTkid Index. décimale : PER Périodiques Résumé : Although Discrete-trial Teaching (DTT) is effective in teaching a many skills to children with autism, its proper implementation requires rigorous staff training. This study used an interactive computer simulation program (“DTkid”) to teach staff relevant DTT skills. Participants (N = 12) completed two sets of pre-tests either once (n = 7) or twice (n = 5) before brief DTkid training. These evaluated (a) simulated interactive teaching using DTkid and (b) in vivo teaching of three basic skills (receptive and expressive labeling; verbal imitation) to children with autism. Post-tests showed that DTkid training, rather than repeated testing, was significantly associated with improvements in staff’s ability to implement DTT both within the simulation and in vivo, and that the skills acquired showed both stimulus and response generalization. En ligne : http://dx.doi.org/10.1007/s10803-012-1593-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192 [article] Effects of Computer Simulation Training on In Vivo Discrete Trial Teaching [Texte imprimé et/ou numérique] / Sigmund ELDEVIK, Auteur ; Iwona ONDIRE, Auteur ; J. Carl HUGHES, Auteur ; Corinna F. GRINDLE, Auteur ; Tom RANDELL, Auteur ; Bob REMINGTON, Auteur . - p.569-578. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-3 (March 2013) . - p.569-578 Mots-clés : Autism  Discrete-trial teaching  Staff training  Software simulation  DTkid Index. décimale : PER Périodiques Résumé : Although Discrete-trial Teaching (DTT) is effective in teaching a many skills to children with autism, its proper implementation requires rigorous staff training. This study used an interactive computer simulation program (“DTkid”) to teach staff relevant DTT skills. Participants (N = 12) completed two sets of pre-tests either once (n = 7) or twice (n = 5) before brief DTkid training. These evaluated (a) simulated interactive teaching using DTkid and (b) in vivo teaching of three basic skills (receptive and expressive labeling; verbal imitation) to children with autism. Post-tests showed that DTkid training, rather than repeated testing, was significantly associated with improvements in staff’s ability to implement DTT both within the simulation and in vivo, and that the skills acquired showed both stimulus and response generalization. En ligne : http://dx.doi.org/10.1007/s10803-012-1593-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192

Meta-Analysis of Early Intensive Behavioral Intervention for Children With Autism / Sigmund ELDEVIK in Journal of Clinical Child & Adolescent Psychology, 38-3 (May 2009)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 38-3 (May 2009) . - p.439-450 Titre : Meta-Analysis of Early Intensive Behavioral Intervention for Children With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Sigmund ELDEVIK, Auteur ; Erik JAHR, Auteur ; Svein EIKESETH, Auteur ; Richard P. HASTINGS, Auteur ; J. Carl HUGHES, Auteur ; Scott CROSS, Auteur Année de publication : 2009 Article en page(s) : p.439-450 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : A systematic literature search for studies reporting effects of Early Intensive Behavioral Intervention identified 34 studies, 9 of which were controlled designs having either a comparison or a control group. We completed a meta-analysis yielding a standardized mean difference effect size for two available outcome measures: change in full-scale intelligence and/or adaptive behavior composite. Effect sizes were computed using Hedges's g. The average effect size was 1.10 for change in full-scale intelligence (95% confidence interval = .87, 1.34) and .66 (95% confidence interval = .41, .90) for change in adaptive behavior composite. These effect sizes are generally considered to be large and moderate, respectively. Our results support the clinical implication that at present, and in the absence of other interventions with established efficacy, Early Intensive Behavioral Intervention should be an intervention of choice for children with autism. En ligne : http://dx.doi.org/10.1080/15374410902851739 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=757 [article] Meta-Analysis of Early Intensive Behavioral Intervention for Children With Autism [Texte imprimé et/ou numérique] / Sigmund ELDEVIK, Auteur ; Erik JAHR, Auteur ; Svein EIKESETH, Auteur ; Richard P. HASTINGS, Auteur ; J. Carl HUGHES, Auteur ; Scott CROSS, Auteur . - 2009 . - p.439-450. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 38-3 (May 2009) . - p.439-450 Index. décimale : PER Périodiques Résumé : A systematic literature search for studies reporting effects of Early Intensive Behavioral Intervention identified 34 studies, 9 of which were controlled designs having either a comparison or a control group. We completed a meta-analysis yielding a standardized mean difference effect size for two available outcome measures: change in full-scale intelligence and/or adaptive behavior composite. Effect sizes were computed using Hedges's g. The average effect size was 1.10 for change in full-scale intelligence (95% confidence interval = .87, 1.34) and .66 (95% confidence interval = .41, .90) for change in adaptive behavior composite. These effect sizes are generally considered to be large and moderate, respectively. Our results support the clinical implication that at present, and in the absence of other interventions with established efficacy, Early Intensive Behavioral Intervention should be an intervention of choice for children with autism. En ligne : http://dx.doi.org/10.1080/15374410902851739 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=757

