Cross-setting complementary staff- and parent-mediated Early Intensive Behavioral Intervention for young children with autism: A research-based comprehensive approach / Leonardo FAVA 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.512-522 Titre : Cross-setting complementary staff- and parent-mediated Early Intensive Behavioral Intervention for young children with autism: A research-based comprehensive approach Type de document : Texte imprimé et/ou numérique Auteurs : Leonardo FAVA, Auteur ; Kristin STRAUSS, Auteur Année de publication : 2011 Article en page(s) : p.512-522 Langues : Anglais (eng) Mots-clés : Early-Intensive-Behavior-Intervention Autism-Spectrum-Disorder Applied-behavior-analysis–verbal-behavior Treatment-provision Developmental-disabilities Index. décimale : PER Périodiques Résumé : Although, recent reviews and outcome research support empirical evidence for Early Intensive Behavior Intervention in University and community settings, research has also indicated that not all intensive behavioral service provisions are equally effective. Therefore, it was necessary to comprehend key variables that are common to empirically validated programs. This paper provides a research-based comprehensive EIBI model which has been recently implemented in Italy. Important components include post-diagnostic provision, complementary treatment in clinical setting by professionals and parent-mediated in the child's natural environment, treatment based on applied behavior analysis–verbal behavior, staff and parent training, as well as evaluation of progress. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.06.017 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=111 [article] Cross-setting complementary staff- and parent-mediated Early Intensive Behavioral Intervention for young children with autism: A research-based comprehensive approach [Texte imprimé et/ou numérique] / Leonardo FAVA, Auteur ; Kristin STRAUSS, Auteur . - 2011 . - p.512-522. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-1 (January-March 2011) . - p.512-522 Mots-clés : Early-Intensive-Behavior-Intervention Autism-Spectrum-Disorder Applied-behavior-analysis–verbal-behavior Treatment-provision Developmental-disabilities Index. décimale : PER Périodiques Résumé : Although, recent reviews and outcome research support empirical evidence for Early Intensive Behavior Intervention in University and community settings, research has also indicated that not all intensive behavioral service provisions are equally effective. Therefore, it was necessary to comprehend key variables that are common to empirically validated programs. This paper provides a research-based comprehensive EIBI model which has been recently implemented in Italy. Important components include post-diagnostic provision, complementary treatment in clinical setting by professionals and parent-mediated in the child's natural environment, treatment based on applied behavior analysis–verbal behavior, staff and parent training, as well as evaluation of progress. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.06.017 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=111

Facilitating play, peer engagement and social functioning in a peer group of young autistic children: Comparing highly structured and more flexible behavioral approaches / Kristin STRAUSS in Research in Autism Spectrum Disorders, 8-4 (April 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-4 (April 2014) . - p.413-423 Titre : Facilitating play, peer engagement and social functioning in a peer group of young autistic children: Comparing highly structured and more flexible behavioral approaches Type de document : Texte imprimé et/ou numérique Auteurs : Kristin STRAUSS, Auteur ; Marco ESPOSITO, Auteur ; Giorgia POLIDORI, Auteur ; Stefano VICARI, Auteur ; Giovanni VALERI, Auteur ; Leonardo FAVA, Auteur Article en page(s) : p.413-423 Mots-clés : Autism  Play  Engagement  Social functioning Index. décimale : PER Périodiques Résumé : This study examined the differential effect of a highly structured adult-directed behavioral treatment condition and a more flexible child-oriented blending of behavioral and developmental treatment strategies in a clinical group setting with autistic children. The children with autism following the more flexible child-oriented treatment condition engaged significantly more in higher-order play activities allowing for peer proximity and demonstrated better social functioning during activities with other autistic peers. A relation of child-oriented teaching utilizing less intrusive prompting to more developmentally appropriate play as well as social functioning was found. The findings suggest that child-oriented play and social skill interventions in the clinical context, although being applied in a group of autistic children, may facilitate social functioning and engagement. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.01.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=226 [article] Facilitating play, peer engagement and social functioning in a peer group of young autistic children: Comparing highly structured and more flexible behavioral approaches [Texte imprimé et/ou numérique] / Kristin STRAUSS, Auteur ; Marco ESPOSITO, Auteur ; Giorgia POLIDORI, Auteur ; Stefano VICARI, Auteur ; Giovanni VALERI, Auteur ; Leonardo FAVA, Auteur . - p.413-423. in Research in Autism Spectrum Disorders > 8-4 (April 2014) . - p.413-423 Mots-clés : Autism  Play  Engagement  Social functioning Index. décimale : PER Périodiques Résumé : This study examined the differential effect of a highly structured adult-directed behavioral treatment condition and a more flexible child-oriented blending of behavioral and developmental treatment strategies in a clinical group setting with autistic children. The children with autism following the more flexible child-oriented treatment condition engaged significantly more in higher-order play activities allowing for peer proximity and demonstrated better social functioning during activities with other autistic peers. A relation of child-oriented teaching utilizing less intrusive prompting to more developmentally appropriate play as well as social functioning was found. The findings suggest that child-oriented play and social skill interventions in the clinical context, although being applied in a group of autistic children, may facilitate social functioning and engagement. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.01.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=226

Intensive Behavioral Intervention for school-aged children with autism: Una Breccia nel Muro (UBM)—A Comprehensive Behavioral Model / Leonardo FAVA in Research in Autism Spectrum Disorders, 6-4 (October-December 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-4 (October-December 2012) . - p.1273-1288 Titre : Intensive Behavioral Intervention for school-aged children with autism: Una Breccia nel Muro (UBM)—A Comprehensive Behavioral Model Type de document : Texte imprimé et/ou numérique Auteurs : Leonardo FAVA, Auteur ; Stefano VICARI, Auteur ; Giovanni VALERI, Auteur ; Lidia D’ELIA, Auteur ; Serena ARIMA, Auteur ; Kristin STRAUSS, Auteur Année de publication : 2012 Article en page(s) : p.1273-1288 Langues : Anglais (eng) Mots-clés : Autism  Intensive Behavioral Intervention  Parent inclusion  Inclusive settings  School-aged Index. décimale : PER Périodiques Résumé : Although, reviews and outcome research supports empirical evidence for Early Intensive Behavior Intervention in pre-scholars, intensive behavioral service provision for school-aged children with autism spectrum disorders (ASD) are less subject to research studies. In order to provide effective behavioral interventions for school-aged children it was first necessary to comprehend key variables that are common to empirically validated programs and to tailor the to the needs of older children and their families in community settings. The proposed Comprehensive Behavioral Model “Una Breccia nel Muro” (UBM) includes individualized assessment and skill building, treatment provision in inclusive setting and cross-service collaboration, parent inclusion and support, and intensive training for parents, staff as well as school teachers. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.03.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165 [article] Intensive Behavioral Intervention for school-aged children with autism: Una Breccia nel Muro (UBM)—A Comprehensive Behavioral Model [Texte imprimé et/ou numérique] / Leonardo FAVA, Auteur ; Stefano VICARI, Auteur ; Giovanni VALERI, Auteur ; Lidia D’ELIA, Auteur ; Serena ARIMA, Auteur ; Kristin STRAUSS, Auteur . - 2012 . - p.1273-1288. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-4 (October-December 2012) . - p.1273-1288 Mots-clés : Autism  Intensive Behavioral Intervention  Parent inclusion  Inclusive settings  School-aged Index. décimale : PER Périodiques Résumé : Although, reviews and outcome research supports empirical evidence for Early Intensive Behavior Intervention in pre-scholars, intensive behavioral service provision for school-aged children with autism spectrum disorders (ASD) are less subject to research studies. In order to provide effective behavioral interventions for school-aged children it was first necessary to comprehend key variables that are common to empirically validated programs and to tailor the to the needs of older children and their families in community settings. The proposed Comprehensive Behavioral Model “Una Breccia nel Muro” (UBM) includes individualized assessment and skill building, treatment provision in inclusive setting and cross-service collaboration, parent inclusion and support, and intensive training for parents, staff as well as school teachers. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.03.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165

