An Empirical Review of Peer-Mediated Interventions: Implications for Young Children With Autism Spectrum Disorders / Alison L. ZAGONA in Focus on Autism and Other Developmental Disabilities, 33-3 (September 2018)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 33-3 (September 2018) . - p.131-141 Titre : An Empirical Review of Peer-Mediated Interventions: Implications for Young Children With Autism Spectrum Disorders Type de document : texte imprimé Auteurs : Alison L. ZAGONA, Auteur ; Ann M. MASTERGEORGE, Auteur Article en page(s) : p.131-141 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Peer-mediated instruction and intervention (PMII) is a systematic, evidence-based method for addressing the social-communication needs of children with autism spectrum disorder (ASD). Despite existing research on this practice, gaps remain in the implementation of PMII. The purpose of this empirical review was to examine recent applications of this evidence-based practice and systematically assess the quality of the analytic approaches implemented. Recent studies selected for this review included participants with ASD and targeted social-communication skills. The Scientific Merit Rating Scale (SMRS) was used to review the quality of the research studies, and the results suggest that PMII continues to be an effective practice. These results indicate that future research should focus on larger study Ns, particularly for those who are preschool-age, and include measures of generalization and maintenance as well as treatment integrity measures of peers? actions. The effectiveness of PMII relative to positive developmental outcomes is discussed. En ligne : https://doi.org/10.1177/1088357616671295 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367 [article] An Empirical Review of Peer-Mediated Interventions: Implications for Young Children With Autism Spectrum Disorders [texte imprimé] / Alison L. ZAGONA, Auteur ; Ann M. MASTERGEORGE, Auteur . - p.131-141. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 33-3 (September 2018) . - p.131-141 Index. décimale : PER Périodiques Résumé : Peer-mediated instruction and intervention (PMII) is a systematic, evidence-based method for addressing the social-communication needs of children with autism spectrum disorder (ASD). Despite existing research on this practice, gaps remain in the implementation of PMII. The purpose of this empirical review was to examine recent applications of this evidence-based practice and systematically assess the quality of the analytic approaches implemented. Recent studies selected for this review included participants with ASD and targeted social-communication skills. The Scientific Merit Rating Scale (SMRS) was used to review the quality of the research studies, and the results suggest that PMII continues to be an effective practice. These results indicate that future research should focus on larger study Ns, particularly for those who are preschool-age, and include measures of generalization and maintenance as well as treatment integrity measures of peers? actions. The effectiveness of PMII relative to positive developmental outcomes is discussed. En ligne : https://doi.org/10.1177/1088357616671295 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367

