Dépouillements

Using Parents and Teachers to Monitor Progress Among Children With ASD: A Review of Intervention Research / Sara E. WITMER in Focus on Autism and Other Developmental Disabilities, 30-2 (June 2015)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 30-2 (June 2015) . - p.67-85 Titre : Using Parents and Teachers to Monitor Progress Among Children With ASD: A Review of Intervention Research Type de document : Texte imprimé et/ou numérique Auteurs : Sara E. WITMER, Auteur ; Amy NASAMRAN, Auteur ; Purvi J. PARIKH, Auteur ; Heather A. SCHMITT, Auteur ; Marianne C. CLINTON, Auteur Article en page(s) : p.67-85 Langues : Anglais (eng) Mots-clés : assessment  autism spectrum disorders  behavior  communication  socialization Index. décimale : PER Périodiques Résumé : Despite growing knowledge of the effectiveness of various interventions for children with autism spectrum disorders (ASD), it is never clear whether a particular intervention will be effective for a specific child with ASD. Careful monitoring of an individual child’s progress is necessary to know whether an intervention is effective. In this review, we examined intervention research studies focused on children with ASD in Grades K–12 that involve parents, teachers, and other school staff as data collectors. We describe the strategies that have been used in the 40 identified research studies to monitor progress in the areas of behavior and social communication. The results highlight monitoring strategies that may be helpful for parents and teachers to apply, and the discussion provides related suggestions to guide future research and practice. En ligne : http://dx.doi.org/10.1177/1088357614525659 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257 [article] Using Parents and Teachers to Monitor Progress Among Children With ASD: A Review of Intervention Research [Texte imprimé et/ou numérique] / Sara E. WITMER, Auteur ; Amy NASAMRAN, Auteur ; Purvi J. PARIKH, Auteur ; Heather A. SCHMITT, Auteur ; Marianne C. CLINTON, Auteur . - p.67-85. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 30-2 (June 2015) . - p.67-85 Mots-clés : assessment  autism spectrum disorders  behavior  communication  socialization Index. décimale : PER Périodiques Résumé : Despite growing knowledge of the effectiveness of various interventions for children with autism spectrum disorders (ASD), it is never clear whether a particular intervention will be effective for a specific child with ASD. Careful monitoring of an individual child’s progress is necessary to know whether an intervention is effective. In this review, we examined intervention research studies focused on children with ASD in Grades K–12 that involve parents, teachers, and other school staff as data collectors. We describe the strategies that have been used in the 40 identified research studies to monitor progress in the areas of behavior and social communication. The results highlight monitoring strategies that may be helpful for parents and teachers to apply, and the discussion provides related suggestions to guide future research and practice. En ligne : http://dx.doi.org/10.1177/1088357614525659 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257

An Exploratory Study Using Science eTexts With Students With Autism Spectrum Disorder / Victoria F. KNIGHT in Focus on Autism and Other Developmental Disabilities, 30-2 (June 2015)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 30-2 (June 2015) . - p.86-99 Titre : An Exploratory Study Using Science eTexts With Students With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Victoria F. KNIGHT, Auteur ; Charles L. WOOD, Auteur ; Fred SPOONER, Auteur ; Diane M. BROWDER, Auteur ; Christopher P. O’BRIEN, Auteur Article en page(s) : p.86-99 Langues : Anglais (eng) Mots-clés : supported electronic text  digital text  teaching science content  universal design for learning  explicit instruction  ASD and intellectual disability Index. décimale : PER Périodiques Résumé : Supported electronic text (eText), or text altered to provide support, may promote comprehension of science content for students with disabilities. According to the Center for Applied Special Technology, Book Builder™ uses supported eText to promote reading for meaning for all students. Students with autism spectrum disorder experience difficulty comprehending science content because of the extensive amount of background knowledge required in conjunction with difficulties understanding abstract and figurative language. Investigations on the most effective methods for reading comprehension and teaching science to this population are equally limited. In this pilot study, feasibility was supported in high levels of treatment fidelity and