ABA Versus TEACCH: The Case for Defining and Validating Comprehensive Treatment Models in Autism / Kevin CALLAHAN in Journal of Autism and Developmental Disorders, 40-1 (January 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-1 (January 2010) . - p.74-88 Titre : ABA Versus TEACCH: The Case for Defining and Validating Comprehensive Treatment Models in Autism Type de document : Texte imprimé et/ou numérique Auteurs : Kevin CALLAHAN, Auteur ; Smita SHUKLA-MEHTA, Auteur ; Sandy MAGEE, Auteur ; Min WIE, Auteur Année de publication : 2010 Article en page(s) : p.74-88 Langues : Anglais (eng) Mots-clés : Social-validation Expert-validation ABA-vs.-TEACCH Autism-treatment-model Index. décimale : PER Périodiques Résumé : The authors analyzed the results of a social validation survey to determine if autism service providers including special education teachers, parents, and administrators demonstrate a preference for the intervention components of Applied Behavior Analysis or Training and Education of Autistic and other Communication Handicapped Children. They also investigated the comprehensiveness of these treatment models for use in public school programs. The findings indicate no clear preference for either model, but a significantly higher level of social validity for components inherent in both approaches. The authors discuss the need for research to define what is meant by comprehensive programming in autism. En ligne : http://dx.doi.org/10.1007/s10803-009-0834-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=963 [article] ABA Versus TEACCH: The Case for Defining and Validating Comprehensive Treatment Models in Autism [Texte imprimé et/ou numérique] / Kevin CALLAHAN, Auteur ; Smita SHUKLA-MEHTA, Auteur ; Sandy MAGEE, Auteur ; Min WIE, Auteur . - 2010 . - p.74-88. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-1 (January 2010) . - p.74-88 Mots-clés : Social-validation Expert-validation ABA-vs.-TEACCH Autism-treatment-model Index. décimale : PER Périodiques Résumé : The authors analyzed the results of a social validation survey to determine if autism service providers including special education teachers, parents, and administrators demonstrate a preference for the intervention components of Applied Behavior Analysis or Training and Education of Autistic and other Communication Handicapped Children. They also investigated the comprehensiveness of these treatment models for use in public school programs. The findings indicate no clear preference for either model, but a significantly higher level of social validity for components inherent in both approaches. The authors discuss the need for research to define what is meant by comprehensive programming in autism. En ligne : http://dx.doi.org/10.1007/s10803-009-0834-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=963

Evaluating the Effectiveness of Video Instruction on Social and Communication Skills Training for Children With Autism Spectrum Disorders: A Review of the Literature / Smita SHUKLA-MEHTA in Focus on Autism and Other Developmental Disabilities, 25-1 (March 2010)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 25-1 (March 2010) . - p.23-36 Titre : Evaluating the Effectiveness of Video Instruction on Social and Communication Skills Training for Children With Autism Spectrum Disorders: A Review of the Literature Type de document : Texte imprimé et/ou numérique Auteurs : Smita SHUKLA-MEHTA, Auteur ; Kevin CALLAHAN, Auteur ; Trube MILLER, Auteur Année de publication : 2010 Article en page(s) : p.23-36 Langues : Anglais (eng) Mots-clés : Autism-Spectrum-Disorders video-instruction video-modeling video-self-modeling point-of-view-video-modeling social-skills Index. décimale : PER Périodiques Résumé : Video instruction as an intervention for teaching skills to children with Autism Spectrum Disorders (ASD) is gaining increased momentum in applied settings.Video instruction, comprised of video modeling, video self-modeling, and point-of-view video, has been utilized in various fields of study with various populations and target behaviors. Literature on video instruction will be reviewed to determine its effects on the acquisition and generalization of social and communication skills for students with ASD in order to determine whether empirical findings support video instruction as an evidence-based practice. Guidelines for effective implementation of video instruction strategies for students with ASD and recommendations for further research will be provided. En ligne : http://dx.doi.org/10.1177/1088357609352901 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=994 [article] Evaluating the Effectiveness of Video Instruction on Social and Communication Skills Training for Children With Autism Spectrum Disorders: A Review of the Literature [Texte imprimé et/ou numérique] / Smita SHUKLA-MEHTA, Auteur ; Kevin CALLAHAN, Auteur ; Trube MILLER, Auteur . - 2010 . - p.23-36. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 25-1 (March 2010) . - p.23-36 Mots-clés : Autism-Spectrum-Disorders video-instruction video-modeling video-self-modeling point-of-view-video-modeling social-skills Index. décimale : PER Périodiques Résumé : Video instruction as an intervention for teaching skills to children with Autism Spectrum Disorders (ASD) is gaining increased momentum in applied settings.Video instruction, comprised of video modeling, video self-modeling, and point-of-view video, has been utilized in various fields of study with various populations and target behaviors. Literature on video instruction will be reviewed to determine its effects on the acquisition and generalization of social and communication skills for students with ASD in order to determine whether empirical findings support video instruction as an evidence-based practice. Guidelines for effective implementation of video instruction strategies for students with ASD and recommendations for further research will be provided. En ligne : http://dx.doi.org/10.1177/1088357609352901 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=994