Central Executive and Default Mode Networks: An Appraisal of Executive Function and Social Skill Brain-Behavior Correlates in Youth with Autism Spectrum Disorder / Jessica BLUME in Journal of Autism and Developmental Disorders, 54-5 (May 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-5 (May 2024) . - p.1882-1896 Titre : Central Executive and Default Mode Networks: An Appraisal of Executive Function and Social Skill Brain-Behavior Correlates in Youth with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Jessica BLUME, Auteur ; Chathurika S. DHANASEKARA, Auteur ; Chanaka N. KAHATHUDUWA, Auteur ; Ann M. MASTERGEORGE, Auteur Article en page(s) : p.1882-1896 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Atypical connectivity patterns have been observed for individuals with autism spectrum disorders (ASD), particularly across the triple-network model. The current study investigated brain-behavior relationships in the context of social skills and executive function profiles for ASD youth. We calculated connectivity measures from diffusion tensor imaging using Bayesian estimation and probabilistic tractography. We replicated prior structural equation modeling of behavioral measures with total default mode network (DMN) connectivity to include comparisons with central executive network (CEN) connectivity and CEN-DMN connectivity. Increased within-CEN connectivity was related to metacognitive strengths. Our findings indicate behavior regulation difficulties in youth with ASD may be attributable to impaired connectivity between the CEN and DMN and social skill difficulties may be exacerbated by impaired within-DMN connectivity. En ligne : https://doi.org/10.1007/s10803-023-05961-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=530 [article] Central Executive and Default Mode Networks: An Appraisal of Executive Function and Social Skill Brain-Behavior Correlates in Youth with Autism Spectrum Disorder [texte imprimé] / Jessica BLUME, Auteur ; Chathurika S. DHANASEKARA, Auteur ; Chanaka N. KAHATHUDUWA, Auteur ; Ann M. MASTERGEORGE, Auteur . - p.1882-1896. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-5 (May 2024) . - p.1882-1896 Index. décimale : PER Périodiques Résumé : Atypical connectivity patterns have been observed for individuals with autism spectrum disorders (ASD), particularly across the triple-network model. The current study investigated brain-behavior relationships in the context of social skills and executive function profiles for ASD youth. We calculated connectivity measures from diffusion tensor imaging using Bayesian estimation and probabilistic tractography. We replicated prior structural equation modeling of behavioral measures with total default mode network (DMN) connectivity to include comparisons with central executive network (CEN) connectivity and CEN-DMN connectivity. Increased within-CEN connectivity was related to metacognitive strengths. Our findings indicate behavior regulation difficulties in youth with ASD may be attributable to impaired connectivity between the CEN and DMN and social skill difficulties may be exacerbated by impaired within-DMN connectivity. En ligne : https://doi.org/10.1007/s10803-023-05961-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=530

Educational Interventions for Students with Autism / Peter C. MUNDY

Public ISBD Titre : Educational Interventions for Students with Autism Type de document : texte imprimé Auteurs : Peter C. MUNDY, Auteur ; Ann M. MASTERGEORGE, Auteur Editeur : Hoboken [Etats-Unis] : Wiley Année de publication : 2012 Collection : UC Davis Mind Institute Autism for Educators Series Importance : 309 p. Présentation : ill. Format : 17,5cm x 23,5cm x 2,4cm ISBN/ISSN/EAN : 978-0-470-58486-6 Note générale : Bibliogr., Index Langues : Anglais (eng) Mots-clés : Etudiant  Attention  Pratique basée sur les preuve (EBP)  Pivotal Response Teaching Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Résumé : Educational Interventions for Students with Autism offers educators a vital resource for understanding and working with autistic students. Written by nationally acclaimed experts in the field and published in collaboration with the world-renowned UC Davis M.I.N.D. Institute, the book aims to deepen educators' appreciation of the challenges surrounding autism in a classroom setting and the current best practices in education for autism. To best meet the practical needs of teachers, school administrators, and parents, the book includes integrative summaries throughout, with recommendations for real-world classroom use. Topics covered include: how autism affects student learning, autism and its impact on schools, a teacher's view of autism and the classroom, best practices and challenges of working with students with ASD in the classroom,working with high-functioning autism (HFA) in schools, successful community-school partnerships, options for teacher training, and more. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 Educational Interventions for Students with Autism [texte imprimé] / Peter C. MUNDY, Auteur ; Ann M. MASTERGEORGE, Auteur . - Hoboken [Etats-Unis] : Wiley, 2012 . - 309 p. : ill. ; 17,5cm x 23,5cm x 2,4cm. - (UC Davis Mind Institute Autism for Educators Series) . ISBN : 978-0-470-58486-6 Bibliogr., Index Langues : Anglais (eng) Mots-clés : Etudiant  Attention  Pratique basée sur les preuve (EBP)  Pivotal Response Teaching Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Résumé : Educational Interventions for Students with Autism offers educators a vital resource for understanding and working with autistic students. Written by nationally acclaimed experts in the field and published in collaboration with the world-renowned UC Davis M.I.N.D. Institute, the book aims to deepen educators' appreciation of the challenges surrounding autism in a classroom setting and the current best practices in education for autism. To best meet the practical needs of teachers, school administrators, and parents, the book includes integrative summaries throughout, with recommendations for real-world classroom use. Topics covered include: how autism affects student learning, autism and its impact on schools, a teacher's view of autism and the classroom, best practices and challenges of working with students with ASD in the classroom,working with high-functioning autism (HFA) in schools, successful community-school partnerships, options for teacher training, and more. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225

