An aggregate study of single-case research involving aided AAC: Participant characteristics of individuals with autism spectrum disorders / Jennifer B. GANZ 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.1500-1509 Titre : An aggregate study of single-case research involving aided AAC: Participant characteristics of individuals with autism spectrum disorders Type de document : texte imprimé Auteurs : Jennifer B. GANZ, Auteur ; Theresa L. EARLES-VOLLRATH, Auteur ; Rose A. MASON, Auteur ; Mandy RISPOLI, Auteur ; Amy K. HEATH, Auteur ; Richard I. PARKER, Auteur Année de publication : 2011 Article en page(s) : p.1500-1509 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Augmentative and alternative communication  Participant characteristics  Interventions  Research review Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorders (ASD) who cannot speak at all or not intelligibly are frequently taught to use aided augmentative and alternative communication (AAC). The majority of the research on the use of AAC with individuals with ASD has been single-case research studies. This investigation involved a meta-analysis of the single-case research on the use of aided AAC with individuals with autism spectrum disorders (ASD), investigating the differential impacts of AAC by participant characteristics. An effect size measure, the Improvement Rate Difference (IRD) was used to analyze 24 single-case studies. Two research questions were investigated concerning (a) the impact of AAC interventions on individuals diagnosed with subcategories of ASD and co-morbid conditions, and (b) the effects of AAC interventions on individuals in different age groups. Results indicated that participants with ASD and no additional diagnoses had better outcomes than others and that participants with ASD and developmental disabilities outperformed participants with ASD and multiple disabilities. Further, preschool-aged participants had better outcomes than elementary-aged and secondary-aged participants. Participants in all diagnostic categories and age ranges had moderate or better effects. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126 [article] An aggregate study of single-case research involving aided AAC: Participant characteristics of individuals with autism spectrum disorders [texte imprimé] / Jennifer B. GANZ, Auteur ; Theresa L. EARLES-VOLLRATH, Auteur ; Rose A. MASON, Auteur ; Mandy RISPOLI, Auteur ; Amy K. HEATH, Auteur ; Richard I. PARKER, Auteur . - 2011 . - p.1500-1509. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1500-1509 Mots-clés : Autism spectrum disorders  Augmentative and alternative communication  Participant characteristics  Interventions  Research review Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorders (ASD) who cannot speak at all or not intelligibly are frequently taught to use aided augmentative and alternative communication (AAC). The majority of the research on the use of AAC with individuals with ASD has been single-case research studies. This investigation involved a meta-analysis of the single-case research on the use of aided AAC with individuals with autism spectrum disorders (ASD), investigating the differential impacts of AAC by participant characteristics. An effect size measure, the Improvement Rate Difference (IRD) was used to analyze 24 single-case studies. Two research questions were investigated concerning (a) the impact of AAC interventions on individuals diagnosed with subcategories of ASD and co-morbid conditions, and (b) the effects of AAC interventions on individuals in different age groups. Results indicated that participants with ASD and no additional diagnoses had better outcomes than others and that participants with ASD and developmental disabilities outperformed participants with ASD and multiple disabilities. Further, preschool-aged participants had better outcomes than elementary-aged and secondary-aged participants. Participants in all diagnostic categories and age ranges had moderate or better effects. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126

Book Review: Thomas Buggey Seeing Is Believing: Video Self-Modeling for People With Autism and Other Developmental Disabilities / Rose A. MASON in Focus on Autism and Other Developmental Disabilities, 26-1 (March 2011)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 26-1 (March 2011) . - p.63 Titre : Book Review: Thomas Buggey Seeing Is Believing: Video Self-Modeling for People With Autism and Other Developmental Disabilities : Brentwood, MD: Woodbine House, 2009. 125 pp. US$19.95 (paperback). ISBN 1890627887 Type de document : texte imprimé Auteurs : Rose A. MASON, Auteur ; Jennifer B. GANZ, Auteur Année de publication : 2011 Article en page(s) : p.63 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357610381767 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=117 [article] Book Review: Thomas Buggey Seeing Is Believing: Video Self-Modeling for People With Autism and Other Developmental Disabilities : Brentwood, MD: Woodbine House, 2009. 125 pp. US$19.95 (paperback). ISBN 1890627887 [texte imprimé] / Rose A. MASON, Auteur ; Jennifer B. GANZ, Auteur . - 2011 . - p.63. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 26-1 (March 2011) . - p.63 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357610381767 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=117