Outcomes of Behavioral Intervention for Children with Autism in Mainstream Pre-School Settings / Sigmund ELDEVIK in Journal of Autism and Developmental Disorders, 42-2 (February 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.210-220 Titre : Outcomes of Behavioral Intervention for Children with Autism in Mainstream Pre-School Settings Type de document : Texte imprimé et/ou numérique Auteurs : Sigmund ELDEVIK, Auteur ; Richard P. HASTINGS, Auteur ; Erik JAHR, Auteur ; J. Carl HUGHES, Auteur Année de publication : 2012 Article en page(s) : p.210-220 Langues : Anglais (eng) Mots-clés : Early intensive behavioral intervention  Autism  Mainstream setting  Pre-school  Effectiveness Index. décimale : PER Périodiques Résumé : We evaluated outcomes for 31 children with autism (2–6 years of age at intake) who received behavioral intervention in mainstream pre-school settings and a comparison group of 12 children receiving treatment as usual. After 2 years, children receiving behavioral intervention had higher IQ scores (Hedges g = 1.03 (95% CI = .34, 1.72) and adaptive behavior composite scores (Hedges g = .73 (95% CI = .05, 1.36). Despite probably fewer intervention hours, these group level outcomes were comparable to studies providing more intensive intervention. Individual child data also showed positive results with 19.4% achieving change at a reliable level for IQ; but a lower percentage than found in recent meta-analysis research. Strengths and weaknesses of the mainstream pre-school delivery model are discussed. En ligne : http://dx.doi.org/10.1007/s10803-011-1234-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151 [article] Outcomes of Behavioral Intervention for Children with Autism in Mainstream Pre-School Settings [Texte imprimé et/ou numérique] / Sigmund ELDEVIK, Auteur ; Richard P. HASTINGS, Auteur ; Erik JAHR, Auteur ; J. Carl HUGHES, Auteur . - 2012 . - p.210-220. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.210-220 Mots-clés : Early intensive behavioral intervention  Autism  Mainstream setting  Pre-school  Effectiveness Index. décimale : PER Périodiques Résumé : We evaluated outcomes for 31 children with autism (2–6 years of age at intake) who received behavioral intervention in mainstream pre-school settings and a comparison group of 12 children receiving treatment as usual. After 2 years, children receiving behavioral intervention had higher IQ scores (Hedges g = 1.03 (95% CI = .34, 1.72) and adaptive behavior composite scores (Hedges g = .73 (95% CI = .05, 1.36). Despite probably fewer intervention hours, these group level outcomes were comparable to studies providing more intensive intervention. Individual child data also showed positive results with 19.4% achieving change at a reliable level for IQ; but a lower percentage than found in recent meta-analysis research. Strengths and weaknesses of the mainstream pre-school delivery model are discussed. En ligne : http://dx.doi.org/10.1007/s10803-011-1234-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151

Use of a tactile prompt to increase social initiations in children with autism / Pagona TZANAKAKI in Research in Autism Spectrum Disorders, 8-6 (June 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-6 (June 2014) . - p.726-736 Titre : Use of a tactile prompt to increase social initiations in children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Pagona TZANAKAKI, Auteur ; Corinna F. GRINDLE, Auteur ; Sarah DUNGAIT, Auteur ; Amy HULSON-JONES, Auteur ; Maria SAVILLE, Auteur ; J. Carl HUGHES, Auteur ; Richard P. HASTINGS, Auteur Article en page(s) : p.726-736 Langues : Anglais (eng) Mots-clés : Autism  Social interaction  Initiations Index. décimale : PER Périodiques Résumé : Making appropriate verbal initiations to others is an aspect of social interaction that can be problematic for individuals with autism. A variety of teaching and prompting methods have been developed to address the issue including the use of a tactile prompt, a small device that can fit in the participant's pocket and can be programmed to vibrate at regular intervals. Our aim was to extend the existing research on the use of the tactile prompt by incorporating reinforcement during intervention and attempting a systematic fading of the prompt. Three children with autism participated in Study 1 and two children in Study 2. In both studies, the intervention was conducted during free-play activities with mainstream peers. Results indicated that the participants’ verbal initiations to their peers increased in comparison to baseline. Additionally in Study 2, the use of both the tactile prompt and the prosthetic reinforcement were successfully faded. Implications regarding the use of covert prompting methods to help individuals with autism in the area of social interactions are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.03.016 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 [article] Use of a tactile prompt to increase social initiations in children with autism [Texte imprimé et/ou numérique] / Pagona TZANAKAKI, Auteur ; Corinna F. GRINDLE, Auteur ; Sarah DUNGAIT, Auteur ; Amy HULSON-JONES, Auteur ; Maria SAVILLE, Auteur ; J. Carl HUGHES, Auteur ; Richard P. HASTINGS, Auteur . - p.726-736. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-6 (June 2014) . - p.726-736 Mots-clés : Autism  Social interaction  Initiations Index. décimale : PER Périodiques Résumé : Making appropriate verbal initiations to others is an aspect of social interaction that can be problematic for individuals with autism. A variety of teaching and prompting methods have been developed to address the issue including the use of a tactile prompt, a small device that can fit in the participant's pocket and can be programmed to vibrate at regular intervals. Our aim was to extend the existing research on the use of the tactile prompt by incorporating reinforcement during intervention and attempting a systematic fading of the prompt. Three children with autism participated in Study 1 and two children in Study 2. In both studies, the intervention was conducted during free-play activities with mainstream peers. Results indicated that the participants’ verbal initiations to their peers increased in comparison to baseline. Additionally in Study 2, the use of both the tactile prompt and the prosthetic reinforcement were successfully faded. Implications regarding the use of covert prompting methods to help individuals with autism in the area of social interactions are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.03.016 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232

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