An Initial Investigation of the Generalization of a School-Based Social Competence Intervention for Youth with High-Functioning Autism / Carla SCHMIDT in Autism Research and Treatment, (September 2011)  

Public ISBD [article]  inAutism Research and Treatment > (September 2011) . - 11 p. Titre : An Initial Investigation of the Generalization of a School-Based Social Competence Intervention for Youth with High-Functioning Autism Type de document : Texte imprimé et/ou numérique Auteurs : Carla SCHMIDT, Auteur ; Janine P. STICHTER, Auteur ; Kristin LIERHEIMER, Auteur ; Stephanie MCGHEE, Auteur ; Karen V. O’CONNOR, Auteur Année de publication : 2011 Article en page(s) : 11 p. Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study evaluated the impact of generalization of the Social Competence Intervention-Adolescent (SCI-A) curriculum in a school setting for individuals with high-functioning autism or Asperger's Syndrome (N=6). This study examined to what degree the generalization of the SCI-A curriculum could be measured when delivered in a school setting. Across the six participants preliminary results suggest improvement on teacher reports of social skills and executive functioning. Some improvements were also evident in direct measures of facial-expression recognition. Data collected in the nonintervention settings indicated that some generalization of social interaction skills may have occurred for all six participants. Future research directions are discussed. En ligne : http://dx.doi.org/10.1155/2011/589539 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=149 [article] An Initial Investigation of the Generalization of a School-Based Social Competence Intervention for Youth with High-Functioning Autism [Texte imprimé et/ou numérique] / Carla SCHMIDT, Auteur ; Janine P. STICHTER, Auteur ; Kristin LIERHEIMER, Auteur ; Stephanie MCGHEE, Auteur ; Karen V. O’CONNOR, Auteur . - 2011 . - 11 p. Langues : Anglais (eng) in Autism Research and Treatment > (September 2011) . - 11 p. Index. décimale : PER Périodiques Résumé : This study evaluated the impact of generalization of the Social Competence Intervention-Adolescent (SCI-A) curriculum in a school setting for individuals with high-functioning autism or Asperger's Syndrome (N=6). This study examined to what degree the generalization of the SCI-A curriculum could be measured when delivered in a school setting. Across the six participants preliminary results suggest improvement on teacher reports of social skills and executive functioning. Some improvements were also evident in direct measures of facial-expression recognition. Data collected in the nonintervention settings indicated that some generalization of social interaction skills may have occurred for all six participants. Future research directions are discussed. En ligne : http://dx.doi.org/10.1155/2011/589539 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=149

Fidelity and Effectiveness of PRT Implemented by Caregivers Without College Degrees / Jena K. RANDOLPH in Focus on Autism and Other Developmental Disabilities, 26-4 (December 2011)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 26-4 (December 2011) . - p.230-238 Titre : Fidelity and Effectiveness of PRT Implemented by Caregivers Without College Degrees Type de document : Texte imprimé et/ou numérique Auteurs : Jena K. RANDOLPH, Auteur ; Janine P. STICHTER, Auteur ; Carla SCHMIDT, Auteur ; Karen V. O’CONNOR, Auteur Année de publication : 2011 Article en page(s) : p.230-238 Langues : Anglais (eng) Mots-clés : pivotal response training  parent training  parent education Index. décimale : PER Périodiques Résumé : Pivotal Response Training (PRT) combines research on task interspersal, direct reinforcement, and role of choice in a treatment for children with autism spectrum disorders (ASD). Parents of children with ASD have been trained to implement PRT to improve language and social interaction. Variables other than child characteristics, such as parental income and education level, may influence training and child outcomes. The authors investigated one of those variables, parental education level, by examining the fidelity and effectiveness of PRT implementation among three caregivers without college degrees. A concurrent multiple baseline design across all phases was used. Two of the three caregiver–child dyads benefited from the intervention. Caregivers’ level of education may not be as critical as other variables, such as consistency of training sessions and other family dynamics, for successful implementation of PRT. En ligne : http://dx.doi.org/10.1177/1088357611421503 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=148 [article] Fidelity and Effectiveness of PRT Implemented by Caregivers Without College Degrees [Texte imprimé et/ou numérique] / Jena K. RANDOLPH, Auteur ; Janine P. STICHTER, Auteur ; Carla SCHMIDT, Auteur ; Karen V. O’CONNOR, Auteur . - 2011 . - p.230-238. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 26-4 (December 2011) . - p.230-238 Mots-clés : pivotal response training  parent training  parent education Index. décimale : PER Périodiques Résumé : Pivotal Response Training (PRT) combines research on task interspersal, direct reinforcement, and role of choice in a treatment for children with autism spectrum disorders (ASD). Parents of children with ASD have been trained to implement PRT to improve language and social interaction. Variables other than child characteristics, such as parental income and education level, may influence training and child outcomes. The authors investigated one of those variables, parental education level, by examining the fidelity and effectiveness of PRT implementation among three caregivers without college degrees. A concurrent multiple baseline design across all phases was used. Two of the three caregiver–child dyads benefited from the intervention. Caregivers’ level of education may not be as critical as other variables, such as consistency of training sessions and other family dynamics, for successful implementation of PRT. En ligne : http://dx.doi.org/10.1177/1088357611421503 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=148