The Use of a Stimulus Control Transfer Procedure to Teach Motivation-Controlled Mands to Children With Autism / Karen D. WARD in Focus on Autism and Other Developmental Disabilities, 34-4 (December 2019)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 34-4 (December 2019) . - p.215-225 Titre : The Use of a Stimulus Control Transfer Procedure to Teach Motivation-Controlled Mands to Children With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Karen D. WARD, Auteur ; Smita SHUKLA-MEHTA, Auteur Article en page(s) : p.215-225 Langues : Anglais (eng) Mots-clés : mands  multiply controlled mands  motivation controlled mands  stimulus control transfer  time delay Index. décimale : PER Périodiques Résumé : Social participation of children with an autism spectrum disorder (ASD) in natural environments can be enhanced by teaching them to communicate spontaneously, at least in situations where they have the motivation to access specific items or activities by controlling the amount of access for these stimuli. The purpose of this study was to determine if mand training, using a stimulus control transfer procedure would promote acquisition and generalization of mands for specific activities or objects evoked by motivating operations. Measurement variables included the frequency of motivation controlled (MO) versus multiply controlled mands during discrete trial training on a variety of verbal operants. Using a concurrent multiple baseline design across participants, visual analysis indicated that MO mands for out-of-view items increased substantially with generalization across targets, staff, and environments for three of the four participants. One participant did not respond to intervention to the same extent as others. En ligne : https://doi.org/10.1177/1088357619838273 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410 [article] The Use of a Stimulus Control Transfer Procedure to Teach Motivation-Controlled Mands to Children With Autism [Texte imprimé et/ou numérique] / Karen D. WARD, Auteur ; Smita SHUKLA-MEHTA, Auteur . - p.215-225. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 34-4 (December 2019) . - p.215-225 Mots-clés : mands  multiply controlled mands  motivation controlled mands  stimulus control transfer  time delay Index. décimale : PER Périodiques Résumé : Social participation of children with an autism spectrum disorder (ASD) in natural environments can be enhanced by teaching them to communicate spontaneously, at least in situations where they have the motivation to access specific items or activities by controlling the amount of access for these stimuli. The purpose of this study was to determine if mand training, using a stimulus control transfer procedure would promote acquisition and generalization of mands for specific activities or objects evoked by motivating operations. Measurement variables included the frequency of motivation controlled (MO) versus multiply controlled mands during discrete trial training on a variety of verbal operants. Using a concurrent multiple baseline design across participants, visual analysis indicated that MO mands for out-of-view items increased substantially with generalization across targets, staff, and environments for three of the four participants. One participant did not respond to intervention to the same extent as others. En ligne : https://doi.org/10.1177/1088357619838273 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410

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