Contenu

• Effects of Autism on Social Learning and Social Attention / Peter C. MUNDY
• Evidence-Based Instructional Interventions / Wendy MACHALICEK
• Educational Interventions for Children with Autism Spectrum Disorders / Marianne L. BARTON
• Incorporating Parent Training into School Curricula for Children with Autism Spectrum Disorders / Brooke R. INGERSOLL
• Improving Educational Interventions for School-Age Children with Autism Without Intellectual Disabilities / Lynn Kern KOEGEL
• Translating Evidence-Based Practices from the Laboratory to Schools: Classroom Pivotal Response Teaching / Laura SCHREIBMAN
• Facilitating the Use of Evidence-Based Practices in Classrooms: The National Professional Development Center Model / Ellen L. FRANZONE
• Technology for Staff Training, Collaboration, and Supervision in School-Based Programs for Children with Autism / Robyn M. CATAGNUS
• The Role of School Administrators in Working with Children and Families Affected by Autism Spectrum Disorders / Cynthia M. HERR

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DOC0002688	APP-D MUN	Livre	Centre d'Information et de Documentation du CRA Rhône-Alpes	APP - Approches Educatives et Comportementales	Disponible

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Effects of Autism on Social Learning and Social Attention / Peter C. MUNDY

Public ISBD in Educational Interventions for Students with Autism / Peter C. MUNDY Titre : Effects of Autism on Social Learning and Social Attention Type de document : texte imprimé Auteurs : Peter C. MUNDY, Auteur ; Ann M. MASTERGEORGE, Auteur ; Nancy S. MCINTYRE, Auteur Année de publication : 2012 Importance : p.3-33 Langues : Anglais (eng) Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 in Educational Interventions for Students with Autism / Peter C. MUNDY Effects of Autism on Social Learning and Social Attention [texte imprimé] / Peter C. MUNDY, Auteur ; Ann M. MASTERGEORGE, Auteur ; Nancy S. MCINTYRE, Auteur . - 2012 . - p.3-33. Langues : Anglais (eng) Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225

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Fragile X: A Family of Disorders / Ann M. MASTERGEORGE

Public ISBD in Cognitive and Behavioral Abnormalities of Pediatric Diseases / Ruth D. NASS Titre : Fragile X: A Family of Disorders Type de document : texte imprimé Auteurs : Ann M. MASTERGEORGE, Auteur ; Jacky W. AU, Auteur ; Randi J. HAGERMAN, Auteur Année de publication : 2010 Importance : p.170-187 Langues : Anglais (eng) Index. décimale : TRO-F TRO-F - Autres Troubles Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239 in Cognitive and Behavioral Abnormalities of Pediatric Diseases / Ruth D. NASS Fragile X: A Family of Disorders [texte imprimé] / Ann M. MASTERGEORGE, Auteur ; Jacky W. AU, Auteur ; Randi J. HAGERMAN, Auteur . - 2010 . - p.170-187. Langues : Anglais (eng) Index. décimale : TRO-F TRO-F - Autres Troubles Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239

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A parallel and distributed-processing model of joint attention, social cognition and autism / Peter C. MUNDY in Autism Research, 2-1 (February 2009)  

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Predicting Language in Children with ASD Using Spontaneous Language Samples and Standardized Measures / Rebecca P. THOMAS in Journal of Autism and Developmental Disorders, 53-10 (October 2023)  

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Speech and language disorders in childhood a neurodevelopmental perspective / Ann M. MASTERGEORGE

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