Changes in Attitudes and Knowledge after Trainings in a Clinical Care Pathway for Autism Spectrum Disorder / Paige E. CERVANTES ; Fei GUO ; Cheryl R. STEIN ; Eugene OKPARAEKE ; Sarah KURIAKOSE ; Beryl FILTON ; Jennifer HAVENS ; Sarah M. HORWITZ in Journal of Autism and Developmental Disorders, 53-2 (February 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-2 (February 2023) . - p.606-614 Titre : Changes in Attitudes and Knowledge after Trainings in a Clinical Care Pathway for Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Paige E. CERVANTES, Auteur ; Fei GUO, Auteur ; Cheryl R. STEIN, Auteur ; Eugene OKPARAEKE, Auteur ; Sarah KURIAKOSE, Auteur ; Beryl FILTON, Auteur ; Jennifer HAVENS, Auteur ; Sarah M. HORWITZ, Auteur Article en page(s) : p.606-614 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Caring for individuals with autism spectrum disorder (ASD) can be complicated, especially when challenging behaviors are present. Providers may feel unprepared to work with these individuals because specialized training for medical and social service providers is limited. To increase access to specialized training, we modified an effective half-day ASD-Care Pathway training (Kuriakose et al. 2018) and disseminated it within five different settings. This short, focused training on strategies for preventing and reducing challenging behaviors of patients with ASD resulted in significant improvements in staff perceptions of challenging behaviors, increased comfort in working with the ASD population, and increased staff knowledge for evidence-informed practices. Implications, including the impact of sociodemographic characteristics on pre/post changes, and future directions are discussed. En ligne : https://doi.org/10.1007/s10803-020-04775-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=495 [article] Changes in Attitudes and Knowledge after Trainings in a Clinical Care Pathway for Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Paige E. CERVANTES, Auteur ; Fei GUO, Auteur ; Cheryl R. STEIN, Auteur ; Eugene OKPARAEKE, Auteur ; Sarah KURIAKOSE, Auteur ; Beryl FILTON, Auteur ; Jennifer HAVENS, Auteur ; Sarah M. HORWITZ, Auteur . - p.606-614. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-2 (February 2023) . - p.606-614 Index. décimale : PER Périodiques Résumé : Caring for individuals with autism spectrum disorder (ASD) can be complicated, especially when challenging behaviors are present. Providers may feel unprepared to work with these individuals because specialized training for medical and social service providers is limited. To increase access to specialized training, we modified an effective half-day ASD-Care Pathway training (Kuriakose et al. 2018) and disseminated it within five different settings. This short, focused training on strategies for preventing and reducing challenging behaviors of patients with ASD resulted in significant improvements in staff perceptions of challenging behaviors, increased comfort in working with the ASD population, and increased staff knowledge for evidence-informed practices. Implications, including the impact of sociodemographic characteristics on pre/post changes, and future directions are discussed. En ligne : https://doi.org/10.1007/s10803-020-04775-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=495

L. Leventhal-Belfer: Why do I have to? A Book for Children Who Find Themselves Frustrated by Everyday Rules / Sarah KURIAKOSE in Journal of Autism and Developmental Disorders, 40-5 (May 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-5 (May 2010) . - p.649-650 Titre : L. Leventhal-Belfer: Why do I have to? A Book for Children Who Find Themselves Frustrated by Everyday Rules : Jessica Kingsley Publishers, London, UK, 2008, 79 pp, ISBN 978-1-84310-891-7. $9.95 (paper) Type de document : Texte imprimé et/ou numérique Auteurs : Sarah KURIAKOSE, Auteur Année de publication : 2010 Article en page(s) : p.649-650 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-009-0836-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=101 [article] L. Leventhal-Belfer: Why do I have to? A Book for Children Who Find Themselves Frustrated by Everyday Rules : Jessica Kingsley Publishers, London, UK, 2008, 79 pp, ISBN 978-1-84310-891-7. $9.95 (paper) [Texte imprimé et/ou numérique] / Sarah KURIAKOSE, Auteur . - 2010 . - p.649-650. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-5 (May 2010) . - p.649-650 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-009-0836-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=101

