Dépouillements

A Multi-Rater Study on Being Teased Among Children/Adolescents With Autism Spectrum Disorder (ASD) and Their Typically Developing Siblings: Associations With ASD Symptoms / Kerri P. NOWELL in Focus on Autism and Other Developmental Disabilities, 29-4 (December 2014)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 29-4 (December 2014) . - p.195-205 Titre : A Multi-Rater Study on Being Teased Among Children/Adolescents With Autism Spectrum Disorder (ASD) and Their Typically Developing Siblings: Associations With ASD Symptoms Type de document : Texte imprimé et/ou numérique Auteurs : Kerri P. NOWELL, Auteur ; Christie M. BREWTON, Auteur ; Robin P. GOIN-KOCHEL, Auteur Article en page(s) : p.195-205 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  symptoms  bullying  teasing Index. décimale : PER Périodiques Résumé : The study examined teasing experiences among 74 individuals with autism spectrum disorder (ASD; M age = 115.7 months [9.6 years]; 83.8% male). Experiences were examined from parent, teacher, and child’s own perspectives. Factors potentially associated with being teased were investigated. Comparison data were ascertained on typically developing siblings (n = 68; M age = 116.5 months [9.7 years]; 52.9% male). Select items on the Child Behavior Checklist 6–18 and the Teacher Report Form 6–18 were utilized to calculate the prevalence of being teased; qualitative data from a subgroup of verbally fluent children with ASD (n = 50) were analyzed to provide child self-report teasing data. Children with ASD were more likely to be teased than their typically developing siblings. Characteristics that were significantly associated with being teased included higher cognitive functioning, less severe ASD symptomatology, and more time spent in inclusive educational settings. Clinical implications are discussed. En ligne : http://dx.doi.org/10.1177/1088357614522292 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=244 [article] A Multi-Rater Study on Being Teased Among Children/Adolescents With Autism Spectrum Disorder (ASD) and Their Typically Developing Siblings: Associations With ASD Symptoms [Texte imprimé et/ou numérique] / Kerri P. NOWELL, Auteur ; Christie M. BREWTON, Auteur ; Robin P. GOIN-KOCHEL, Auteur . - p.195-205. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 29-4 (December 2014) . - p.195-205 Mots-clés : autism spectrum disorders  symptoms  bullying  teasing Index. décimale : PER Périodiques Résumé : The study examined teasing experiences among 74 individuals with autism spectrum disorder (ASD; M age = 115.7 months [9.6 years]; 83.8% male). Experiences were examined from parent, teacher, and child’s own perspectives. Factors potentially associated with being teased were investigated. Comparison data were ascertained on typically developing siblings (n = 68; M age = 116.5 months [9.7 years]; 52.9% male). Select items on the Child Behavior Checklist 6–18 and the Teacher Report Form 6–18 were utilized to calculate the prevalence of being teased; qualitative data from a subgroup of verbally fluent children with ASD (n = 50) were analyzed to provide child self-report teasing data. Children with ASD were more likely to be teased than their typically developing siblings. Characteristics that were significantly associated with being teased included higher cognitive functioning, less severe ASD symptomatology, and more time spent in inclusive educational settings. Clinical implications are discussed. En ligne : http://dx.doi.org/10.1177/1088357614522292 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=244

The Combined Effects of Social Script Training and Peer Buddies on Generalized Peer Interaction of Children With ASD in Inclusive Classrooms / Joel HUNDERT in Focus on Autism and Other Developmental Disabilities, 29-4 (December 2014)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 29-4 (December 2014) . - p.206-215 Titre : The Combined Effects of Social Script Training and Peer Buddies on Generalized Peer Interaction of Children With ASD in Inclusive Classrooms Type de document : Texte imprimé et/ou numérique Auteurs : Joel HUNDERT, Auteur ; Sarah ROWE, Auteur ; Erin HARRISON, Auteur Article en page(s) : p.206-215 Langues : Anglais (eng) Mots-clés : social  skills  autism spectrum disorder  applied behavior analysis Index. décimale : PER Périodiques Résumé : One of the challenges in supporting young children with Autism Spectrum Disorder (ASD) in inclusive classrooms is the generalization of improved social behaviors. Using a multiple-baseline design across participants, this study examined the generalized effects of social script training alone and combined with peer buddies on the interactive play of three children with ASD to play settings in inclusive classrooms where the training was not in effect. Social script training alone increased the interactive play of children with ASD when the intervention was in place, but did not generalize to another play setting when social script training was not being conducted. The addition of peer buddies combined with social script training produced a generalized increase in peer interaction to play settings in inclusive classrooms when theme-related play materials and adult assistance were unavailable. Implications of these results for inclusion of young children with ASD are discussed. En ligne : http://dx.doi.org/10.1177/1088357614522288 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=244 [article] The Combined Effects of Social Script Training and Peer Buddies on Generalized Peer Interaction of Children With ASD in Inclusive Classrooms [Texte imprimé et/ou numérique] / Joel HUNDERT, Auteur ; Sarah ROWE, Auteur ; Erin HARRISON, Auteur . - p.206-215. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 29-4 (December 2014) . - p.206-215 Mots-clés : social  skills  autism spectrum disorder  applied behavior analysis Index. décimale : PER Périodiques Résumé : One of the challenges in supporting young children with Autism Spectrum Disorder (ASD) in inclusive classrooms is the generalization of improved social behaviors. Using a multiple-baseline design across participants, this study examined the generalized effects of social script training alone and combined with peer buddies on the interactive play of three children with ASD to play settings in inclusive classrooms where the training was not in effect. Social script training alone increased the interactive play of children with ASD when the intervention was in place, but did not generalize to another play setting when social script training was not being conducted. The addition of peer buddies combined with social script training produced a generalized increase in peer interaction to play settings in inclusive classrooms when theme-related play materials and adult assistance were unavailable. Implications of these results for inclusion of young children with ASD are discussed. En ligne : http://dx.doi.org/10.1177/1088357614522288 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=244

