An experimental analysis of the effects of therapeutic horseback riding on the behavior of children with autism / Sarah R. JENKINS in Research in Autism Spectrum Disorders, 7-6 (June 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-6 (June 2013) . - p.721-740 Titre : An experimental analysis of the effects of therapeutic horseback riding on the behavior of children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Sarah R. JENKINS, Auteur ; Florence D. DIGENNARO REED, Auteur Article en page(s) : p.721-740 Langues : Anglais (eng) Mots-clés : Therapeutic horseback riding  Single-case design  Alternative treatments Index. décimale : PER Périodiques Résumé : The current study experimentally evaluated the effects of therapeutic horseback riding on the behavior of children with autism using a multiple baseline across participants design and a waitlist control group for comparison purposes. Participants were observed weekly in an after-school program during four center-based activities and during therapeutic horseback riding lessons. We also conducted intermittent probes of behavior at home. Therapeutic horseback riding did not produce systematic changes in affect, responding to others’ initiations, spontaneous initiations, off-task behavior, compliance, problem behavior, or performance on two standardized measures. Three of four participants’ posture improved during therapeutic horseback riding. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199 [article] An experimental analysis of the effects of therapeutic horseback riding on the behavior of children with autism [Texte imprimé et/ou numérique] / Sarah R. JENKINS, Auteur ; Florence D. DIGENNARO REED, Auteur . - p.721-740. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.721-740 Mots-clés : Therapeutic horseback riding  Single-case design  Alternative treatments Index. décimale : PER Périodiques Résumé : The current study experimentally evaluated the effects of therapeutic horseback riding on the behavior of children with autism using a multiple baseline across participants design and a waitlist control group for comparison purposes. Participants were observed weekly in an after-school program during four center-based activities and during therapeutic horseback riding lessons. We also conducted intermittent probes of behavior at home. Therapeutic horseback riding did not produce systematic changes in affect, responding to others’ initiations, spontaneous initiations, off-task behavior, compliance, problem behavior, or performance on two standardized measures. Three of four participants’ posture improved during therapeutic horseback riding. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199

Applications of technology to teach social skills to children with autism / Florence D. DIGENNARO REED 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.1003-1010 Titre : Applications of technology to teach social skills to children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Florence D. DIGENNARO REED, Auteur ; Sarah R. HYMAN, Auteur ; Jason M. HIRST, Auteur Année de publication : 2011 Article en page(s) : p.1003-1010 Langues : Anglais (eng) Mots-clés : Social skills  Technology  Autism Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder show deficits in social skills such as initiating conversation, responding in social situations, social problem-solving, and others. These deficits are targeted through the use of social skills interventions, some of which use a technology-based approach as a resource-efficient alternative to common forms of instruction. The current literature review aims to (a) determine the number of empirical studies using a technology-based social skills intervention, (b) explore the features of social skills targeted in these studies, and (c) analyze the number of studies reporting reliability of the dependent and independent variables. Results indicate that a majority of the studies relied on a video or DVD to deliver the intervention (modeling or feedback), were conducted in school settings, and targeted more than one social skill. The most common social skill addressed was initiating conversation followed by play skills. All but one study included standardized assessment before treatment; however, none of the studies used a published social skills assessment. Like previous research, reliability of the dependent variables was common; however, reliability of the independent variables was infrequent. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.022 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=118 [article] Applications of technology to teach social skills to children with autism [Texte imprimé et/ou numérique] / Florence D. DIGENNARO REED, Auteur ; Sarah R. HYMAN, Auteur ; Jason M. HIRST, Auteur . - 2011 . - p.1003-1010. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1003-1010 Mots-clés : Social skills  Technology  Autism Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder show deficits in social skills such as initiating conversation, responding in social situations, social problem-solving, and others. These deficits are targeted through the use of social skills interventions, some of which use a technology-based approach as a resource-efficient alternative to common forms of instruction. The current literature review aims to (a) determine the number of empirical studies using a technology-based social skills intervention, (b) explore the features of social skills targeted in these studies, and (c) analyze the number of studies reporting reliability of the dependent and independent variables. Results indicate that a majority of the studies relied on a video or DVD to deliver the intervention (modeling or feedback), were conducted in school settings, and targeted more than one social skill. The most common social skill addressed was initiating conversation followed by play skills. All but one study included standardized assessment before treatment; however, none of the studies used a published social skills assessment. Like previous research, reliability of the dependent variables was common; however, reliability of the independent variables was infrequent. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.022 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=118