Staff Perceptions and Implementation Fidelity of an Autism Spectrum Disorder Care Pathway on a Child/Adolescent General Psychiatric Inpatient Service / Lauren J. DONNELLY in Journal of Autism and Developmental Disorders, 51-1 (January 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-1 (January 2021) . - p.158-168 Titre : Staff Perceptions and Implementation Fidelity of an Autism Spectrum Disorder Care Pathway on a Child/Adolescent General Psychiatric Inpatient Service Type de document : Texte imprimé et/ou numérique Auteurs : Lauren J. DONNELLY, Auteur ; Paige E. CERVANTES, Auteur ; Eugene OKPARAEKE, Auteur ; Cheryl R. STEIN, Auteur ; Beryl FILTON, Auteur ; Sarah KURIAKOSE, Auteur ; Jennifer HAVENS, Auteur ; Sarah M. HORWITZ, Auteur Article en page(s) : p.158-168 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Care pathway  Inpatient hospitalization  Psychiatric  Staff training Index. décimale : PER Périodiques Résumé : While youth with autism spectrum disorder (ASD) are psychiatrically hospitalized at high rates, general psychiatric settings are not designed to meet their unique needs. Previous evaluations of an ASD-Care Pathway (ASD-CP) on a general psychiatric unit revealed sustained reductions in crisis interventions (intramuscular medication use, holds/restraints; Cervantes et al. in J Autism Dev Disord 49(8):3173-3180, https://doi.org/10.1007/s10803-019-04029-6 , 2019; Kuriakose et al. in J Autism Dev Disord 48(12):4082-4089, https://doi.org/10.1007/s10803-018-3666-y , 2018). The current study investigated staff perceptions of the ASD-CP (N?=?30), and examined rates of ASD-CP implementation fidelity in relation to patient outcomes (N?=?28). Staff identified visual communication aids and reward strategies as most helpful. The number of days of reward identification early in the inpatient stay was associated with fewer crisis interventions later in a patient's stay. En ligne : http://dx.doi.org/10.1007/s10803-020-04509-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 [article] Staff Perceptions and Implementation Fidelity of an Autism Spectrum Disorder Care Pathway on a Child/Adolescent General Psychiatric Inpatient Service [Texte imprimé et/ou numérique] / Lauren J. DONNELLY, Auteur ; Paige E. CERVANTES, Auteur ; Eugene OKPARAEKE, Auteur ; Cheryl R. STEIN, Auteur ; Beryl FILTON, Auteur ; Sarah KURIAKOSE, Auteur ; Jennifer HAVENS, Auteur ; Sarah M. HORWITZ, Auteur . - p.158-168. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-1 (January 2021) . - p.158-168 Mots-clés : Autism spectrum disorder  Care pathway  Inpatient hospitalization  Psychiatric  Staff training Index. décimale : PER Périodiques Résumé : While youth with autism spectrum disorder (ASD) are psychiatrically hospitalized at high rates, general psychiatric settings are not designed to meet their unique needs. Previous evaluations of an ASD-Care Pathway (ASD-CP) on a general psychiatric unit revealed sustained reductions in crisis interventions (intramuscular medication use, holds/restraints; Cervantes et al. in J Autism Dev Disord 49(8):3173-3180, https://doi.org/10.1007/s10803-019-04029-6 , 2019; Kuriakose et al. in J Autism Dev Disord 48(12):4082-4089, https://doi.org/10.1007/s10803-018-3666-y , 2018). The current study investigated staff perceptions of the ASD-CP (N?=?30), and examined rates of ASD-CP implementation fidelity in relation to patient outcomes (N?=?28). Staff identified visual communication aids and reward strategies as most helpful. The number of days of reward identification early in the inpatient stay was associated with fewer crisis interventions later in a patient's stay. En ligne : http://dx.doi.org/10.1007/s10803-020-04509-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437