teacher- and student-reported satisfaction. A multiple probe across participants with an embedded ABCD design was used to evaluate various modifications of Book Builder™ on measures of vocabulary, literal comprehension, and application questions. Considerations for students with ASD, limitations, and recommendations for future research conclude the article. En ligne : http://dx.doi.org/10.1177/1088357614559214 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257 [article] An Exploratory Study Using Science eTexts With Students With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Victoria F. KNIGHT, Auteur ; Charles L. WOOD, Auteur ; Fred SPOONER, Auteur ; Diane M. BROWDER, Auteur ; Christopher P. O’BRIEN, Auteur . - p.86-99. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 30-2 (June 2015) . - p.86-99 Mots-clés : supported electronic text  digital text  teaching science content  universal design for learning  explicit instruction  ASD and intellectual disability Index. décimale : PER Périodiques Résumé : Supported electronic text (eText), or text altered to provide support, may promote comprehension of science content for students with disabilities. According to the Center for Applied Special Technology, Book Builder™ uses supported eText to promote reading for meaning for all students. Students with autism spectrum disorder experience difficulty comprehending science content because of the extensive amount of background knowledge required in conjunction with difficulties understanding abstract and figurative language. Investigations on the most effective methods for reading comprehension and teaching science to this population are equally limited. In this pilot study, feasibility was supported in high levels of treatment fidelity and teacher- and student-reported satisfaction. A multiple probe across participants with an embedded ABCD design was used to evaluate various modifications of Book Builder™ on measures of vocabulary, literal comprehension, and application questions. Considerations for students with ASD, limitations, and recommendations for future research conclude the article. En ligne : http://dx.doi.org/10.1177/1088357614559214 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257

Using Photographs of Contrasting Contextual Complexity to Support Classroom Transitions for Children With Autism Spectrum Disorders / Ellin B. SIEGEL in Focus on Autism and Other Developmental Disabilities, 30-2 (June 2015)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 30-2 (June 2015) . - p.100-114 Titre : Using Photographs of Contrasting Contextual Complexity to Support Classroom Transitions for Children With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Ellin B. SIEGEL, Auteur ; Susan E. LIEN, Auteur Article en page(s) : p.100-114 Langues : Anglais (eng) Mots-clés : autism  iPad  augmented input  contextual photographs Index. décimale : PER Périodiques Résumé : A single-subject, alternating treatment study compared the impact of two types of photograph displays of contrasting contextual complexity. The study examined the impact of high-context and no-context photographs, displayed on an iPad, on the ability of three preschool children with autism spectrum disorder (ASD) to transition to play activities. The influence of the two photograph types on the children’s duration of transition time, number of prompts required, and type of prompts were measured. Results indicated that both photograph types provided helpful support for the children’s transition time to play activities. Results for duration of transition time and number of prompts required during transitions suggest that the participant with more challenging needs performed more quickly and independently using high-context photographs. Results suggest the photographs that have contextual information matched to a child’s needs can provide salient information and support their transition to activities in familiar settings. En ligne : http://dx.doi.org/10.1177/1088357614559211 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257 [article] Using Photographs of Contrasting Contextual Complexity to Support Classroom Transitions for Children With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Ellin B. SIEGEL, Auteur ; Susan E. LIEN, Auteur . - p.100-114. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 30-2 (June 2015) . - p.100-114 Mots-clés : autism  iPad  augmented input  contextual photographs Index. décimale : PER Périodiques Résumé : A single-subject, alternating treatment study compared the impact of two types of photograph displays of contrasting contextual complexity. The study examined the impact of high-context and no-context photographs, displayed on an iPad, on the ability of three preschool children with autism spectrum disorder (ASD) to transition to play activities. The influence of the two photograph types on the children’s duration of transition time, number of prompts required, and type of prompts were measured. Results indicated that both photograph types provided helpful support for the children’s transition time to play activities. Results for duration of transition time and number of prompts required during transitions suggest that the participant with more challenging needs performed more quickly and independently using high-context photographs. Results suggest the photographs that have contextual information matched to a child’s needs can provide salient information and support their transition to activities in familiar settings. En ligne : http://dx.doi.org/10.1177/1088357614559211 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257

Community Trial of a Comprehensive Psychosocial Treatment for HFASDs / Christopher LOPATA in Focus on Autism and Other Developmental Disabilities, 30-2 (June 2015)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 30-2 (June 2015) . - p.115-125 Titre : Community Trial of a Comprehensive Psychosocial Treatment for HFASDs Type de document : Texte imprimé et/ou numérique Auteurs : Christopher LOPATA, Auteur ; Jennifer A. TOOMEY, Auteur ; Marcus L. THOMEER, Auteur ; Christin A. MCDONALD, Auteur ; Jeffery D. FOX, Auteur ; Rachael A. SMITH, Auteur ; David L. MEICHENBAUM, Auteur ; Martin A. VOLKER, Auteur ; Gloria K. LEE, Auteur ; Alanna M. LIPINSKI, Auteur Article en page(s) : p.115-125 Langues : Anglais (eng) Mots-clés : community effectiveness trial  manualized treatment  community replication  comprehensive psychosocial intervention  high-functioning autism spectrum disorders Index. décimale : PER Périodiques Résumé : This community effectiveness trial examined the feasibility and efficacy of a comprehensive psychosocial treatment for 28 children, aged 7 to 10 years with high-functioning autism spectrum disorders (HFASDs). Treatment included instruction and therapeutic activities targeting social skills, face-emotion recognition skills, interest expansion, and interpretation of non-literal language skills. A behavioral program was instituted to foster skills acquisition and reduce ASD symptoms and problem behaviors. Feasibility was supported in high levels of fidelity and satisfaction. Significant improvements were found for the children’s non-literal language skills and parent ratings of target social and communicative skills, broader social performance, and ASD symptoms. Secondary staff ratings corroborated parent ratings. Results suggest that the treatment, when administered by a community agency, was feasible and yielded positive outcomes similar to prior randomized clinical trials (RCTs). En ligne : http://dx.doi.org/10.1177/1088357614525662 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257 [article] Community Trial of a Comprehensive Psychosocial Treatment for HFASDs [Texte imprimé et/ou numérique] / Christopher LOPATA, Auteur ; Jennifer A. TOOMEY, Auteur ; Marcus L. THOMEER, Auteur ; Christin A. MCDONALD, Auteur ; Jeffery D. FOX, Auteur ; Rachael A. SMITH, Auteur ; David L. MEICHENBAUM, Auteur ; Martin A. VOLKER, Auteur ; Gloria K. LEE, Auteur ; Alanna M. LIPINSKI, Auteur . - p.115-125. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 30-2 (June 2015) . - p.115-125 Mots-clés : community effectiveness trial  manualized treatment  community replication  comprehensive psychosocial intervention  high-functioning autism spectrum disorders Index. décimale : PER Périodiques Résumé : This community effectiveness trial examined the feasibility and efficacy of a comprehensive psychosocial treatment for 28 children, aged 7 to 10 years with high-functioning autism spectrum disorders (HFASDs). Treatment included instruction and therapeutic activities targeting social skills, face-emotion recognition skills, interest expansion, and interpretation of non-literal language skills. A behavioral program was instituted to foster skills acquisition and reduce ASD symptoms and problem behaviors. Feasibility was supported in high levels of fidelity and satisfaction. Significant improvements were found for the children’s non-literal language skills and parent ratings of target social and communicative skills, broader social performance, and ASD symptoms. Secondary staff ratings corroborated parent ratings. Results suggest that the treatment, when administered by a community agency, was feasible and yielded positive outcomes similar to prior randomized clinical trials (RCTs). En ligne : http://dx.doi.org/10.1177/1088357614525662 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257