The Effects of a Social Skills Training Package on Social Engagement of Children With Autism Spectrum Disorders in a Generalized Recess Setting / Keith C. RADLEY in Focus on Autism and Other Developmental Disabilities, 29-4 (December 2014)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 29-4 (December 2014) . - p.216-229 Titre : The Effects of a Social Skills Training Package on Social Engagement of Children With Autism Spectrum Disorders in a Generalized Recess Setting Type de document : Texte imprimé et/ou numérique Auteurs : Keith C. RADLEY, Auteur ; W. Blake FORD, Auteur ; Allison A. BATTAGLIA, Auteur ; Melissa B. MCHUGH, Auteur Article en page(s) : p.216-229 Langues : Anglais (eng) Mots-clés : social skills  socialization  modeling  social  skills Index. décimale : PER Périodiques Résumé : The present study provides a preliminary evaluation of the effects of the Superheroes Social Skills program, a practice-ready, multimedia social skills program, on social engagements of elementary-age children with autism spectrum disorders (ASD). Four children with ASD between the ages of 8 and 10 with current placements in inclusive public school settings participated in an 8-week intervention utilizing the intermediate skill components of the Superheroes Social Skills program. The intervention was presented once per week for approximately 30 min in the school settings. Analysis of data suggests that social engagements of participants during generalized recess periods increased following the introduction of intervention. Data on frequency of initiations and responses, as well as sociometric outcomes, were also collected as a secondary dependent variable and are discussed. Results suggest that pullout social skills training may result in effects that are generalized to more naturalistic settings. Limitations of the current study and suggestions for future research are reviewed. En ligne : http://dx.doi.org/10.1177/1088357614525660 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=244 [article] The Effects of a Social Skills Training Package on Social Engagement of Children With Autism Spectrum Disorders in a Generalized Recess Setting [Texte imprimé et/ou numérique] / Keith C. RADLEY, Auteur ; W. Blake FORD, Auteur ; Allison A. BATTAGLIA, Auteur ; Melissa B. MCHUGH, Auteur . - p.216-229. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 29-4 (December 2014) . - p.216-229 Mots-clés : social skills  socialization  modeling  social  skills Index. décimale : PER Périodiques Résumé : The present study provides a preliminary evaluation of the effects of the Superheroes Social Skills program, a practice-ready, multimedia social skills program, on social engagements of elementary-age children with autism spectrum disorders (ASD). Four children with ASD between the ages of 8 and 10 with current placements in inclusive public school settings participated in an 8-week intervention utilizing the intermediate skill components of the Superheroes Social Skills program. The intervention was presented once per week for approximately 30 min in the school settings. Analysis of data suggests that social engagements of participants during generalized recess periods increased following the introduction of intervention. Data on frequency of initiations and responses, as well as sociometric outcomes, were also collected as a secondary dependent variable and are discussed. Results suggest that pullout social skills training may result in effects that are generalized to more naturalistic settings. Limitations of the current study and suggestions for future research are reviewed. En ligne : http://dx.doi.org/10.1177/1088357614525660 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=244