The PRT Pocket Guide / Robert L. KOEGEL

Public ISBD Titre : The PRT Pocket Guide : Pivotal Response Treatment for Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Robert L. KOEGEL, Auteur ; Lynn KERN KOEGEL, Auteur ; Sarah KURIAKOSE, Auteur Editeur : Baltimore [Etats-Unis] : Brookes Publishing Année de publication : 2012 Importance : 200 p. Présentation : ill. Format : 14cm x 21cm x 1,5cm ISBN/ISSN/EAN : 978-1-59857-105-9 Note générale : Bibliogr, Index Langues : Anglais (eng) Mots-clés : Pivotal Response Treatment (PRT)  Motivation Index. décimale : APP-E APP-E - Pivotal Response Treatment (PRT) Résumé : What is Pivotal Response Treatment? What's the research behind it, what does it look like in practice, and what are some good examples of how to use it? Now one concise book gives professionals and parents all the basics of the widely used PRT—an empirically supported treatments for autism recognized by the National Professional Development Center on Autism Spectrum Disorders and the National Standards Project. A great resource for educators, behavior specialists, early interventionists, SLPs, occupational therapists, and families, this reader-friendly pocket guide is the perfect introduction to PRT, the popular approach that uses natural learning opportunities to modify pivotal areas of behavior. Pioneering autism experts Robert and Lynn Koegel speak directly to the reader, demystifying PRT and clearly explaining why it leads to widespread and rapid progress for children. Filled with helpful tips and many practical examples based on actual children, the book reveals the key principles behind •motivating children with natural reinforcers •reducing disruptive behavior with PRT •encouraging communication and social initiations •developing a challenging curriculum that helps children make progress •assessing children meaningfully in natural environments •closely collaborating with parents on goals and interventions •helping families weave interventions into everyday routines •ensuring that children generalize skills to other settings •decreasing parents' stress and offering positive support Throughout the book, the Koegels engage readers with down-to-earth guidance based on best practice, true stories from their decades of experience with children and families, and clear explanations of what the research says about PRT. And the end-of-chapter questions for teachers, therapists, and parents reinforce key points and prepare them for effective PRT implementation. An essential first step in PRT training and a must-have for every member of a child's support team, this quick and practical introduction will get everyone on board with PRT and equip them with the fundamentals they need to use it in the real world.[Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=240 The PRT Pocket Guide : Pivotal Response Treatment for Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Robert L. KOEGEL, Auteur ; Lynn KERN KOEGEL, Auteur ; Sarah KURIAKOSE, Auteur . - Baltimore [Etats-Unis] : Brookes Publishing, 2012 . - 200 p. : ill. ; 14cm x 21cm x 1,5cm. ISBN : 978-1-59857-105-9 Bibliogr, Index Langues : Anglais (eng) Mots-clés : Pivotal Response Treatment (PRT)  Motivation Index. décimale : APP-E APP-E - Pivotal Response Treatment (PRT) Résumé : What is Pivotal Response Treatment? What's the research behind it, what does it look like in practice, and what are some good examples of how to use it? Now one concise book gives professionals and parents all the basics of the widely used PRT—an empirically supported treatments for autism recognized by the National Professional Development Center on Autism Spectrum Disorders and the National Standards Project. A great resource for educators, behavior specialists, early interventionists, SLPs, occupational therapists, and families, this reader-friendly pocket guide is the perfect introduction to PRT, the popular approach that uses natural learning opportunities to modify pivotal areas of behavior. Pioneering autism experts Robert and Lynn Koegel speak directly to the reader, demystifying PRT and clearly explaining why it leads to widespread and rapid progress for children. Filled with helpful tips and many practical examples based on actual children, the book reveals the key principles behind •motivating children with natural reinforcers •reducing disruptive behavior with PRT •encouraging communication and social initiations •developing a challenging curriculum that helps children make progress •assessing children meaningfully in natural environments •closely collaborating with parents on goals and interventions •helping families weave interventions into everyday routines •ensuring that children generalize skills to other settings •decreasing parents' stress and offering positive support Throughout the book, the Koegels engage readers with down-to-earth guidance based on best practice, true stories from their decades of experience with children and families, and clear explanations of what the research says about PRT. And the end-of-chapter questions for teachers, therapists, and parents reinforce key points and prepare them for effective PRT implementation. An essential first step in PRT training and a must-have for every member of a child's support team, this quick and practical introduction will get everyone on board with PRT and equip them with the fundamentals they need to use it in the real world.[Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=240

