Dépouillements

The Use of Self-Modeling to Promote Social Interactions Among Young Children / Tom BUGGEY in Focus on Autism and Other Developmental Disabilities, 28-4 (December 2013)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 28-4 (December 2013) . - p.202-211 Titre : The Use of Self-Modeling to Promote Social Interactions Among Young Children Type de document : Texte imprimé et/ou numérique Auteurs : Tom BUGGEY, Auteur ; Lindsey OGLE, Auteur Année de publication : 2013 Article en page(s) : p.202-211 Langues : Anglais (eng) Mots-clés : autism  video modeling  social interaction  young children Index. décimale : PER Périodiques Résumé : Video self-modeling (VSM) has been used to teach social skills to children with autism older than 4 years of age. Attempts to use VSM with younger children with disabilities have produced less than favorable results; however, it is unclear whether VSM could be used to promote social initiations by typically developing children. Thirty minutes of staged filming, in which the four typically developing participants were prompted to interact with a peer with autism on the playground and inside during center time, was edited into 2.5- to 3-min clips. Each clip took less than 2 hr to edit. Data were collected on frequency of solitary play, initiations, parallel play, and engaged play and were then analyzed in a multiple-baseline-across-participants single-case design. Visual analysis led to the conclusion that VSM did not affect the typically developing children’s behavior. Limitations of the study and cautions for using VSM with very young children are discussed. En ligne : http://dx.doi.org/10.1177/1088357612464518 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218 [article] The Use of Self-Modeling to Promote Social Interactions Among Young Children [Texte imprimé et/ou numérique] / Tom BUGGEY, Auteur ; Lindsey OGLE, Auteur . - 2013 . - p.202-211. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 28-4 (December 2013) . - p.202-211 Mots-clés : autism  video modeling  social interaction  young children Index. décimale : PER Périodiques Résumé : Video self-modeling (VSM) has been used to teach social skills to children with autism older than 4 years of age. Attempts to use VSM with younger children with disabilities have produced less than favorable results; however, it is unclear whether VSM could be used to promote social initiations by typically developing children. Thirty minutes of staged filming, in which the four typically developing participants were prompted to interact with a peer with autism on the playground and inside during center time, was edited into 2.5- to 3-min clips. Each clip took less than 2 hr to edit. Data were collected on frequency of solitary play, initiations, parallel play, and engaged play and were then analyzed in a multiple-baseline-across-participants single-case design. Visual analysis led to the conclusion that VSM did not affect the typically developing children’s behavior. Limitations of the study and cautions for using VSM with very young children are discussed. En ligne : http://dx.doi.org/10.1177/1088357612464518 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218

Training New Instructors to Implement Discrete Trial Teaching Strategies With Children With Autism in a Community-Based Intervention Program / Andrew DOWNS in Focus on Autism and Other Developmental Disabilities, 28-4 (December 2013)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 28-4 (December 2013) . - p.212-221 Titre : Training New Instructors to Implement Discrete Trial Teaching Strategies With Children With Autism in a Community-Based Intervention Program Type de document : Texte imprimé et/ou numérique Auteurs : Andrew DOWNS, Auteur ; Robyn Conley DOWNS, Auteur Année de publication : 2013 Article en page(s) : p.212-221 Langues : Anglais (eng) Mots-clés : training  discrete trial teaching  supervision  preschools Index. décimale : PER Périodiques Résumé : The effects of training and supervision on instructor knowledge and performance of discrete trial teaching (DTT) within three domains (DTT Technical Skills; Work Session Preparation/Conclusion; and Student Engagement/Management) were examined in this study. Eight undergraduate student instructors received an 8-hr training in DTT and support skills accompanied by a pre- and post-test of knowledge. The instructors then taught a variety of skills to six students with autism in a community-based preschool, where instructor competence was tracked and performance feedback provided using the Discrete Trial Teaching Competency Checklist for Instructors. Competence in all three domains improved over time with performance feedback. However, significant variability was observed within and between instructors, and performance in some areas remained below optimal levels even with regular supervision and performance feedback. Implications for training and supervising instructors to implement DTT with children with autism in community-based settings are discussed. En ligne : http://dx.doi.org/10.1177/1088357612465120 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218 [article] Training New Instructors to Implement Discrete Trial Teaching Strategies With Children With Autism in a Community-Based Intervention Program [Texte imprimé et/ou numérique] / Andrew DOWNS, Auteur ; Robyn Conley DOWNS, Auteur . - 2013 . - p.212-221. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 28-4 (December 2013) . - p.212-221 Mots-clés : training  discrete trial teaching  supervision  preschools Index. décimale : PER Périodiques Résumé : The effects of training and supervision on instructor knowledge and performance of discrete trial teaching (DTT) within three domains (DTT Technical Skills; Work Session Preparation/Conclusion; and Student Engagement/Management) were examined in this study. Eight undergraduate student instructors received an 8-hr training in DTT and support skills accompanied by a pre- and post-test of knowledge. The instructors then taught a variety of skills to six students with autism in a community-based preschool, where instructor competence was tracked and performance feedback provided using the Discrete Trial Teaching Competency Checklist for Instructors. Competence in all three domains improved over time with performance feedback. However, significant variability was observed within and between instructors, and performance in some areas remained below optimal levels even with regular supervision and performance feedback. Implications for training and supervising instructors to implement DTT with children with autism in community-based settings are discussed. En ligne : http://dx.doi.org/10.1177/1088357612465120 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218

