On-the-job functional assessments / Angelika ANDERSON

Public ISBD in Job Coaches for Adults with Disabilities / Karola DILLENBURGER Titre : On-the-job functional assessments Type de document : Texte imprimé et/ou numérique Auteurs : Angelika ANDERSON, Auteur Année de publication : 2019 Importance : p.118-136 Langues : Anglais (eng) Index. décimale : ASP-G ASP-G - Asperger - Emploi Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=400 in Job Coaches for Adults with Disabilities / Karola DILLENBURGER On-the-job functional assessments [Texte imprimé et/ou numérique] / Angelika ANDERSON, Auteur . - 2019 . - p.118-136. Langues : Anglais (eng) Index. décimale : ASP-G ASP-G - Asperger - Emploi Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=400

Exemplaires

Code-barres	Cote	Support	Localisation	Section	Disponibilité
aucun exemplaire

A randomised controlled trial of an iPad-based application to complement early behavioural intervention in Autism Spectrum Disorder / Andrew J. O. WHITEHOUSE in Journal of Child Psychology and Psychiatry, 58-9 (September 2017)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 58-9 (September 2017) . - p.1042-1052 Titre : A randomised controlled trial of an iPad-based application to complement early behavioural intervention in Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Andrew J. O. WHITEHOUSE, Auteur ; Joanna GRANICH, Auteur ; Gail A. ALVARES, Auteur ; Margherita L. BUSACCA, Auteur ; Matthew N. COOPER, Auteur ; Alena DASS, Auteur ; Thi DUONG, Auteur ; Rajes HARPER, Auteur ; Wendy MARSHALL, Auteur ; Amanda RICHDALE, Auteur ; Tania RODWELL, Auteur ; David TREMBATH, Auteur ; Pratibha VELLANKI, Auteur ; Dennis W. MOORE, Auteur ; Angelika ANDERSON, Auteur Article en page(s) : p.1042-1052 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  randomised controlled trial  early intervention  computer-assisted learning Index. décimale : PER Périodiques Résumé : Background Technology-based interventions for Autism Spectrum Disorder (ASD) have proliferated, but few have been evaluated within the context of a randomised controlled trial (RCT). This RCT evaluated the efficacy of one technology-based early intervention programme (Therapy Outcomes By You; TOBY) in young children with ASD. Methods TOBY is an app-based learning curriculum designed for children and parents as a complement to early behavioural intervention. Eighty children (16 female) were recruited to this RCT within 12 months of receiving a diagnosis of ASD (M age = 3.38; SD = 0.69) and randomised to receive either treatment-as-usual (community-based intervention, n = 39) or the TOBY therapy (at least 20 min/day) plus treatment-as-usual (n = 41) for a period of 6 months. Outcomes were assessed at 3 and 6 months postbaseline. (Australian New Zealand Clinical Trials Registry: ACTRN12614000738628; www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=365463). Results Children in the TOBY intervention group averaged 19 min/day engaging with the app in the first 3 months, but only 2 min/day during the second 3 months. There was no group difference in scores on the primary outcome, the Autism Treatment Evaluation Checklist, at either the 3- or 6-month follow-up. However, significant improvements at the 6-month follow-up were observed in the TOBY intervention group relative to the treatment-as-usual group on three secondary outcomes: the Fine Motor and Visual Reception subscales of the Mullen Scale of Early Learning and the Total Words Understood scale of the MacArthur-Bates Communicative Development Index. Statistical trends towards improvement in the TOBY intervention group were observed on measures of adaptive function, although these decreased in magnitude from the 3- to 6-month follow-up. Conclusions This study provides evidence that technology-based interventions may provide a relatively low-cost addition to existing therapist-delivered interventions for children with ASD. However, sustained use of the app over the full 6-month period was a challenge for most families. En ligne : http://dx.doi.org/10.1111/jcpp.12752 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=317 [article] A randomised controlled trial of an iPad-based application to complement early behavioural intervention in Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Andrew J. O. WHITEHOUSE, Auteur ; Joanna GRANICH, Auteur ; Gail A. ALVARES, Auteur ; Margherita L. BUSACCA, Auteur ; Matthew N. COOPER, Auteur ; Alena DASS, Auteur ; Thi DUONG, Auteur ; Rajes HARPER, Auteur ; Wendy MARSHALL, Auteur ; Amanda RICHDALE, Auteur ; Tania RODWELL, Auteur ; David TREMBATH, Auteur ; Pratibha VELLANKI, Auteur ; Dennis W. MOORE, Auteur ; Angelika ANDERSON, Auteur . - p.1042-1052. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 58-9 (September 2017) . - p.1042-1052 Mots-clés : Autism Spectrum Disorder  randomised controlled trial  early intervention  computer-assisted learning Index. décimale : PER Périodiques Résumé : Background Technology-based interventions for Autism Spectrum Disorder (ASD) have proliferated, but few have been evaluated within the context of a randomised controlled trial (RCT). This RCT evaluated the efficacy of one technology-based early intervention programme (Therapy Outcomes By You; TOBY) in young children with ASD. Methods TOBY is an app-based learning curriculum designed for children and parents as a complement to early behavioural intervention. Eighty children (16 female) were recruited to this RCT within 12 months of receiving a diagnosis of ASD (M age = 3.38; SD = 0.69) and randomised to receive either treatment-as-usual (community-based intervention, n = 39) or the TOBY therapy (at least 20 min/day) plus treatment-as-usual (n = 41) for a period of 6 months. Outcomes were assessed at 3 and 6 months postbaseline. (Australian New Zealand Clinical Trials Registry: ACTRN12614000738628; www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=365463). Results Children in the TOBY intervention group averaged 19 min/day engaging with the app in the first 3 months, but only 2 min/day during the second 3 months. There was no group difference in scores on the primary outcome, the Autism Treatment Evaluation Checklist, at either the 3- or 6-month follow-up. However, significant improvements at the 6-month follow-up were observed in the TOBY intervention group relative to the treatment-as-usual group on three secondary outcomes: the Fine Motor and Visual Reception subscales of the Mullen Scale of Early Learning and the Total Words Understood scale of the MacArthur-Bates Communicative Development Index. Statistical trends towards improvement in the TOBY intervention group were observed on measures of adaptive function, although these decreased in magnitude from the 3- to 6-month follow-up. Conclusions This study provides evidence that technology-based interventions may provide a relatively low-cost addition to existing therapist-delivered interventions for children with ASD. However, sustained use of the app over the full 6-month period was a challenge for most families. En ligne : http://dx.doi.org/10.1111/jcpp.12752 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=317