Exemplaires (1)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
DOC0002915	APP-E KOE	Livre	Centre d'Information et de Documentation du CRA Rhône-Alpes	APP - Approches Educatives et Comportementales	Disponible

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Use of school recess time in the education and treatment of children with autism spectrum disorders: A systematic review / Russell B. LANG in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1296-1305 Titre : Use of school recess time in the education and treatment of children with autism spectrum disorders: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Russell B. LANG, Auteur ; Sarah KURIAKOSE, Auteur ; Gregory LYONS, Auteur ; Austin MULLOY, Auteur ; E. Amanda BOUTOT, Auteur ; Courtney BRITT, Auteur ; Stephanie CARUTHERS, Auteur ; Lilia ORTEGA, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur Année de publication : 2011 Article en page(s) : p.1296-1305 Langues : Anglais (eng) Mots-clés : Autism  Recess  Play  Intervention  Review  Playground Index. décimale : PER Périodiques Résumé : School recess is an opportunity to include students with autism spectrum disorders (ASD) with their typically developing peers and is a setting in which instruction can occur. However, the educational opportunities for children with ASD within recess are often overlooked and recess time is being reduced or eliminated in the United States. This review involved a systematic search and analysis of 15 studies that utilized recess to implement academic, social, or behavioral interventions for students with ASD. Each identified study that met pre-determined inclusion criteria was analyzed and summarized in terms of: (a) participant characteristics, (b) intervention procedures, (c) dependent variables, and (d) intervention outcomes. This review has three main aims: (a) to evaluate and synthesize the evidence-base, (b) to inform and guide teachers interested in utilizing recess time for educational purposes, and (c) to stimulate and guide future research in this area. Results demonstrate that recess time can indeed be used to teach target behaviors to students with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Use of school recess time in the education and treatment of children with autism spectrum disorders: A systematic review [Texte imprimé et/ou numérique] / Russell B. LANG, Auteur ; Sarah KURIAKOSE, Auteur ; Gregory LYONS, Auteur ; Austin MULLOY, Auteur ; E. Amanda BOUTOT, Auteur ; Courtney BRITT, Auteur ; Stephanie CARUTHERS, Auteur ; Lilia ORTEGA, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur . - 2011 . - p.1296-1305. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1296-1305 Mots-clés : Autism  Recess  Play  Intervention  Review  Playground Index. décimale : PER Périodiques Résumé : School recess is an opportunity to include students with autism spectrum disorders (ASD) with their typically developing peers and is a setting in which instruction can occur. However, the educational opportunities for children with ASD within recess are often overlooked and recess time is being reduced or eliminated in the United States. This review involved a systematic search and analysis of 15 studies that utilized recess to implement academic, social, or behavioral interventions for students with ASD. Each identified study that met pre-determined inclusion criteria was analyzed and summarized in terms of: (a) participant characteristics, (b) intervention procedures, (c) dependent variables, and (d) intervention outcomes. This review has three main aims: (a) to evaluate and synthesize the evidence-base, (b) to inform and guide teachers interested in utilizing recess time for educational purposes, and (c) to stimulate and guide future research in this area. Results demonstrate that recess time can indeed be used to teach target behaviors to students with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

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