Evaluation of the Barnet Early Autism Model (BEAM) teaching intervention programme in a ‘real world’ setting / Phil REED in Research in Autism Spectrum Disorders, 7-6 (June 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-6 (June 2013) . - p.631-638 Titre : Evaluation of the Barnet Early Autism Model (BEAM) teaching intervention programme in a ‘real world’ setting Type de document : Texte imprimé et/ou numérique Auteurs : Phil REED, Auteur ; Lisa A. OSBORNE, Auteur ; Maria K. MAKRYGIANNI, Auteur ; Emma M. WADDINGTON, Auteur ; Annie ETHERINGTON, Auteur ; Judith GAINSBOROUGH, Auteur Article en page(s) : p.631-638 Langues : Anglais (eng) Mots-clés : Early intervention  Adaptive behaviour  Behavioural problems  Parenting stress Index. décimale : PER Périodiques Résumé : The Barnet Early Autism Model (BEAM) for children with Autism Spectrum Disorder (ASD) was compared to a time-comparable approach (Portage) in terms of child outcomes and parental functioning. BEAM produced improvements in the adaptive behavioural function and language abilities of the children with ASD. Additionally, the programme produced decreases in parenting stress and improvements in the parents’ perceptions of their own limit setting abilities. In contrast to these areas of success, it was noted that BEAM did not significantly impact on the behavioural problems of the children. Overall, BEAM produced significant benefits to the children receiving this intervention, although it may be that a more intensive programme, involving an increase in applied behaviour analytic content, would help to improve the behavioural aspects of the children's functioning. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199 [article] Evaluation of the Barnet Early Autism Model (BEAM) teaching intervention programme in a ‘real world’ setting [Texte imprimé et/ou numérique] / Phil REED, Auteur ; Lisa A. OSBORNE, Auteur ; Maria K. MAKRYGIANNI, Auteur ; Emma M. WADDINGTON, Auteur ; Annie ETHERINGTON, Auteur ; Judith GAINSBOROUGH, Auteur . - p.631-638. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.631-638 Mots-clés : Early intervention  Adaptive behaviour  Behavioural problems  Parenting stress Index. décimale : PER Périodiques Résumé : The Barnet Early Autism Model (BEAM) for children with Autism Spectrum Disorder (ASD) was compared to a time-comparable approach (Portage) in terms of child outcomes and parental functioning. BEAM produced improvements in the adaptive behavioural function and language abilities of the children with ASD. Additionally, the programme produced decreases in parenting stress and improvements in the parents’ perceptions of their own limit setting abilities. In contrast to these areas of success, it was noted that BEAM did not significantly impact on the behavioural problems of the children. Overall, BEAM produced significant benefits to the children receiving this intervention, although it may be that a more intensive programme, involving an increase in applied behaviour analytic content, would help to improve the behavioural aspects of the children's functioning. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199

Factors impacting on the outcomes of Greek intervention programmes for children with autistic spectrum disorders / Maria K. MAKRYGIANNI in Research in Autism Spectrum Disorders, 4-4 (October-December 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.697-708 Titre : Factors impacting on the outcomes of Greek intervention programmes for children with autistic spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Maria K. MAKRYGIANNI, Auteur ; Phil REED, Auteur Année de publication : 2010 Article en page(s) : p.697-708 Langues : Anglais (eng) Mots-clés : Autistic-spectrum-disorders Intervention Greece Predictors Outcomes Index. décimale : PER Périodiques Résumé : This study explored the best predictors of the progress of children with autistic spectrum disorders (ASD), on some developmental domains (autistic severity, language, communication and socialisation), which are related to the core features of ASD. Eighty-six children (2.5–14 years old) with ASD, from 10 schools in Greece, were included in the study, and their developmental progress was assessed over a period of 9 months. The data indicated that, apart from the factors related to the child (e.g., non-verbal IQ, language, adaptive behaviour, autistic severity, behavioural problems at baseline, as well as the age that the child started treatment), which were correlated to the child's developmental progress, there are also factors in the child's environment that influence his or her developmental progress; the most important being the levels of parental stress, and the parents’ abilities to discipline their child. These findings suggested that there are some factors (age that a child starts treatment, parental stress and parents’ abilities to discipline their child) that the intervention programmes, the teachers and the parents could take into account, in order to enhance the children's gains. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.01.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 [article] Factors impacting on the outcomes of Greek intervention programmes for children with autistic spectrum disorders [Texte imprimé et/ou numérique] / Maria K. MAKRYGIANNI, Auteur ; Phil REED, Auteur . - 2010 . - p.697-708. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.697-708 Mots-clés : Autistic-spectrum-disorders Intervention Greece Predictors Outcomes Index. décimale : PER Périodiques Résumé : This study explored the best predictors of the progress of children with autistic spectrum disorders (ASD), on some developmental domains (autistic severity, language, communication and socialisation), which are related to the core features of ASD. Eighty-six children (2.5–14 years old) with ASD, from 10 schools in Greece, were included in the study, and their developmental progress was assessed over a period of 9 months. The data indicated that, apart from the factors related to the child (e.g., non-verbal IQ, language, adaptive behaviour, autistic severity, behavioural problems at baseline, as well as the age that the child started treatment), which were correlated to the child's developmental progress, there are also factors in the child's environment that influence his or her developmental progress; the most important being the levels of parental stress, and the parents’ abilities to discipline their child. These findings suggested that there are some factors (age that a child starts treatment, parental stress and parents’ abilities to discipline their child) that the intervention programmes, the teachers and the parents could take into account, in order to enhance the children's gains. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.01.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102

A meta-analytic review of the effectiveness of behavioural early intervention programs for children with Autistic Spectrum Disorders / Maria K. MAKRYGIANNI in Research in Autism Spectrum Disorders, 4-4 (October-December 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.577-593 Titre : A meta-analytic review of the effectiveness of behavioural early intervention programs for children with Autistic Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Maria K. MAKRYGIANNI, Auteur ; Phil REED, Auteur Année de publication : 2010 Article en page(s) : p.577-593 Langues : Anglais (eng) Mots-clés : Meta-analysis Autism Effectiveness Behavioural-early-intervention-program Index. décimale : PER Périodiques Résumé : The effectiveness of behavioural intervention programs for children with Autistic Spectrum Disorders was addressed by a meta-analysis, which reviewed 14 studies. The findings suggest that the behavioural programs are effective in improving several developmental aspects in the children, in terms of their treatment gains, and also relative to eclectic-control programs in the same studies. Factors that were found to be correlated with the effectiveness of the behavioural programs were the intensity and the duration of the programs, the parental training, as well as the age and the adaptive behaviour abilities of the children at intake. The review showed that the high intensity of the programs is correlated with better gains in some developmental domains. Moreover, the high adaptive behaviour abilities and the young age of the children are also related with better progress the children have in some specific domains. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.01.014 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 [article] A meta-analytic review of the effectiveness of behavioural early intervention programs for children with Autistic Spectrum Disorders [Texte imprimé et/ou numérique] / Maria K. MAKRYGIANNI, Auteur ; Phil REED, Auteur . - 2010 . - p.577-593. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.577-593 Mots-clés : Meta-analysis Autism Effectiveness Behavioural-early-intervention-program Index. décimale : PER Périodiques Résumé : The effectiveness of behavioural intervention programs for children with Autistic Spectrum Disorders was addressed by a meta-analysis, which reviewed 14 studies. The findings suggest that the behavioural programs are effective in improving several developmental aspects in the children, in terms of their treatment gains, and also relative to eclectic-control programs in the same studies. Factors that were found to be correlated with the effectiveness of the behavioural programs were the intensity and the duration of the programs, the parental training, as well as the age and the adaptive behaviour abilities of the children at intake. The review showed that the high intensity of the programs is correlated with better gains in some developmental domains. Moreover, the high adaptive behaviour abilities and the young age of the children are also related with better progress the children have in some specific domains. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.01.014 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102

