Addressing working memory in children with autism through behavioral intervention / Lisa BALTRUSCHAT in Research in Autism Spectrum Disorders, 5-1 (January-March 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-1 (January-March 2011) . - p.267-276 Titre : Addressing working memory in children with autism through behavioral intervention Type de document : Texte imprimé et/ou numérique Auteurs : Lisa BALTRUSCHAT, Auteur ; Dennis R. DIXON, Auteur ; Jonathan TARBOX, Auteur ; Adel NAJDOWSKI, Auteur ; Marcus HASSELHORN, Auteur ; Ryan D. MULLINS, Auteur ; Evelyn R. GOULD, Auteur Année de publication : 2011 Article en page(s) : p.267-276 Langues : Anglais (eng) Mots-clés : Autism Executive-functions Working-memory Positive-reinforcement Central-executive Applied-behavior-analysis Index. décimale : PER Périodiques Résumé : Children with autism often struggle with executive function (EF) deficits, particularly with regard to working memory (WM). Despite the documented deficits in these areas, very little controlled research has evaluated treatments for remediation of EF or WM deficits in children with autism. This study examined the use of positive reinforcement for improving performance on Counting Span tasks which are said to measure the central-executive component of working memory. Large improvements in performance were obtained for all participants, as was maintenance and generalization to untrained stimuli and untrained responses. Results suggest that basic behavioral intervention procedures may be successful in improving performance on complex behaviors such as those labeled as “working memory.” En ligne : http://dx.doi.org/10.1016/j.rasd.2010.04.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=111 [article] Addressing working memory in children with autism through behavioral intervention [Texte imprimé et/ou numérique] / Lisa BALTRUSCHAT, Auteur ; Dennis R. DIXON, Auteur ; Jonathan TARBOX, Auteur ; Adel NAJDOWSKI, Auteur ; Marcus HASSELHORN, Auteur ; Ryan D. MULLINS, Auteur ; Evelyn R. GOULD, Auteur . - 2011 . - p.267-276. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-1 (January-March 2011) . - p.267-276 Mots-clés : Autism Executive-functions Working-memory Positive-reinforcement Central-executive Applied-behavior-analysis Index. décimale : PER Périodiques Résumé : Children with autism often struggle with executive function (EF) deficits, particularly with regard to working memory (WM). Despite the documented deficits in these areas, very little controlled research has evaluated treatments for remediation of EF or WM deficits in children with autism. This study examined the use of positive reinforcement for improving performance on Counting Span tasks which are said to measure the central-executive component of working memory. Large improvements in performance were obtained for all participants, as was maintenance and generalization to untrained stimuli and untrained responses. Results suggest that basic behavioral intervention procedures may be successful in improving performance on complex behaviors such as those labeled as “working memory.” En ligne : http://dx.doi.org/10.1016/j.rasd.2010.04.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=111

Designing Curriculum Programs for Children with Autism / Adel C. NAJDOWSKI

Public ISBD in Handbook of Early Intervention for Autism Spectrum Disorders / Jonathan TARBOX Titre : Designing Curriculum Programs for Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Adel C. NAJDOWSKI, Auteur ; Evelyn R. GOULD, Auteur ; Taira M. LANAGAN, Auteur ; Michele R. BISHOP, Auteur Année de publication : 2014 Importance : p.179-204 Langues : Anglais (eng) Mots-clés : Assessment  Curriculum  Treatment planning 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 Designing Curriculum Programs for Children with Autism [Texte imprimé et/ou numérique] / Adel C. NAJDOWSKI, Auteur ; Evelyn R. GOULD, Auteur ; Taira M. LANAGAN, Auteur ; Michele R. BISHOP, Auteur . - 2014 . - p.179-204. Langues : Anglais (eng) Mots-clés : Assessment  Curriculum  Treatment planning 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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Further analysis of the effects of positive reinforcement on working memory in children with autism / Lisa BALTRUSCHAT in Research in Autism Spectrum Disorders, 5-2 (April-June 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-2 (April-June 2011) . - p.855-863 Titre : Further analysis of the effects of positive reinforcement on working memory in children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Lisa BALTRUSCHAT, Auteur ; Marcus HASSELHORN, Auteur ; Jonathan TARBOX, Auteur ; Dennis R. DIXON, Auteur ; Adel NAJDOWSKI, Auteur ; Ryan D. MULLINS, Auteur ; Evelyn R. GOULD, Auteur Année de publication : 2011 Article en page(s) : p.855-863 Langues : Anglais (eng) Mots-clés : Autism  Executive functions  Working memory  Positive reinforcement  Central executive Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorders (ASD) often exhibit impaired executive function (EF) performance, including difficulty with working memory (WM), in particular. While research has documented the existence of these deficits, surprisingly little research exists that evaluates potential treatment strategies for improving EF or WM. One exception is a study that used positive reinforcement to improve performance on a classical WM task, the counting span, resulting in both maintenance and generalization (Baltruschat et al., 2011). The current study is the second in a programmatic line of research on behavioral intervention for improving WM in children with autism. This study extended the use of the same procedure (positive reinforcement) to another task which is said to measure WM, a Complex Span, and included three additional children with autism. Results demonstrated significant improvements in performance for each participant, including maintenance and generalization to untrained stimuli and untrained responses. These results provide further evidence that behavioral intervention procedures may be useful for improving skills labeled as EF or WM in children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.09.015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114 [article] Further analysis of the effects of positive reinforcement on working memory in children with autism [Texte imprimé et/ou numérique] / Lisa BALTRUSCHAT, Auteur ; Marcus HASSELHORN, Auteur ; Jonathan TARBOX, Auteur ; Dennis R. DIXON, Auteur ; Adel NAJDOWSKI, Auteur ; Ryan D. MULLINS, Auteur ; Evelyn R. GOULD, Auteur . - 2011 . - p.855-863. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-2 (April-June 2011) . - p.855-863 Mots-clés : Autism  Executive functions  Working memory  Positive reinforcement  Central executive Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorders (ASD) often exhibit impaired executive function (EF) performance, including difficulty with working memory (WM), in particular. While research has documented the existence of these deficits, surprisingly little research exists that evaluates potential treatment strategies for improving EF or WM. One exception is a study that used positive reinforcement to improve performance on a classical WM task, the counting span, resulting in both maintenance and generalization (Baltruschat et al., 2011). The current study is the second in a programmatic line of research on behavioral intervention for improving WM in children with autism. This study extended the use of the same procedure (positive reinforcement) to another task which is said to measure WM, a Complex Span, and included three additional children with autism. Results demonstrated significant improvements in performance for each participant, including maintenance and generalization to untrained stimuli and untrained responses. These results provide further evidence that behavioral intervention procedures may be useful for improving skills labeled as EF or WM in children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.09.015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114