Assessment and treatment of stereotypic behavior in children with autism and other developmental disabilities: A thirty year review / Florence D. DIGENNARO REED in Research in Autism Spectrum Disorders, 6-1 (January-March 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-1 (January-March 2012) . - p.422-430 Titre : Assessment and treatment of stereotypic behavior in children with autism and other developmental disabilities: A thirty year review Type de document : Texte imprimé et/ou numérique Auteurs : Florence D. DIGENNARO REED, Auteur ; Jason M. HIRST, Auteur ; Sarah R. HYMAN, Auteur Année de publication : 2012 Article en page(s) : p.422-430 Langues : Anglais (eng) Mots-clés : Autism  Stereotypy  Self-stimulatory behavior Index. décimale : PER Périodiques Résumé : A defining feature of children with autism includes stereotypy, characterized as restrictive and repetitive vocal and motor behavior. The current literature review seeks to (a) determine the number of empirical studies using behavioral interventions to treat stereotypy exhibited by children with autism or other pervasive development disorder, (b) identify the assessment techniques used to determine the function of stereotypy, (c) broadly categorize the treatment procedures, (d) summarize findings of other relevant variables (e.g., participant demographics, experimental setting, change agents used, and topography of stereotypy), and (e) determine the number of studies reporting reliability of the independent variables. Results indicate that a wide variety of stereotypies are represented in the published literature. A majority of studies do not rely on a functional assessment to guide intervention planning and consequence-based approaches are the most common treatment technique. Similar to previous research, measurement of reliability of the independent variables is uncommon. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.07.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146 [article] Assessment and treatment of stereotypic behavior in children with autism and other developmental disabilities: A thirty year review [Texte imprimé et/ou numérique] / Florence D. DIGENNARO REED, Auteur ; Jason M. HIRST, Auteur ; Sarah R. HYMAN, Auteur . - 2012 . - p.422-430. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-1 (January-March 2012) . - p.422-430 Mots-clés : Autism  Stereotypy  Self-stimulatory behavior Index. décimale : PER Périodiques Résumé : A defining feature of children with autism includes stereotypy, characterized as restrictive and repetitive vocal and motor behavior. The current literature review seeks to (a) determine the number of empirical studies using behavioral interventions to treat stereotypy exhibited by children with autism or other pervasive development disorder, (b) identify the assessment techniques used to determine the function of stereotypy, (c) broadly categorize the treatment procedures, (d) summarize findings of other relevant variables (e.g., participant demographics, experimental setting, change agents used, and topography of stereotypy), and (e) determine the number of studies reporting reliability of the independent variables. Results indicate that a wide variety of stereotypies are represented in the published literature. A majority of studies do not rely on a functional assessment to guide intervention planning and consequence-based approaches are the most common treatment technique. Similar to previous research, measurement of reliability of the independent variables is uncommon. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.07.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146

