Efficacy of the ASAP Intervention for Preschoolers with ASD: A Cluster Randomized Controlled Trial / Brian A. BOYD in Journal of Autism and Developmental Disorders, 48-9 (September 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-9 (September 2018) . - p.3144-3162 Titre : Efficacy of the ASAP Intervention for Preschoolers with ASD: A Cluster Randomized Controlled Trial Type de document : texte imprimé Auteurs : Brian A. BOYD, Auteur ; Linda R. WATSON, Auteur ; Stephanie S. RESZKA, Auteur ; John SIDERIS, Auteur ; Michael ALESSANDRI, Auteur ; Grace T. BARANEK, Auteur ; Elizabeth R. CRAIS, Auteur ; Amy L. DONALDSON, Auteur ; Anibal GUTIERREZ, Auteur ; LeAnne JOHNSON, Auteur ; Katie BELARDI, Auteur Article en page(s) : p.3144-3162 Langues : Anglais (eng) Mots-clés : Asap  Autism spectrum disorder  Engagement  Randomized controlled trial  School interventions  Social-communication Index. décimale : PER Périodiques Résumé : The advancing social-communication and play (ASAP) intervention was designed as a classroom-based intervention, in which the educational teams serving preschool-aged children with autism spectrum disorder are trained to implement the intervention in order to improve these children's social-communication and play skills. In this 4-year, multi-site efficacy trial, classrooms were randomly assigned to ASAP or a business-as-usual control condition. A total of 78 classrooms, including 161 children, enrolled in this study. No significant group differences were found for the primary outcomes of children's social-communication and play. However, children in the ASAP group showed increased classroom engagement. Additionally, participation in ASAP seemed to have a protective effect for one indicator of teacher burnout. Implications for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-018-3584-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367 [article] Efficacy of the ASAP Intervention for Preschoolers with ASD: A Cluster Randomized Controlled Trial [texte imprimé] / Brian A. BOYD, Auteur ; Linda R. WATSON, Auteur ; Stephanie S. RESZKA, Auteur ; John SIDERIS, Auteur ; Michael ALESSANDRI, Auteur ; Grace T. BARANEK, Auteur ; Elizabeth R. CRAIS, Auteur ; Amy L. DONALDSON, Auteur ; Anibal GUTIERREZ, Auteur ; LeAnne JOHNSON, Auteur ; Katie BELARDI, Auteur . - p.3144-3162. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-9 (September 2018) . - p.3144-3162 Mots-clés : Asap  Autism spectrum disorder  Engagement  Randomized controlled trial  School interventions  Social-communication Index. décimale : PER Périodiques Résumé : The advancing social-communication and play (ASAP) intervention was designed as a classroom-based intervention, in which the educational teams serving preschool-aged children with autism spectrum disorder are trained to implement the intervention in order to improve these children's social-communication and play skills. In this 4-year, multi-site efficacy trial, classrooms were randomly assigned to ASAP or a business-as-usual control condition. A total of 78 classrooms, including 161 children, enrolled in this study. No significant group differences were found for the primary outcomes of children's social-communication and play. However, children in the ASAP group showed increased classroom engagement. Additionally, participation in ASAP seemed to have a protective effect for one indicator of teacher burnout. Implications for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-018-3584-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367