A Comprehensive Peer Network Intervention to Improve Social Communication of Children with Autism Spectrum Disorders: A Randomized Trial in Kindergarten and First Grade / Debra M. KAMPS in Journal of Autism and Developmental Disorders, 45-6 (June 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1809-1824 Titre : A Comprehensive Peer Network Intervention to Improve Social Communication of Children with Autism Spectrum Disorders: A Randomized Trial in Kindergarten and First Grade Type de document : texte imprimé Auteurs : Debra M. KAMPS, Auteur ; Kathy S. THIEMANN-BOURQUE, Auteur ; Linda HEITZMAN-POWELL, Auteur ; Ilene S. SCHWARTZ, Auteur ; Nancy ROSENBERG, Auteur ; Rose A. MASON, Auteur ; Suzanne COX, Auteur Article en page(s) : p.1809-1824 Langues : Anglais (eng) Mots-clés : Peer networks  Social-communication skills  Text cues Index. décimale : PER Périodiques Résumé : The purpose of this randomized control group study was to examine the effects of a peer network intervention that included peer mediation and direct instruction for Kindergarten and First-grade children with autism spectrum disorders. Trained school staff members provided direct instruction for 56 children in the intervention group, and 39 children participated in a comparison group. Results showed children in the intervention group displayed significantly more initiations to peers than did the comparison group during non-treatment social probes and generalization probes. Treatment session data showed significant growth for total communications over baseline levels. Children in treatment also showed more growth in language and adaptive communication. Finally, teachers’ ratings of prosocial skills revealed significantly greater improvements for the intervention group. En ligne : http://dx.doi.org/10.1007/s10803-014-2340-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] A Comprehensive Peer Network Intervention to Improve Social Communication of Children with Autism Spectrum Disorders: A Randomized Trial in Kindergarten and First Grade [texte imprimé] / Debra M. KAMPS, Auteur ; Kathy S. THIEMANN-BOURQUE, Auteur ; Linda HEITZMAN-POWELL, Auteur ; Ilene S. SCHWARTZ, Auteur ; Nancy ROSENBERG, Auteur ; Rose A. MASON, Auteur ; Suzanne COX, Auteur . - p.1809-1824. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1809-1824 Mots-clés : Peer networks  Social-communication skills  Text cues Index. décimale : PER Périodiques Résumé : The purpose of this randomized control group study was to examine the effects of a peer network intervention that included peer mediation and direct instruction for Kindergarten and First-grade children with autism spectrum disorders. Trained school staff members provided direct instruction for 56 children in the intervention group, and 39 children participated in a comparison group. Results showed children in the intervention group displayed significantly more initiations to peers than did the comparison group during non-treatment social probes and generalization probes. Treatment session data showed significant growth for total communications over baseline levels. Children in treatment also showed more growth in language and adaptive communication. Finally, teachers’ ratings of prosocial skills revealed significantly greater improvements for the intervention group. En ligne : http://dx.doi.org/10.1007/s10803-014-2340-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