Parent Involvement / Evelyn R. GOULD  

Public ISBD in Evidence-Based Treatment for Children with Autism. The CARD Model / Doreen GRANPEESHEH Titre : Parent Involvement Type de document : Texte imprimé et/ou numérique Auteurs : Evelyn R. GOULD, Auteur ; Vince REDMOND, Auteur Année de publication : 2014 Importance : p.165-190 Langues : Anglais (eng) Mots-clés : parent  autism spectrum disorder (ASD)  parental involvement  format  procedure  family routine  Acceptance Commitment Therapy (ACT) Index. décimale : AUT-F AUT-F - L'Autisme - Soins Résumé : This chapter describes the role of parents of learners with autism spectrum disorder (ASD) who are receiving behavioral intervention and describes the Center for Autism and Related Disorders (CARD) approach to parental involvement. Various formats, procedures, intensities, durations, and settings are discussed, along with the importance of considering family routines, culture, educational background, socioeconomic status, and stress levels. Acceptance Commitment Therapy (ACT) is also presented as a strategy for parents with chronic stress or depression. En ligne : http://dx.doi.org/10.1016/B978-0-12-411603-0.00009-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300 in Evidence-Based Treatment for Children with Autism. The CARD Model / Doreen GRANPEESHEH Parent Involvement [Texte imprimé et/ou numérique] / Evelyn R. GOULD, Auteur ; Vince REDMOND, Auteur . - 2014 . - p.165-190. Langues : Anglais (eng) Mots-clés : parent  autism spectrum disorder (ASD)  parental involvement  format  procedure  family routine  Acceptance Commitment Therapy (ACT) Index. décimale : AUT-F AUT-F - L'Autisme - Soins Résumé : This chapter describes the role of parents of learners with autism spectrum disorder (ASD) who are receiving behavioral intervention and describes the Center for Autism and Related Disorders (CARD) approach to parental involvement. Various formats, procedures, intensities, durations, and settings are discussed, along with the importance of considering family routines, culture, educational background, socioeconomic status, and stress levels. Acceptance Commitment Therapy (ACT) is also presented as a strategy for parents with chronic stress or depression. En ligne : http://dx.doi.org/10.1016/B978-0-12-411603-0.00009-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300

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A review of assessments for determining the content of early intensive behavioral intervention programs for autism spectrum disorders / Evelyn R. GOULD in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.990-1002 Titre : A review of assessments for determining the content of early intensive behavioral intervention programs for autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Evelyn R. GOULD, Auteur ; Dennis R. DIXON, Auteur ; Adel NAJDOWSKI, Auteur ; Marlena N. SMITH, Auteur ; Jonathan TARBOX, Auteur Année de publication : 2011 Article en page(s) : p.990-1002 Langues : Anglais (eng) Mots-clés : Autism  Assessment  Curriculum  Early intensive behavioral intervention Index. décimale : PER Périodiques Résumé : A large proportion of national education and treatment centers for persons with autism spectrum disorders (ASD), including those providing applied behavior analysis (ABA)-based services, show a relatively high percentage of agreement among practitioners on the instruments they routinely use for a variety of purposes, including curriculum design and treatment evaluation. In this paper, several assessments are reviewed and evaluated in terms of their utility for designing comprehensive early intensive behavioral intervention (EIBI) curriculum programs for children with ASD. The assessments found to be most useful for this purpose are reported. A general critique regarding the available pool of assessment tools is provided and the need for a comprehensive assessment directly linked to curricula is discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=118 [article] A review of assessments for determining the content of early intensive behavioral intervention programs for autism spectrum disorders [Texte imprimé et/ou numérique] / Evelyn R. GOULD, Auteur ; Dennis R. DIXON, Auteur ; Adel NAJDOWSKI, Auteur ; Marlena N. SMITH, Auteur ; Jonathan TARBOX, Auteur . - 2011 . - p.990-1002. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.990-1002 Mots-clés : Autism  Assessment  Curriculum  Early intensive behavioral intervention Index. décimale : PER Périodiques Résumé : A large proportion of national education and treatment centers for persons with autism spectrum disorders (ASD), including those providing applied behavior analysis (ABA)-based services, show a relatively high percentage of agreement among practitioners on the instruments they routinely use for a variety of purposes, including curriculum design and treatment evaluation. In this paper, several assessments are reviewed and evaluated in terms of their utility for designing comprehensive early intensive behavioral intervention (EIBI) curriculum programs for children with ASD. The assessments found to be most useful for this purpose are reported. A general critique regarding the available pool of assessment tools is provided and the need for a comprehensive assessment directly linked to curricula is discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=118

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