Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder: A Comprehensive Review / Connie S. WONG in Journal of Autism and Developmental Disorders, 45-7 (July 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-7 (July 2015) . - p.1951-1966 Titre : Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder: A Comprehensive Review Type de document : Texte imprimé et/ou numérique Auteurs : Connie S. WONG, Auteur ; Samuel L ODOM, Auteur ; Kara A. HUME, Auteur ; Ann W. COX, Auteur ; Angel FETTIG, Auteur ; Suzanne KUCHARCZYK, Auteur ; Matthew E. BROCK, Auteur ; Joshua B. PLAVNICK, Auteur ; Veronica P. FLEURY, Auteur ; Tia SCHULTZ, Auteur Année de publication : 2015 Article en page(s) : p.1951-1966 Langues : Anglais (eng) Mots-clés : Evidence-based practice  Focused intervention  Autism spectrum disorder  Children and youth Index. décimale : PER Périodiques Résumé : The purpose of this study was to identify evidenced-based, focused intervention practices for children and youth with autism spectrum disorder. This study was an extension and elaboration of a previous evidence-based practice review reported by Odom et al. (Prev Sch Fail 54:275–282, 2010b, doi:10.1080/10459881003785506). In the current study, a computer search initially yielded 29,105 articles, and the subsequent screening and evaluation process found 456 studies to meet inclusion and methodological criteria. From this set of research studies, the authors found 27 focused intervention practices that met the criteria for evidence-based practice (EBP). Six new EBPs were identified in this review, and one EBP from the previous review was removed. The authors discuss implications for current practices and future research. En ligne : http://dx.doi.org/10.1007/s10803-014-2351-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=261 [article] Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder: A Comprehensive Review [Texte imprimé et/ou numérique] / Connie S. WONG, Auteur ; Samuel L ODOM, Auteur ; Kara A. HUME, Auteur ; Ann W. COX, Auteur ; Angel FETTIG, Auteur ; Suzanne KUCHARCZYK, Auteur ; Matthew E. BROCK, Auteur ; Joshua B. PLAVNICK, Auteur ; Veronica P. FLEURY, Auteur ; Tia SCHULTZ, Auteur . - 2015 . - p.1951-1966. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-7 (July 2015) . - p.1951-1966 Mots-clés : Evidence-based practice  Focused intervention  Autism spectrum disorder  Children and youth Index. décimale : PER Périodiques Résumé : The purpose of this study was to identify evidenced-based, focused intervention practices for children and youth with autism spectrum disorder. This study was an extension and elaboration of a previous evidence-based practice review reported by Odom et al. (Prev Sch Fail 54:275–282, 2010b, doi:10.1080/10459881003785506). In the current study, a computer search initially yielded 29,105 articles, and the subsequent screening and evaluation process found 456 studies to meet inclusion and methodological criteria. From this set of research studies, the authors found 27 focused intervention practices that met the criteria for evidence-based practice (EBP). Six new EBPs were identified in this review, and one EBP from the previous review was removed. The authors discuss implications for current practices and future research. En ligne : http://dx.doi.org/10.1007/s10803-014-2351-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=261

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 Parents (SCI-P): Comparing Outcomes for a Parent Education Program Targeting Adolescents with ASD / Tia SCHULTZ in Autism Research and Treatment, (December 2011)  

Public ISBD [article]  inAutism Research and Treatment > (December 2011) . - 10 p. Titre : Social Competence Intervention for Parents (SCI-P): Comparing Outcomes for a Parent Education Program Targeting Adolescents with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Tia SCHULTZ, Auteur ; Janine P. STICHTER, Auteur ; Melissa J. HERZOG, Auteur ; Stephanie MCGHEE, Auteur ; Kristin LIERHEIMER, Auteur Année de publication : 2011 Article en page(s) : 10 p. Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Research has shown that parent education programs can address some of the distinct challenges that parents of youth with autism spectrum disorders (ASDs) encounter. This study examined the effectiveness of the Social Competence Intervention for Parents (SCI-P), a parent education program, administered in conjunction with a social competence intervention that targeted youth with ASD ages 11–14 (SCI-A). Using a quasi-experimental pre-post design, parents were assigned to either the SCI-P group ( �� = 1 6 ) or to the waitlist comparison group ( �� = 1 0 ). Analyses of covariance (ANCOVAs) revealed a significant effect for parent education participation such that SCI-P participants experienced significantly greater reductions in levels of stress and a trend for increases in parenting sense of competence from pre- to post-intervention. Moreover, parents in the SCI-P group reported high satisfaction with the program. These findings suggest that parent education can result in positive outcomes for parents’ well being. En ligne : http://dx.doi.org/10.1155/2012/681465 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155 [article] Social Competence Intervention for Parents (SCI-P): Comparing Outcomes for a Parent Education Program Targeting Adolescents with ASD [Texte imprimé et/ou numérique] / Tia SCHULTZ, Auteur ; Janine P. STICHTER, Auteur ; Melissa J. HERZOG, Auteur ; Stephanie MCGHEE, Auteur ; Kristin LIERHEIMER, Auteur . - 2011 . - 10 p. Langues : Anglais (eng) in Autism Research and Treatment > (December 2011) . - 10 p. Index. décimale : PER Périodiques Résumé : Research has shown that parent education programs can address some of the distinct challenges that parents of youth with autism spectrum disorders (ASDs) encounter. This study examined the effectiveness of the Social Competence Intervention for Parents (SCI-P), a parent education program, administered in conjunction with a social competence intervention that targeted youth with ASD ages 11–14 (SCI-A). Using a quasi-experimental pre-post design, parents were assigned to either the SCI-P group ( �� = 1 6 ) or to the waitlist comparison group ( �� = 1 0 ). Analyses of covariance (ANCOVAs) revealed a significant effect for parent education participation such that SCI-P participants experienced significantly greater reductions in levels of stress and a trend for increases in parenting sense of competence from pre- to post-intervention. Moreover, parents in the SCI-P group reported high satisfaction with the program. These findings suggest that parent education can result in positive outcomes for parents’ well being. En ligne : http://dx.doi.org/10.1155/2012/681465 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155

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

Use of Visual Supports with Young Children with Autism Spectrum Disorders / Kara HUME

Public ISBD in Handbook of Early Intervention for Autism Spectrum Disorders / Jonathan TARBOX Titre : Use of Visual Supports with Young Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Kara HUME, Auteur ; Connie S. WONG, Auteur ; Joshua B. PLAVNICK, Auteur ; Tia SCHULTZ, Auteur Année de publication : 2014 Importance : p.293-313 Langues : Anglais (eng) Mots-clés : Visual supports  Visual schedules  Visual cues 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=265 in Handbook of Early Intervention for Autism Spectrum Disorders / Jonathan TARBOX Use of Visual Supports with Young Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Kara HUME, Auteur ; Connie S. WONG, Auteur ; Joshua B. PLAVNICK, Auteur ; Tia SCHULTZ, Auteur . - 2014 . - p.293-313. Langues : Anglais (eng) Mots-clés : Visual supports  Visual schedules  Visual cues 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=265

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