Impact of a Teacher-as-Coach Model: Improving Paraprofessionals Fidelity of Implementation of Discrete Trial Training for Students with Moderate-to-Severe Developmental Disabilities / Rose A. MASON in Journal of Autism and Developmental Disorders, 47-6 (June 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-6 (June 2017) . - p.1696-1707 Titre : Impact of a Teacher-as-Coach Model: Improving Paraprofessionals Fidelity of Implementation of Discrete Trial Training for Students with Moderate-to-Severe Developmental Disabilities Type de document : texte imprimé Auteurs : Rose A. MASON, Auteur ; Alana G. SCHNITZ, Auteur ; Howard P. WILLS, Auteur ; Raia ROSENBLOOM, Auteur ; Debra M. KAMPS, Auteur ; Darcey BAST, Auteur Article en page(s) : p.1696-1707 Langues : Anglais (eng) Mots-clés : Paraprofessionals  Developmental disabilities  Autism  Coaching  Discrete trial training Index. décimale : PER Périodiques Résumé : Ensuring educational progress for students with moderate-to-severe developmental disabilities requires exposure to well executed evidence-based practices. This necessitates that the special education workforce, including paraprofessionals, be well-trained. Yet evidence regarding effective training mechanisms for paraprofessionals is limited. A multiple baseline design across five teachers was used to evaluate the impact of online instructional modules and a Practice-Based Coaching (PBC) model with teacher-as-coach on their paraprofessionals’ fidelity of discrete trial training (DTT). Implementation of the instructional modules yielded little to no change in paraprofessionals’ DTT fidelity, however, a clear functional relation between PBC and improvement in paraprofessionals’ fidelity of implementation of DTT was demonstrated. Implications for future research and practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-017-3086-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=308 [article] Impact of a Teacher-as-Coach Model: Improving Paraprofessionals Fidelity of Implementation of Discrete Trial Training for Students with Moderate-to-Severe Developmental Disabilities [texte imprimé] / Rose A. MASON, Auteur ; Alana G. SCHNITZ, Auteur ; Howard P. WILLS, Auteur ; Raia ROSENBLOOM, Auteur ; Debra M. KAMPS, Auteur ; Darcey BAST, Auteur . - p.1696-1707. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-6 (June 2017) . - p.1696-1707 Mots-clés : Paraprofessionals  Developmental disabilities  Autism  Coaching  Discrete trial training Index. décimale : PER Périodiques Résumé : Ensuring educational progress for students with moderate-to-severe developmental disabilities requires exposure to well executed evidence-based practices. This necessitates that the special education workforce, including paraprofessionals, be well-trained. Yet evidence regarding effective training mechanisms for paraprofessionals is limited. A multiple baseline design across five teachers was used to evaluate the impact of online instructional modules and a Practice-Based Coaching (PBC) model with teacher-as-coach on their paraprofessionals’ fidelity of discrete trial training (DTT). Implementation of the instructional modules yielded little to no change in paraprofessionals’ DTT fidelity, however, a clear functional relation between PBC and improvement in paraprofessionals’ fidelity of implementation of DTT was demonstrated. Implications for future research and practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-017-3086-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=308