Social Interest in High-Functioning Adults With Autism Spectrum Disorders / Sue FLETCHER-WATSON in Focus on Autism and Other Developmental Disabilities, 28-4 (December 2013)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 28-4 (December 2013) . - p.222-229 Titre : Social Interest in High-Functioning Adults With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Sue FLETCHER-WATSON, Auteur ; Susan R. LEEKAM, Auteur ; John M. FINDLAY, Auteur Année de publication : 2013 Article en page(s) : p.222-229 Langues : Anglais (eng) Mots-clés : high-functioning autism  Asperger syndrome  content analysis  social interest Index. décimale : PER Périodiques Résumé : Autism spectrum disorders (ASD) are principally characterized by impairments in social functioning. Experimental investigation often is conducted using methods measuring social attention, social cognition, and social communication. In this study, we instead measured interest in social information, making a distinction between basic-level person-centered social information such as physical attributes of people (“human” information) and high-level social information such as hypotheses about mental states, emotion, and relationships (“social” information). Based on content analysis of verbal descriptions of color images, 31 young adults (4 women), aged 17 to 25 years with ASD, and 35 typically developing young adults (8 women), aged 17 to 31 years, devoted similar proportions of their descriptions to human and social topics. Results are interpreted in the context of current calls for more ecologically valid methodology and in relation to other assessments of social processing in ASD. En ligne : http://dx.doi.org/10.1177/1088357613480829 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218 [article] Social Interest in High-Functioning Adults With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Sue FLETCHER-WATSON, Auteur ; Susan R. LEEKAM, Auteur ; John M. FINDLAY, Auteur . - 2013 . - p.222-229. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 28-4 (December 2013) . - p.222-229 Mots-clés : high-functioning autism  Asperger syndrome  content analysis  social interest Index. décimale : PER Périodiques Résumé : Autism spectrum disorders (ASD) are principally characterized by impairments in social functioning. Experimental investigation often is conducted using methods measuring social attention, social cognition, and social communication. In this study, we instead measured interest in social information, making a distinction between basic-level person-centered social information such as physical attributes of people (“human” information) and high-level social information such as hypotheses about mental states, emotion, and relationships (“social” information). Based on content analysis of verbal descriptions of color images, 31 young adults (4 women), aged 17 to 25 years with ASD, and 35 typically developing young adults (8 women), aged 17 to 31 years, devoted similar proportions of their descriptions to human and social topics. Results are interpreted in the context of current calls for more ecologically valid methodology and in relation to other assessments of social processing in ASD. En ligne : http://dx.doi.org/10.1177/1088357613480829 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218