Teaching Reading Comprehension Skills to a Child with Autism Using Behaviour Skills Training / Binita D. SINGH in Journal of Autism and Developmental Disorders, 47-10 (October 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-10 (October 2017) . - p.3049-3058 Titre : Teaching Reading Comprehension Skills to a Child with Autism Using Behaviour Skills Training Type de document : Texte imprimé et/ou numérique Auteurs : Binita D. SINGH, Auteur ; Dennis W. MOORE, Auteur ; Brett E. FURLONGER, Auteur ; Angelika ANDERSON, Auteur ; Margherita L. BUSACCA, Auteur ; Derek L. ENGLISH, Auteur Article en page(s) : p.3049-3058 Langues : Anglais (eng) Mots-clés : ASD  Reading comprehension  Behaviour skills training  Multiple probe design Index. décimale : PER Périodiques Résumé : A multiple probe design across skills was used to examine the effects of behaviour skills training (BST) on teaching four reading comprehension skills (predicting, questioning, clarifying, and summarizing) to a 7th grade student with autism. Following baseline, the student received 12 sessions of BST during which each skill was taught to criterion. At each session, data was also collected on the accuracy of oral responses to 10 comprehension questions. BST was associated with clear gains in the participant’s performance on each comprehension skill, along with concomitant gains in reading comprehension both on the daily probes and a standardized measure. Skills maintained at follow-up support the conclusion that BST was effective in improving the comprehension skills of a child with autism. En ligne : https://doi.org/10.1007/s10803-017-3229-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=319 [article] Teaching Reading Comprehension Skills to a Child with Autism Using Behaviour Skills Training [Texte imprimé et/ou numérique] / Binita D. SINGH, Auteur ; Dennis W. MOORE, Auteur ; Brett E. FURLONGER, Auteur ; Angelika ANDERSON, Auteur ; Margherita L. BUSACCA, Auteur ; Derek L. ENGLISH, Auteur . - p.3049-3058. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-10 (October 2017) . - p.3049-3058 Mots-clés : ASD  Reading comprehension  Behaviour skills training  Multiple probe design Index. décimale : PER Périodiques Résumé : A multiple probe design across skills was used to examine the effects of behaviour skills training (BST) on teaching four reading comprehension skills (predicting, questioning, clarifying, and summarizing) to a 7th grade student with autism. Following baseline, the student received 12 sessions of BST during which each skill was taught to criterion. At each session, data was also collected on the accuracy of oral responses to 10 comprehension questions. BST was associated with clear gains in the participant’s performance on each comprehension skill, along with concomitant gains in reading comprehension both on the daily probes and a standardized measure. Skills maintained at follow-up support the conclusion that BST was effective in improving the comprehension skills of a child with autism. En ligne : https://doi.org/10.1007/s10803-017-3229-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=319