Implementing self-monitoring to reduce inappropriate vocalizations of an adult with autism in the workplace / Howard P. WILLS in Research in Autism Spectrum Disorders, 58 (February 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 58 (February 2019) . - p.9-18 Titre : Implementing self-monitoring to reduce inappropriate vocalizations of an adult with autism in the workplace Type de document : texte imprimé Auteurs : Howard P. WILLS, Auteur ; Rose A. MASON, Auteur ; Jonathan M. HUFFMAN, Auteur ; Linda HEITZMAN-POWELL, Auteur Article en page(s) : p.9-18 Langues : Anglais (eng) Mots-clés : Self-monitoring  Employment  Autism spectrum disorder  Webbased application  Vocalizations Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) are capable of competitive employment and can work successfully in community businesses. However, it is common for individuals with ASD to be unemployed or underemployed at higher rates than other groups with disabilities and the population at large. ASD encompasses a range of behaviors with the potential to interfere with productivity within the workplace. Research has supported management of these behaviors, through methods such as self-monitoring, may improve community access and employment. A singlesubject withdrawal design was utilized to evaluate the functional relationship between implementation of the I-Connect self-monitoring intervention and inappropriate vocalizations, with secondary measurement of work engagement and hair pulling behaviors. An adult female with ASD received training on the use of the I-Connect self-monitoring application in her work place medical records setting. Introduction of the I-Connect self-monitoring application resulted in an immediate decrease in inappropriate vocalizations. Social validity measures suggest the application was easy to utilize and may be beneficial in increasing a person's perceived ability to regulate inappropriate vocalizations in a work environment. En ligne : https://doi.org/10.1016/j.rasd.2018.11.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379 [article] Implementing self-monitoring to reduce inappropriate vocalizations of an adult with autism in the workplace [texte imprimé] / Howard P. WILLS, Auteur ; Rose A. MASON, Auteur ; Jonathan M. HUFFMAN, Auteur ; Linda HEITZMAN-POWELL, Auteur . - p.9-18. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 58 (February 2019) . - p.9-18 Mots-clés : Self-monitoring  Employment  Autism spectrum disorder  Webbased application  Vocalizations Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) are capable of competitive employment and can work successfully in community businesses. However, it is common for individuals with ASD to be unemployed or underemployed at higher rates than other groups with disabilities and the population at large. ASD encompasses a range of behaviors with the potential to interfere with productivity within the workplace. Research has supported management of these behaviors, through methods such as self-monitoring, may improve community access and employment. A singlesubject withdrawal design was utilized to evaluate the functional relationship between implementation of the I-Connect self-monitoring intervention and inappropriate vocalizations, with secondary measurement of work engagement and hair pulling behaviors. An adult female with ASD received training on the use of the I-Connect self-monitoring application in her work place medical records setting. Introduction of the I-Connect self-monitoring application resulted in an immediate decrease in inappropriate vocalizations. Social validity measures suggest the application was easy to utilize and may be beneficial in increasing a person's perceived ability to regulate inappropriate vocalizations in a work environment. En ligne : https://doi.org/10.1016/j.rasd.2018.11.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379

A Meta-analysis of Challenging Behavior Interventions for Students with Developmental Disabilities in Inclusive School Settings / Catharine LORY in Journal of Autism and Developmental Disorders, 50-4 (April 2020)  

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A Meta-Analysis of Single-Case Research on Technology-Aided Reading Interventions for Students With Autism Spectrum Disorder / So Yeon KIM ; Rose A. MASON ; Mandy RISPOLI ; John L. DAVIS ; Catharine LORY ; Emily GREGORI ; Carly A. ROBERTS ; Denise WHITFORD ; Danni WANG in Focus on Autism and Other Developmental Disabilities, 40-1 (March 2025)  

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Peer mediation to increase communication and interaction at recess for students with autism spectrum disorders / Rose A. MASON in Research in Autism Spectrum Disorders, 8-3 (March 2014)  

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A Review of the Quality of Behaviorally-Based Intervention Research to Improve Social Interaction Skills of Children with ASD in Inclusive Settings / Síglia PIMENTEL HOHER CAMARGO in Journal of Autism and Developmental Disorders, 44-9 (September 2014)  

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The Effects of a Technology-Based Self-monitoring Intervention on On-Task, Disruptive, and Task-Completion Behaviors for Adolescents with Autism / Raia ROSENBLOOM in Journal of Autism and Developmental Disorders, 49-12 (December 2019)  

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The Effects of Using Adapted Science eBooks Within Shared Reading on Comprehension and Task Engagement of Students with Autism Spectrum Disorder / So Yeon KIM in Journal of Autism and Developmental Disorders, 55-12 (December 2025)  

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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)  

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Use of a Self-monitoring Application to Reduce Stereotypic Behavior in Adolescents with Autism: A Preliminary Investigation of I-Connect / Stephen A. CRUTCHFIELD in Journal of Autism and Developmental Disorders, 45-5 (May 2015)  

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Video-based modeling: Differential effects due to treatment protocol / Rose A. MASON in Research in Autism Spectrum Disorders, 7-1 (January 2013)  

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Vocal Stereotypy and Autism Spectrum Disorder: A Systematic Review of Interventions / Danni WANG in Research in Autism Spectrum Disorders, 78 (October 2020)  

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