Approaches to Early Intervention for Children with Autism and Their Families / Laura J. HALL

Public ISBD in The SAGE Handbook of Autism and Education / Rita JORDAN Titre : Approaches to Early Intervention for Children with Autism and Their Families Type de document : texte imprimé Auteurs : Laura J. HALL, Auteur ; Samuel L. ODOM, Auteur Année de publication : 2019 Importance : p.120-133 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=417 in The SAGE Handbook of Autism and Education / Rita JORDAN Approaches to Early Intervention for Children with Autism and Their Families [texte imprimé] / Laura J. HALL, Auteur ; Samuel L. ODOM, Auteur . - 2019 . - p.120-133. 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=417

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Educational Interventions for Children and Youth with Autism: A 40-Year Perspective / Samuel L. ODOM in Journal of Autism and Developmental Disorders, 51-12 (December 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4354-4369 Titre : Educational Interventions for Children and Youth with Autism: A 40-Year Perspective Type de document : texte imprimé Auteurs : Samuel L. ODOM, Auteur ; Laura J. HALL, Auteur ; Kristi L. MORIN, Auteur ; Bonnie KRAEMER, Auteur ; Kara HUME, Auteur ; Nancy C. MCINTYRE, Auteur ; Sallie W. NOWELL, Auteur ; Jessica R. STEINBRENNER, Auteur ; Brianne TOMASZEWSKI, Auteur ; Ann M. SAM, Auteur ; Leann S. DAWALT, Auteur Article en page(s) : p.4354-4369 Langues : Anglais (eng) Mots-clés : Adolescent  Autism Spectrum Disorder/diagnosis/therapy  Autistic Disorder/therapy  Child  Humans  Schools  Educational Interventions  Human Subjects Research committee was not required. The authors have no conflict of  interests to disclose related to this paper. Index. décimale : PER Périodiques Résumé : Commemorating the 40 th anniversary of the Diagnostic and Statistical Manual (DSM) III, the purpose of this commentary is to describe school-based and school-relevant interventions and instructional approaches for children and youth with autism that have been developed and employed during that time period. The commentary begins with a brief description of foundational research that provides an historical context. Research themes shaped by science, ethics, social policy, and the changes in the DSM provide an organization for describing the evolution of intervention and instructional practices over the four previous decades. The commentary concludes with a discussion of school-contextual variables that influence implementation and the promise of the "iSciences" for closing the research to practice gap in the future. En ligne : http://dx.doi.org/10.1007/s10803-021-04990-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 [article] Educational Interventions for Children and Youth with Autism: A 40-Year Perspective [texte imprimé] / Samuel L. ODOM, Auteur ; Laura J. HALL, Auteur ; Kristi L. MORIN, Auteur ; Bonnie KRAEMER, Auteur ; Kara HUME, Auteur ; Nancy C. MCINTYRE, Auteur ; Sallie W. NOWELL, Auteur ; Jessica R. STEINBRENNER, Auteur ; Brianne TOMASZEWSKI, Auteur ; Ann M. SAM, Auteur ; Leann S. DAWALT, Auteur . - p.4354-4369. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4354-4369 Mots-clés : Adolescent  Autism Spectrum Disorder/diagnosis/therapy  Autistic Disorder/therapy  Child  Humans  Schools  Educational Interventions  Human Subjects Research committee was not required. The authors have no conflict of  interests to disclose related to this paper. Index. décimale : PER Périodiques Résumé : Commemorating the 40 th anniversary of the Diagnostic and Statistical Manual (DSM) III, the purpose of this commentary is to describe school-based and school-relevant interventions and instructional approaches for children and youth with autism that have been developed and employed during that time period. The commentary begins with a brief description of foundational research that provides an historical context. Research themes shaped by science, ethics, social policy, and the changes in the DSM provide an organization for describing the evolution of intervention and instructional practices over the four previous decades. The commentary concludes with a discussion of school-contextual variables that influence implementation and the promise of the "iSciences" for closing the research to practice gap in the future. En ligne : http://dx.doi.org/10.1007/s10803-021-04990-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454

Erratum to: Evaluation of Comprehensive Treatment Models for Individuals with Autism Spectrum Disorders / Samuel L. ODOM in Journal of Autism and Developmental Disorders, 40-4 (April 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-4 (April 2010) . - p.437 Titre : Erratum to: Evaluation of Comprehensive Treatment Models for Individuals with Autism Spectrum Disorders Type de document : texte imprimé Auteurs : Samuel L. ODOM, Auteur ; Kara HUME, Auteur ; Brian A. BOYD, Auteur ; Laura J. HALL, Auteur Année de publication : 2010 Article en page(s) : p.437 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-009-0873-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=992 [article] Erratum to: Evaluation of Comprehensive Treatment Models for Individuals with Autism Spectrum Disorders [texte imprimé] / Samuel L. ODOM, Auteur ; Kara HUME, Auteur ; Brian A. BOYD, Auteur ; Laura J. HALL, Auteur . - 2010 . - p.437. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-4 (April 2010) . - p.437 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-009-0873-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=992