The effectiveness of applied behavior analytic interventions for children with Autism Spectrum Disorder: A meta-analytic study / Maria K. MAKRYGIANNI in Research in Autism Spectrum Disorders, 51 (July 2018)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 51 (July 2018) . - p.18-31 Titre : The effectiveness of applied behavior analytic interventions for children with Autism Spectrum Disorder: A meta-analytic study Type de document : Texte imprimé et/ou numérique Auteurs : Maria K. MAKRYGIANNI, Auteur ; Angeliki GENA, Auteur ; Sofia KATOUDI, Auteur ; Petros GALANIS, Auteur Article en page(s) : p.18-31 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Effectiveness  Applied behavior analysis  Meta-analysis Index. décimale : PER Périodiques Résumé : Background Behavior Analytic interventions are interventions based on the principles of Applied Behavior Analysis (ABA). They are widely used with children with Autism Spectrum Disorder (ASD), they are highly effective, and are the most-widely studied types of interventions for children with ASD. Nevertheless, findings are not consistent regarding the degree of its effectiveness. The purpose of this meta-analysis was to provide an up-to-date and thorough evaluation of ABA programs for children with ASD using state of the art meta-analytic methodology. Method For the purposes of the present analysis, 29 studies met the inclusion criteria and were consequently analyzed. Effectiveness was evaluated in terms of three domains pertaining to child-related variables: a) IQ scores provided by verbal and non-verbal standardized tests, b) receptive and expressive language, and c) adaptive behavior. This evaluation included comparisons of pre- and post-intervention outcomes rather than comparisons between experimental and control groups. Results and conclusions The findings indicated that ABA programs are moderately to highly effective bringing significant benefits for children with ASD in the aforementioned areas. Specifically, they were very effective in improving intellectual abilities (g?=?0.740); moderately to very effective in improving communication skills (g?=?0.650), expressive-language skills (g?=?0.742) and receptive- language skills (g?=?0.597); moderately effective in improving IQ provided by non-verbal tests (g?=?0.463), adaptive behavior (in total) (g?=?0.422), socialization (g?=?0.444); and had low effectiveness in improving daily living skills (g?=?0.138). En ligne : https://doi.org/10.1016/j.rasd.2018.03.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=362 [article] The effectiveness of applied behavior analytic interventions for children with Autism Spectrum Disorder: A meta-analytic study [Texte imprimé et/ou numérique] / Maria K. MAKRYGIANNI, Auteur ; Angeliki GENA, Auteur ; Sofia KATOUDI, Auteur ; Petros GALANIS, Auteur . - p.18-31. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 51 (July 2018) . - p.18-31 Mots-clés : Autism Spectrum Disorder  Effectiveness  Applied behavior analysis  Meta-analysis Index. décimale : PER Périodiques Résumé : Background Behavior Analytic interventions are interventions based on the principles of Applied Behavior Analysis (ABA). They are widely used with children with Autism Spectrum Disorder (ASD), they are highly effective, and are the most-widely studied types of interventions for children with ASD. Nevertheless, findings are not consistent regarding the degree of its effectiveness. The purpose of this meta-analysis was to provide an up-to-date and thorough evaluation of ABA programs for children with ASD using state of the art meta-analytic methodology. Method For the purposes of the present analysis, 29 studies met the inclusion criteria and were consequently analyzed. Effectiveness was evaluated in terms of three domains pertaining to child-related variables: a) IQ scores provided by verbal and non-verbal standardized tests, b) receptive and expressive language, and c) adaptive behavior. This evaluation included comparisons of pre- and post-intervention outcomes rather than comparisons between experimental and control groups. Results and conclusions The findings indicated that ABA programs are moderately to highly effective bringing significant benefits for children with ASD in the aforementioned areas. Specifically, they were very effective in improving intellectual abilities (g?=?0.740); moderately to very effective in improving communication skills (g?=?0.650), expressive-language skills (g?=?0.742) and receptive- language skills (g?=?0.597); moderately effective in improving IQ provided by non-verbal tests (g?=?0.463), adaptive behavior (in total) (g?=?0.422), socialization (g?=?0.444); and had low effectiveness in improving daily living skills (g?=?0.138). En ligne : https://doi.org/10.1016/j.rasd.2018.03.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=362

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