Autism spectrum disorder and the student teacher relationship: A comparison study with peers with intellectual disability and typical development / Jan BLACHER in Research in Autism Spectrum Disorders, 8-3 (March 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-3 (March 2014) . - p.324-333 Titre : Autism spectrum disorder and the student teacher relationship: A comparison study with peers with intellectual disability and typical development Type de document : Texte imprimé et/ou numérique Auteurs : Jan BLACHER, Auteur ; Erica HOWELL, Auteur ; Stacy LAUDERDALE-LITTIN, Auteur ; Florence D. DIGENNARO REED, Auteur ; Elizabeth A. LAUGESON, Auteur Article en page(s) : p.324-333 Langues : Anglais (eng) Mots-clés : Student–teacher relationships  Teacher conflict and closeness Index. décimale : PER Périodiques Résumé : Abstract This study examined relations among behavior problems, social skills, and student–teacher relationships within a sample of children (mean age 8) with autism spectrum disorders or ASD (n = 36) and comparison samples of children with typical development (n = 91) or with intellectual disability (n = 38.) Student–teacher relationships (STRs) for children with ASD appeared to be qualitatively different from those of similarly aged children with ID or typical development. The STRs for children with ASD were considerably poorer, with less closeness and more conflict, than in the two comparison groups. Within the group with ASD, teacher-reported child externalizing behavior and social skills accounted for significant variance in the total score on the Student Teacher Relationship Scale. Conflict was predicted only by externalizing behavior, whereas closeness was predicted by social skills; level of autistic mannerisms negatively related to the teacher's perception of closeness. Findings address the implications for transition to early schooling for children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.12.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=224 [article] Autism spectrum disorder and the student teacher relationship: A comparison study with peers with intellectual disability and typical development [Texte imprimé et/ou numérique] / Jan BLACHER, Auteur ; Erica HOWELL, Auteur ; Stacy LAUDERDALE-LITTIN, Auteur ; Florence D. DIGENNARO REED, Auteur ; Elizabeth A. LAUGESON, Auteur . - p.324-333. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-3 (March 2014) . - p.324-333 Mots-clés : Student–teacher relationships  Teacher conflict and closeness Index. décimale : PER Périodiques Résumé : Abstract This study examined relations among behavior problems, social skills, and student–teacher relationships within a sample of children (mean age 8) with autism spectrum disorders or ASD (n = 36) and comparison samples of children with typical development (n = 91) or with intellectual disability (n = 38.) Student–teacher relationships (STRs) for children with ASD appeared to be qualitatively different from those of similarly aged children with ID or typical development. The STRs for children with ASD were considerably poorer, with less closeness and more conflict, than in the two comparison groups. Within the group with ASD, teacher-reported child externalizing behavior and social skills accounted for significant variance in the total score on the Student Teacher Relationship Scale. Conflict was predicted only by externalizing behavior, whereas closeness was predicted by social skills; level of autistic mannerisms negatively related to the teacher's perception of closeness. Findings address the implications for transition to early schooling for children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.12.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=224

La différence entre la science et la pseudoscience dans l’évaluation et le traitement des troubles du spectre de l’autisme / Mary E. MCDONALD

Public ISBD in Evaluer les troubles du spectre de l'autisme / Sam GOLDSTEIN Titre : La différence entre la science et la pseudoscience dans l’évaluation et le traitement des troubles du spectre de l’autisme Type de document : Texte imprimé et/ou numérique Auteurs : Mary E. MCDONALD, Auteur ; Florence D. DIGENNARO REED, Auteur Année de publication : 2020 Importance : p.299-317 Langues : Français (fre) Index. décimale : AUT-D AUT-D - L'Autisme - Dépistage et Diagnostic Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=435 in Evaluer les troubles du spectre de l'autisme / Sam GOLDSTEIN La différence entre la science et la pseudoscience dans l’évaluation et le traitement des troubles du spectre de l’autisme [Texte imprimé et/ou numérique] / Mary E. MCDONALD, Auteur ; Florence D. DIGENNARO REED, Auteur . - 2020 . - p.299-317. Langues : Français (fre) Index. décimale : AUT-D AUT-D - L'Autisme - Dépistage et Diagnostic Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=435

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Intervention Integrity Assessment / Florence D. DIGENNARO REED

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