Evaluation of Comprehensive Treatment Models for Individuals with Autism Spectrum Disorders / Samuel L. ODOM in Journal of Autism and Developmental Disorders, 40-4 (April 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-4 (April 2010) . - p.425-436 Titre : Evaluation of Comprehensive Treatment Models for Individuals with Autism Spectrum Disorders Type de document : texte imprimé Auteurs : Samuel L. ODOM, Auteur ; Kara HUME, Auteur ; Brian A. BOYD, Auteur ; Laura J. HALL, Auteur Année de publication : 2010 Article en page(s) : p.425-436 Langues : Anglais (eng) Mots-clés : Comprehensive Treatment Model Autism Program Evaluation Index. décimale : PER Périodiques Résumé : Multiple dimensions of comprehensive treatment models (CTMs) for learners with autism were evaluated in this study. The purpose of the study was to provide evaluative information upon which service providers, family members, and researchers could make decisions about model adoption, selection for a family member, or future research. Thirty CTMs were identified, with the majority based on an applied behavior analysis framework, although a substantial minority followed a developmental or relationship-based model. As a group, CTMs were strongest in the operationalization of their models, although relatively weaker in measurement of implementation, and with notable exceptions, weak in evidence of efficacy. En ligne : http://dx.doi.org/10.1007/s10803-009-0825-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=992 [article] Evaluation of Comprehensive Treatment Models for Individuals with Autism Spectrum Disorders [texte imprimé] / Samuel L. ODOM, Auteur ; Kara HUME, Auteur ; Brian A. BOYD, Auteur ; Laura J. HALL, Auteur . - 2010 . - p.425-436. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-4 (April 2010) . - p.425-436 Mots-clés : Comprehensive Treatment Model Autism Program Evaluation Index. décimale : PER Périodiques Résumé : Multiple dimensions of comprehensive treatment models (CTMs) for learners with autism were evaluated in this study. The purpose of the study was to provide evaluative information upon which service providers, family members, and researchers could make decisions about model adoption, selection for a family member, or future research. Thirty CTMs were identified, with the majority based on an applied behavior analysis framework, although a substantial minority followed a developmental or relationship-based model. As a group, CTMs were strongest in the operationalization of their models, although relatively weaker in measurement of implementation, and with notable exceptions, weak in evidence of efficacy. En ligne : http://dx.doi.org/10.1007/s10803-009-0825-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=992

Examination of racial/ethnic disproportionality of autism in California / Paul LUELMO in Research in Autism Spectrum Disorders, 96 (August 2022)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 96 (August 2022) . - 102001 Titre : Examination of racial/ethnic disproportionality of autism in California Type de document : texte imprimé Auteurs : Paul LUELMO, Auteur ; Laura J. HALL, Auteur ; Ryan ESTRELLADO, Auteur Article en page(s) : 102001 Langues : Anglais (eng) Mots-clés : Autism  Racial/ethnic disproportionality  Inequities  Disparities  Special education Index. décimale : PER Périodiques Résumé : Background Racial/Ethnic disparities continue to exist for minoritized communities. This study is an examination of the risk ratio analysis of racial/ethnic special education disproportionality in schools for the category of autism in the state of California. Method We extracted and analyzed state level risk ratio data. We used descriptive statistics and compared school districts with significant disproportionality in autism across multiple variables (demographics, enrollment, English Learners, socio-economic status). Additionally, a caregiver survey was sent to caregivers in one disproportionate school district as part of a root cause analysis. Results It was found that, in 2019, all districts in California with a racial/ethnic significant disproportionality in the autism category were for the overidentification of White students. Importantly, all the districts in the sample had strikingly similar student demographics; a large majority of Latinx/Hispanic students, a large percentage of English Language Learners and low-income students. Results revealed a significant discrepancy between caregiver identified early signs of delays, or red flags of disability by Spanish-speaking Latinx caregivers (14%) and English-speaking caregivers (77%). Conclusions Researchers and school districts aiming to address systemic disparities in special education need to capture caregiver perspectives in their root cause analyses. Importantly, these findings point to the duty of school systems to address the autism identification and service gaps for families whose primary language is other than English. En ligne : https://doi.org/10.1016/j.rasd.2022.102001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=480 [article] Examination of racial/ethnic disproportionality of autism in California [texte imprimé] / Paul LUELMO, Auteur ; Laura J. HALL, Auteur ; Ryan ESTRELLADO, Auteur . - 102001. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 96 (August 2022) . - 102001 Mots-clés : Autism  Racial/ethnic disproportionality  Inequities  Disparities  Special education Index. décimale : PER Périodiques Résumé : Background Racial/Ethnic disparities continue to exist for minoritized communities. This study is an examination of the risk ratio analysis of racial/ethnic special education disproportionality in schools for the category of autism in the state of California. Method We extracted and analyzed state level risk ratio data. We used descriptive statistics and compared school districts with significant disproportionality in autism across multiple variables (demographics, enrollment, English Learners, socio-economic status). Additionally, a caregiver survey was sent to caregivers in one disproportionate school district as part of a root cause analysis. Results It was found that, in 2019, all districts in California with a racial/ethnic significant disproportionality in the autism category were for the overidentification of White students. Importantly, all the districts in the sample had strikingly similar student demographics; a large majority of Latinx/Hispanic students, a large percentage of English Language Learners and low-income students. Results revealed a significant discrepancy between caregiver identified early signs of delays, or red flags of disability by Spanish-speaking Latinx caregivers (14%) and English-speaking caregivers (77%). Conclusions Researchers and school districts aiming to address systemic disparities in special education need to capture caregiver perspectives in their root cause analyses. Importantly, these findings point to the duty of school systems to address the autism identification and service gaps for families whose primary language is other than English. En ligne : https://doi.org/10.1016/j.rasd.2022.102001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=480

Quality of high school programs for students with autism spectrum disorder / Bonnie KRAEMER in Autism, 24-3 (April 2020)  

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Sex Differences in Social Participation of High School Students with Autism Spectrum Disorder / Leann S. DAWALT in Autism Research, 13-12 (December 2020)  

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Student, Educator, and Parent Perspectives of Self-Determination in High School Students with Autism Spectrum Disorder / Brianne TOMASZEWSKI in Autism Research, 13-12 (December 2020)  

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