The effectiveness of a cross-setting complementary staff- and parent-mediated early intensive behavioral intervention for young children with ASD / Leonardo FAVA in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1479-1492 Titre : The effectiveness of a cross-setting complementary staff- and parent-mediated early intensive behavioral intervention for young children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Leonardo FAVA, Auteur ; Kristin STRAUSS, Auteur ; Giovanni VALERI, Auteur ; Lidia D’ELIA, Auteur ; Serena ARIMA, Auteur ; Stefano VICARI, Auteur Année de publication : 2011 Article en page(s) : p.1479-1492 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Parent training  Treatment fidelity  Early intensive behavioral intervention  Treatment progress Index. décimale : PER Périodiques Résumé : We compared the effects of Early Intensive Behavioral Intervention (EIBI) and eclectic intervention in children with ASD on autism severity, developmental performance, adaptive behavior, language skills and challenging behaviors. Twelve children received cross-setting staff- and parent-mediated EIBI of centre-based one-to-one and play sessions as well as home-based sessions, including continuous parent training and supervision. A comparison group of 10 children received eclectic intervention. Standardized tests were carried out independent examiners at intake and after 6 months. The groups were equivalent on key variables at intake. The intervention group outperformed the eclectic group in measures of autism severity, developmental and language skills. Scores on adaptive behaviors revealed comparable changes in both treatment groups. Furthermore, the intervention group reduced challenging behaviors, a progress facilitated by parents that achieved treatment fidelity and gained competence to manage challenging behavior functions. Descriptive data of treatment progress showed that parental treatment provision and treatment fidelity gains indicated differential child progress in outcomes and skill mastery in learning environments. Our results show the effectiveness of a staff- and parent-mediated EIBI program for children with ASD. These findings highlight the importance of generalization across settings and persons for improving functional behavior in various learning environments that result in reduced problem behaviors and increased language and communication skills. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126 [article] The effectiveness of a cross-setting complementary staff- and parent-mediated early intensive behavioral intervention for young children with ASD [Texte imprimé et/ou numérique] / Leonardo FAVA, Auteur ; Kristin STRAUSS, Auteur ; Giovanni VALERI, Auteur ; Lidia D’ELIA, Auteur ; Serena ARIMA, Auteur ; Stefano VICARI, Auteur . - 2011 . - p.1479-1492. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1479-1492 Mots-clés : Autism spectrum disorder  Parent training  Treatment fidelity  Early intensive behavioral intervention  Treatment progress Index. décimale : PER Périodiques Résumé : We compared the effects of Early Intensive Behavioral Intervention (EIBI) and eclectic intervention in children with ASD on autism severity, developmental performance, adaptive behavior, language skills and challenging behaviors. Twelve children received cross-setting staff- and parent-mediated EIBI of centre-based one-to-one and play sessions as well as home-based sessions, including continuous parent training and supervision. A comparison group of 10 children received eclectic intervention. Standardized tests were carried out independent examiners at intake and after 6 months. The groups were equivalent on key variables at intake. The intervention group outperformed the eclectic group in measures of autism severity, developmental and language skills. Scores on adaptive behaviors revealed comparable changes in both treatment groups. Furthermore, the intervention group reduced challenging behaviors, a progress facilitated by parents that achieved treatment fidelity and gained competence to manage challenging behavior functions. Descriptive data of treatment progress showed that parental treatment provision and treatment fidelity gains indicated differential child progress in outcomes and skill mastery in learning environments. Our results show the effectiveness of a staff- and parent-mediated EIBI program for children with ASD. These findings highlight the importance of generalization across settings and persons for improving functional behavior in various learning environments that result in reduced problem behaviors and increased language and communication skills. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126

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