A Review of Parent Education Programs for Parents of Children With Autism Spectrum Disorders / Tia SCHULTZ in Focus on Autism and Other Developmental Disabilities, 26-2 (June 2011)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 26-2 (June 2011) . - p.96-104 Titre : A Review of Parent Education Programs for Parents of Children With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Tia SCHULTZ, Auteur ; Carla SCHMIDT, Auteur ; Janine P. STICHTER, Auteur Année de publication : 2011 Article en page(s) : p.96-104 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  training  parent Index. décimale : PER Périodiques Résumé : Benefits of parent education have been demonstrated for decades. However, there exists a lack of formative evaluation of parent education for parents of children with autism spectrum disorders (ASD), limiting the interpretation of ongoing and future research. To understand the current status, key characteristics, and evaluation methods of parent education specific to ASD, relevant research was reviewed with an emphasis on presentation format, evaluation methods, and participant demographics. Of the 30 articles that met inclusion criteria, more than half included descriptions of programs for parents of children with ASD ages 3—5 years, 76% involved a one-on-one training approach, 40% relied on a manual or curriculum, 86% included data on parent and child outcomes, and 70% used single-case designs to evaluate program effectiveness. None of the researchers reported data on fidelity of implementation. Suggestions for further evaluation and next-generation research are provided. En ligne : http://dx.doi.org/10.1177/1088357610397346 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=127 [article] A Review of Parent Education Programs for Parents of Children With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Tia SCHULTZ, Auteur ; Carla SCHMIDT, Auteur ; Janine P. STICHTER, Auteur . - 2011 . - p.96-104. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 26-2 (June 2011) . - p.96-104 Mots-clés : autism spectrum disorders  training  parent Index. décimale : PER Périodiques Résumé : Benefits of parent education have been demonstrated for decades. However, there exists a lack of formative evaluation of parent education for parents of children with autism spectrum disorders (ASD), limiting the interpretation of ongoing and future research. To understand the current status, key characteristics, and evaluation methods of parent education specific to ASD, relevant research was reviewed with an emphasis on presentation format, evaluation methods, and participant demographics. Of the 30 articles that met inclusion criteria, more than half included descriptions of programs for parents of children with ASD ages 3—5 years, 76% involved a one-on-one training approach, 40% relied on a manual or curriculum, 86% included data on parent and child outcomes, and 70% used single-case designs to evaluate program effectiveness. None of the researchers reported data on fidelity of implementation. Suggestions for further evaluation and next-generation research are provided. En ligne : http://dx.doi.org/10.1177/1088357610397346 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=127

Social Competence Intervention for Youth with Asperger Syndrome and High-functioning Autism: An Initial Investigation / Janine P. STICHTER in Journal of Autism and Developmental Disorders, 40-9 (September 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-9 (September 2010) . - p.1067-1079 Titre : Social Competence Intervention for Youth with Asperger Syndrome and High-functioning Autism: An Initial Investigation Type de document : Texte imprimé et/ou numérique Auteurs : Janine P. STICHTER, Auteur ; Jena K. RANDOLPH, Auteur ; Nicholas GAGE, Auteur ; Melissa J. HERZOG, Auteur ; Karen VISOVSKY, Auteur ; Carla SCHMIDT, Auteur ; Tia SCHULTZ, Auteur Année de publication : 2010 Article en page(s) : p.1067-1079 Langues : Anglais (eng) Mots-clés : Social-competence Asperger-syndrome High-functioning-autism Cognitive-behavioral-intervention Adolescents Index. décimale : PER Périodiques Résumé : Individuals with high functioning autism (HFA) or Asperger Syndrome (AS) exhibit difficulties in the knowledge or correct performance of social skills. This subgroup’s social difficulties appear to be associated with deficits in three social cognition processes: theory of mind, emotion recognition and executive functioning. The current study outlines the development and initial administration of the group-based Social Competence Intervention (SCI), which targeted these deficits using cognitive behavioral principles. Across 27 students age 11–14 with a HFA/AS diagnosis, results indicated significant improvement on parent reports of social skills and executive functioning. Participants evidenced significant growth on direct assessments measuring facial expression recognition, theory of mind and problem solving. SCI appears promising, however, larger samples and application in naturalistic settings are warranted. En ligne : http://dx.doi.org/10.1007/s10803-010-0959-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108 [article] Social Competence Intervention for Youth with Asperger Syndrome and High-functioning Autism: An Initial Investigation [Texte imprimé et/ou numérique] / Janine P. STICHTER, Auteur ; Jena K. RANDOLPH, Auteur ; Nicholas GAGE, Auteur ; Melissa J. HERZOG, Auteur ; Karen VISOVSKY, Auteur ; Carla SCHMIDT, Auteur ; Tia SCHULTZ, Auteur . - 2010 . - p.1067-1079. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-9 (September 2010) . - p.1067-1079 Mots-clés : Social-competence Asperger-syndrome High-functioning-autism Cognitive-behavioral-intervention Adolescents Index. décimale : PER Périodiques Résumé : Individuals with high functioning autism (HFA) or Asperger Syndrome (AS) exhibit difficulties in the knowledge or correct performance of social skills. This subgroup’s social difficulties appear to be associated with deficits in three social cognition processes: theory of mind, emotion recognition and executive functioning. The current study outlines the development and initial administration of the group-based Social Competence Intervention (SCI), which targeted these deficits using cognitive behavioral principles. Across 27 students age 11–14 with a HFA/AS diagnosis, results indicated significant improvement on parent reports of social skills and executive functioning. Participants evidenced significant growth on direct assessments measuring facial expression recognition, theory of mind and problem solving. SCI appears promising, however, larger samples and application in naturalistic settings are warranted. En ligne : http://dx.doi.org/10.1007/s10803-010-0959-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108

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