The Use of Peer Networks to Increase Communicative Acts of Students With Autism Spectrum Disorders / Debra M. KAMPS in Focus on Autism and Other Developmental Disabilities, 29-4 (December 2014)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 29-4 (December 2014) . - p.230-245 Titre : The Use of Peer Networks to Increase Communicative Acts of Students With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Debra M. KAMPS, Auteur ; Rose MASON, Auteur ; Kathy S. THIEMANN-BOURQUE, Auteur ; Sarah FELDMILLER, Auteur ; Amy TURCOTTE, Auteur ; Todd MILLER, Auteur Article en page(s) : p.230-245 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  communication  peer training Index. décimale : PER Périodiques Résumé : Peer networks including social groups using typical peers, scripted instruction, visual text cues, and reinforcement were examined with students with autism spectrum disorders (ASD). A multiple baseline design across four participants was used to measure students’ use of communication acts with peers during free play following instruction. Peer Network groups occurred over a 3-month period for 30 min 3 times per week. Visual inspection of trends and TauU effect size calculations showed significant changes in total communication acts for all four participants during peer network sessions and increased initiations for three of the four participants. Generalization probes during classroom centers indicated increased communications following interventions for three of the four participants. En ligne : http://dx.doi.org/10.1177/1088357614539832 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=244 [article] The Use of Peer Networks to Increase Communicative Acts of Students With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Debra M. KAMPS, Auteur ; Rose MASON, Auteur ; Kathy S. THIEMANN-BOURQUE, Auteur ; Sarah FELDMILLER, Auteur ; Amy TURCOTTE, Auteur ; Todd MILLER, Auteur . - p.230-245. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 29-4 (December 2014) . - p.230-245 Mots-clés : autism spectrum disorders  communication  peer training Index. décimale : PER Périodiques Résumé : Peer networks including social groups using typical peers, scripted instruction, visual text cues, and reinforcement were examined with students with autism spectrum disorders (ASD). A multiple baseline design across four participants was used to measure students’ use of communication acts with peers during free play following instruction. Peer Network groups occurred over a 3-month period for 30 min 3 times per week. Visual inspection of trends and TauU effect size calculations showed significant changes in total communication acts for all four participants during peer network sessions and increased initiations for three of the four participants. Generalization probes during classroom centers indicated increased communications following interventions for three of the four participants. En ligne : http://dx.doi.org/10.1177/1088357614539832 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=244

Impact of Social Communication Interventions on Infants and Toddlers With or At-Risk for Autism: A Systematic Review / Lindee J. MORGAN in Focus on Autism and Other Developmental Disabilities, 29-4 (December 2014)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 29-4 (December 2014) . - p.246-256 Titre : Impact of Social Communication Interventions on Infants and Toddlers With or At-Risk for Autism: A Systematic Review Type de document : Texte imprimé et/ou numérique Auteurs : Lindee J. MORGAN, Auteur ; Emily RUBIN, Auteur ; Jaumeiko J. COLEMAN, Auteur ; Tobi FRYMARK, Auteur ; Beverly P. WANG, Auteur ; Laura J. CANNON, Auteur Article en page(s) : p.246-256 Langues : Anglais (eng) Mots-clés : autism  autism spectrum disorder  social communication  pervasive developmental disorder  speech-language pathology  intervention Index. décimale : PER Périodiques Résumé : This is a systematic review of the impact of communication interventions on the social communication skills of infants and toddlers with or at-risk for autism spectrum disorder (ASD). A priori clinical questions accompanied by specific inclusion and exclusion criteria informed the extensive literature search that was conducted in multiple databases (e.g., PubMed). Twenty-six studies were accepted for this review. Outcomes were reported by social communication category (i.e., joint attention, social reciprocity, and language and related cognitive skills) and communication developmental stage (i.e., prelinguistic, emerging language). Primarily positive treatment effects were revealed in the majority of outcome categories for which social communication data were available. However, the presence of intervention and outcome measure heterogeneity precluded a clear determination of intervention effects. Future research should address these issues while also evaluating multiple outcomes and adding a strong family component designed to enhance child active engagement. En ligne : http://dx.doi.org/10.1177/1088357614539835 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=244 [article] Impact of Social Communication Interventions on Infants and Toddlers With or At-Risk for Autism: A Systematic Review [Texte imprimé et/ou numérique] / Lindee J. MORGAN, Auteur ; Emily RUBIN, Auteur ; Jaumeiko J. COLEMAN, Auteur ; Tobi FRYMARK, Auteur ; Beverly P. WANG, Auteur ; Laura J. CANNON, Auteur . - p.246-256. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 29-4 (December 2014) . - p.246-256 Mots-clés : autism  autism spectrum disorder  social communication  pervasive developmental disorder  speech-language pathology  intervention Index. décimale : PER Périodiques Résumé : This is a systematic review of the impact of communication interventions on the social communication skills of infants and toddlers with or at-risk for autism spectrum disorder (ASD). A priori clinical questions accompanied by specific inclusion and exclusion criteria informed the extensive literature search that was conducted in multiple databases (e.g., PubMed). Twenty-six studies were accepted for this review. Outcomes were reported by social communication category (i.e., joint attention, social reciprocity, and language and related cognitive skills) and communication developmental stage (i.e., prelinguistic, emerging language). Primarily positive treatment effects were revealed in the majority of outcome categories for which social communication data were available. However, the presence of intervention and outcome measure heterogeneity precluded a clear determination of intervention effects. Future research should address these issues while also evaluating multiple outcomes and adding a strong family component designed to enhance child active engagement. En ligne : http://dx.doi.org/10.1177/1088357614539835 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=244