Using Video Self-Modelled Social Stories to Teach Social Skills to a Young Child with Autism / Stacey LITRAS in Autism Research and Treatment, (March 2010)  

Public ISBD [article]  inAutism Research and Treatment > (March 2010) . - 9 p. Titre : Using Video Self-Modelled Social Stories to Teach Social Skills to a Young Child with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Stacey LITRAS, Auteur ; Dennis W. MOORE, Auteur ; Angelika ANDERSON, Auteur Année de publication : 2010 Article en page(s) : 9 p. Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The present study investigated the effectiveness of combining Social Stories and Video Self-Modelling (VSM) to teach social skills to a three-year-old child with autism. A multiple-baseline across behaviors design revealed that video self-modelled Social Stories were effective at improving all three target behaviors: greeting, inviting to play, and contingent responding. In addition, these behaviors successfully generalized across settings, toys, and communication partners. Concomitant behavior changes, namely, increased levels of communicative behavior and levels of social engagement were also observed. These results support the effectiveness of video self-modelled Social Stories and illustrate the potential of combined intervention techniques for remedying the social deficits faced by this population. En ligne : http://dx.doi.org/10.1155/2010/834979 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114 [article] Using Video Self-Modelled Social Stories to Teach Social Skills to a Young Child with Autism [Texte imprimé et/ou numérique] / Stacey LITRAS, Auteur ; Dennis W. MOORE, Auteur ; Angelika ANDERSON, Auteur . - 2010 . - 9 p. Langues : Anglais (eng) in Autism Research and Treatment > (March 2010) . - 9 p. Index. décimale : PER Périodiques Résumé : The present study investigated the effectiveness of combining Social Stories and Video Self-Modelling (VSM) to teach social skills to a three-year-old child with autism. A multiple-baseline across behaviors design revealed that video self-modelled Social Stories were effective at improving all three target behaviors: greeting, inviting to play, and contingent responding. In addition, these behaviors successfully generalized across settings, toys, and communication partners. Concomitant behavior changes, namely, increased levels of communicative behavior and levels of social engagement were also observed. These results support the effectiveness of video self-modelled Social Stories and illustrate the potential of combined intervention techniques for remedying the social deficits faced by this population. En ligne : http://dx.doi.org/10.1155/2010/834979 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114

---

1 (1 - 4 / 4)