Preschool Special Educators' Exposure to and Use of Evidence-Based and Low-Value Practices for Children with Autism / LeAnne JOHNSON ; Angel FETTIG in Focus on Autism and Other Developmental Disabilities, 39-3 (September 2024)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 39-3 (September 2024) . - p.150-162 Titre : Preschool Special Educators' Exposure to and Use of Evidence-Based and Low-Value Practices for Children with Autism Type de document : texte imprimé Auteurs : LeAnne JOHNSON, Auteur ; Angel FETTIG, Auteur Article en page(s) : p.150-162 Langues : Anglais (eng) Mots-clés : preschool  age  autism spectrum disorders  educational  evidence-based  practices  special education  personnel preparation Index. décimale : PER Périodiques Résumé : Exploring what practices early childhood special education (ECSE) teachers have been exposed to and use may highlight the need for improved dissemination and implementation supports. In this survey study, 312 U.S. ECSE teachers reported exposure (familiarity, training) and use of evidence-based practices (EBPs) and low-value practices (LVPs) for children with autism. Teachers reported high familiarity, training, and use of many EBPs (e.g., modeling, reinforcement), while other EBPs remain minimally used despite high familiarity (video modeling; 23.4%). Some teachers reported not using EBPs they had been trained in. Overall, teachers reported some familiarity and use of LVPs (m = 20.47, 0%-50.64%) and minimal training (preservice = 1.6%-33.33%). Research should explore exposure and other possible explanations of the limited use of effective practices. En ligne : https://dx.doi.org/10.1177/10883576241232898 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533 [article] Preschool Special Educators' Exposure to and Use of Evidence-Based and Low-Value Practices for Children with Autism [texte imprimé] / LeAnne JOHNSON, Auteur ; Angel FETTIG, Auteur . - p.150-162. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 39-3 (September 2024) . - p.150-162 Mots-clés : preschool  age  autism spectrum disorders  educational  evidence-based  practices  special education  personnel preparation Index. décimale : PER Périodiques Résumé : Exploring what practices early childhood special education (ECSE) teachers have been exposed to and use may highlight the need for improved dissemination and implementation supports. In this survey study, 312 U.S. ECSE teachers reported exposure (familiarity, training) and use of evidence-based practices (EBPs) and low-value practices (LVPs) for children with autism. Teachers reported high familiarity, training, and use of many EBPs (e.g., modeling, reinforcement), while other EBPs remain minimally used despite high familiarity (video modeling; 23.4%). Some teachers reported not using EBPs they had been trained in. Overall, teachers reported some familiarity and use of LVPs (m = 20.47, 0%-50.64%) and minimal training (preservice = 1.6%-33.33%). Research should explore exposure and other possible explanations of the limited use of effective practices. En ligne : https://dx.doi.org/10.1177/10883576241232898 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533

Task Engagement and Escape Maintained Challenging Behavior: Differential Effects of General and Explicit Cues When Implementing a Signaled Delay in the Delivery of Reinforcement / Joe REICHLE in Journal of Autism and Developmental Disorders, 40-6 (June 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-6 (June 2010) Titre : Task Engagement and Escape Maintained Challenging Behavior: Differential Effects of General and Explicit Cues When Implementing a Signaled Delay in the Delivery of Reinforcement Type de document : texte imprimé Auteurs : Joe REICHLE, Auteur ; LeAnne JOHNSON, Auteur ; Emily MONN, Auteur ; Michael HARRIS, Auteur Année de publication : 2010 Langues : Anglais (eng) Mots-clés : Autism Tolerance-for-delay Signaled-delay Intervention Self-regulation Index. décimale : PER Périodiques Résumé : This study was designed to evaluate the effects of explicit and general delay cues when implementing a tolerance for a delay in the delivery of a reinforcement procedure to increase task engagement and decrease escape maintained challenging behavior. Two preschool children with autism participated in an alternating treatments design with changing criterions for task engagement. For both children, descriptive and experimental analyses verified that the challenging behavior functioned to escape instructional task demands. Subsequently, two types of tasks were identified for each participant with assignment to either the explicit or general cue procedures. Both participants demonstrated increased task engagement with concurrent decreases in challenging behavior with both types of delay cues, though rate of successful work unit completion advanced more quickly with explicit delay cues. En ligne : http://dx.doi.org/10.1007/s10803-010-0946-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 [article] Task Engagement and Escape Maintained Challenging Behavior: Differential Effects of General and Explicit Cues When Implementing a Signaled Delay in the Delivery of Reinforcement [texte imprimé] / Joe REICHLE, Auteur ; LeAnne JOHNSON, Auteur ; Emily MONN, Auteur ; Michael HARRIS, Auteur . - 2010. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-6 (June 2010) Mots-clés : Autism Tolerance-for-delay Signaled-delay Intervention Self-regulation Index. décimale : PER Périodiques Résumé : This study was designed to evaluate the effects of explicit and general delay cues when implementing a tolerance for a delay in the delivery of a reinforcement procedure to increase task engagement and decrease escape maintained challenging behavior. Two preschool children with autism participated in an alternating treatments design with changing criterions for task engagement. For both children, descriptive and experimental analyses verified that the challenging behavior functioned to escape instructional task demands. Subsequently, two types of tasks were identified for each participant with assignment to either the explicit or general cue procedures. Both participants demonstrated increased task engagement with concurrent decreases in challenging behavior with both types of delay cues, though rate of successful work unit completion advanced more quickly with explicit delay cues. En ligne : http://dx.doi.org/10.1007/s10803-010-0946-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102

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