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

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