Increasing Conversational Interactions Between Verbal High School Students With Autism and Their Peers Without Disabilities / Carolyn HUGHES in Focus on Autism and Other Developmental Disabilities, 28-4 (December 2013)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 28-4 (December 2013) . - p.241-254 Titre : Increasing Conversational Interactions Between Verbal High School Students With Autism and Their Peers Without Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Carolyn HUGHES, Auteur ; Rebekah T. BERNSTEIN, Auteur ; Lauren M. KAPLAN, Auteur ; Caitlin M. REILLY, Auteur ; Nicolette L. BRIGHAM, Auteur ; Joseph C. COSGRIFF, Auteur ; Michaela P. BOYKIN, Auteur Année de publication : 2013 Article en page(s) : p.241-254 Langues : Anglais (eng) Mots-clés : autism  high school  communication books  general education peers  conversational interactions Index. décimale : PER Périodiques Résumé : Self-prompted communication books were used in combination with conversational peer orientation to increase conversational interactions of verbal high school students with autism or autistic-like behavior with their peers without disabilities. Previous investigators have used communication books only with students with autism or intellectual disability with limited or no verbal or reading skills. The six high school participants in this study could read and were verbal. We sought to determine whether the communication books would be accepted by peers without disabilities in general education classrooms or whether the books would stigmatize the students with disabilities. Finally, we assessed the effects of having a peer with a learning disability as the teacher of conversational interaction skills. We interpreted our results to conclude that the communication book package was associated with increased conversational interactions for all participants with their general education peers and that communication books were viewed positively by conversational partners. En ligne : http://dx.doi.org/10.1177/1088357613487019 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218 [article] Increasing Conversational Interactions Between Verbal High School Students With Autism and Their Peers Without Disabilities [Texte imprimé et/ou numérique] / Carolyn HUGHES, Auteur ; Rebekah T. BERNSTEIN, Auteur ; Lauren M. KAPLAN, Auteur ; Caitlin M. REILLY, Auteur ; Nicolette L. BRIGHAM, Auteur ; Joseph C. COSGRIFF, Auteur ; Michaela P. BOYKIN, Auteur . - 2013 . - p.241-254. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 28-4 (December 2013) . - p.241-254 Mots-clés : autism  high school  communication books  general education peers  conversational interactions Index. décimale : PER Périodiques Résumé : Self-prompted communication books were used in combination with conversational peer orientation to increase conversational interactions of verbal high school students with autism or autistic-like behavior with their peers without disabilities. Previous investigators have used communication books only with students with autism or intellectual disability with limited or no verbal or reading skills. The six high school participants in this study could read and were verbal. We sought to determine whether the communication books would be accepted by peers without disabilities in general education classrooms or whether the books would stigmatize the students with disabilities. Finally, we assessed the effects of having a peer with a learning disability as the teacher of conversational interaction skills. We interpreted our results to conclude that the communication book package was associated with increased conversational interactions for all participants with their general education peers and that communication books were viewed positively by conversational partners. En ligne : http://dx.doi.org/10.1177/1088357613487019 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218

Deferred Imitation and Social Communication in Speaking and Nonspeaking Children With Autism / Karin STRID in Focus on Autism and Other Developmental Disabilities, 28-4 (December 2013)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 28-4 (December 2013) . - p.230-240 Titre : Deferred Imitation and Social Communication in Speaking and Nonspeaking Children With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Karin STRID, Auteur ; Mikael HEIMANN, Auteur ; Christopher GILLBERG, Auteur ; Lars SMITH, Auteur ; Tomas TJUS, Auteur Année de publication : 2013 Article en page(s) : p.230-240 Langues : Anglais (eng) Mots-clés : autism  social communication  deferred imitation  joint attention Index. décimale : PER Périodiques Résumé : Deferred imitation and early social communication skills were compared among speaking and nonspeaking children with autism and children developing typically. Overall, the children with autism showed a lower frequency on measures of deferred imitation and social communication compared with typically developing children. Deferred imitation was observed at a significantly lower level among the speaking and nonspeaking groups of children with autism. However, when comparing the speaking autism group with the typical group, many differences in observed social communication disappeared. These results underscore the importance of considering children’s verbal ability in autism research and clinical practice, and indicate that there are specific difficulties in deferred imitation in autism but that the social communication deficits that are observed are greatly influenced by low level of verbal ability. En ligne : http://dx.doi.org/10.1177/1088357612468030 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218 [article] Deferred Imitation and Social Communication in Speaking and Nonspeaking Children With Autism [Texte imprimé et/ou numérique] / Karin STRID, Auteur ; Mikael HEIMANN, Auteur ; Christopher GILLBERG, Auteur ; Lars SMITH, Auteur ; Tomas TJUS, Auteur . - 2013 . - p.230-240. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 28-4 (December 2013) . - p.230-240 Mots-clés : autism  social communication  deferred imitation  joint attention Index. décimale : PER Périodiques Résumé : Deferred imitation and early social communication skills were compared among speaking and nonspeaking children with autism and children developing typically. Overall, the children with autism showed a lower frequency on measures of deferred imitation and social communication compared with typically developing children. Deferred imitation was observed at a significantly lower level among the speaking and nonspeaking groups of children with autism. However, when comparing the speaking autism group with the typical group, many differences in observed social communication disappeared. These results underscore the importance of considering children’s verbal ability in autism research and clinical practice, and indicate that there are specific difficulties in deferred imitation in autism but that the social communication deficits that are observed are greatly influenced by low level of verbal ability. En ligne : http://dx.doi.org/10.1177/1088357612468030 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218