An analysis of reading abilities in children with autism spectrum disorders / Amanda NALLY in Research in Autism Spectrum Disorders, 47 (March 2018)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 47 (March 2018) . - p.14-25 Titre : An analysis of reading abilities in children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Amanda NALLY, Auteur ; Olive HEALY, Auteur ; Jennifer HOLLOWAY, Auteur ; Helena LYDON, Auteur Article en page(s) : p.14-25 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Reading  Reading comprehension  Emergent literacy Index. décimale : PER Périodiques Résumé : Background This study examined the reading performance of a nationally representative sample of 110 children with autism spectrum disorder (ASD). Method The sample was divided into two groups by age; 3:10–5:10 years (Group 1) and 6:00–17:3 years (Group 2). Core reading components were assessed across both groups, which included: word reading, comprehension, phonological awareness, phonemic awareness, reading rate, vocabulary, accuracy and non-word reading. Results The data demonstrated impaired reading skills across reading components in both groups, with the exception of word reading pre-requisites for Group 1 and reading rate for Group 2. An analysis of the full sample found that many participants performed within the lowest possible range on standardized tests (standard score ?55) in particular, comprehension (82%) and phonemic awareness (62%). Language abilities and autism symptomatology severity were assessed for relationships with reading outcomes. The largest relationships were in autism severity and vocabulary and multiple regression analyses indicated that autism severity was predictive of language scores suggesting that individuals presenting with more severe symptoms of autism demonstrated the most reading deficits. Conclusion These findings highlight the severe reading deficits present in this population and the need for reading assessments as well as the design of highly individualized reading interventions. En ligne : https://doi.org/10.1016/j.rasd.2017.12.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=340 [article] An analysis of reading abilities in children with autism spectrum disorders [Texte imprimé et/ou numérique] / Amanda NALLY, Auteur ; Olive HEALY, Auteur ; Jennifer HOLLOWAY, Auteur ; Helena LYDON, Auteur . - p.14-25. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 47 (March 2018) . - p.14-25 Mots-clés : Autism spectrum disorder  Reading  Reading comprehension  Emergent literacy Index. décimale : PER Périodiques Résumé : Background This study examined the reading performance of a nationally representative sample of 110 children with autism spectrum disorder (ASD). Method The sample was divided into two groups by age; 3:10–5:10 years (Group 1) and 6:00–17:3 years (Group 2). Core reading components were assessed across both groups, which included: word reading, comprehension, phonological awareness, phonemic awareness, reading rate, vocabulary, accuracy and non-word reading. Results The data demonstrated impaired reading skills across reading components in both groups, with the exception of word reading pre-requisites for Group 1 and reading rate for Group 2. An analysis of the full sample found that many participants performed within the lowest possible range on standardized tests (standard score ?55) in particular, comprehension (82%) and phonemic awareness (62%). Language abilities and autism symptomatology severity were assessed for relationships with reading outcomes. The largest relationships were in autism severity and vocabulary and multiple regression analyses indicated that autism severity was predictive of language scores suggesting that individuals presenting with more severe symptoms of autism demonstrated the most reading deficits. Conclusion These findings highlight the severe reading deficits present in this population and the need for reading assessments as well as the design of highly individualized reading interventions. En ligne : https://doi.org/10.1016/j.rasd.2017.12.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=340

An investigation of the effectiveness of Behavioral Momentum on the acquisition and fluency outcomes of tacts in three children with Autism Spectrum Disorder / Laura KELLY in Research in Autism Spectrum Disorders, 9 (January 2015)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 9 (January 2015) . - p.182-192 Titre : An investigation of the effectiveness of Behavioral Momentum on the acquisition and fluency outcomes of tacts in three children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Laura KELLY, Auteur ; Jennifer HOLLOWAY, Auteur Année de publication : 2015 Article en page(s) : p.182-192 Langues : Anglais (eng) Mots-clés : Fluency training  Behavioral Momentum  Tacts  Verbal behavior  Autism Spectrum Disorder Index. décimale : PER Périodiques Résumé : Abstract The study aimed to evaluate the effectiveness of the fluency intervention, Behavioral Momentum (BM), on acquisition of tacts and associated fluency outcomes in three children with Autism Spectrum Disorder (ASD). A multiple probe design across stimulus sets was utilized to investigate the outcomes of Behavioral Momentum for the acquisition, retention, stability, endurance, and application of tacts learned to a fluency aim. In the intervention phase, children were required to complete a Behavioral Momentum exercise consisting of the presentation of a sequence of high probability tacts followed immediately by the presentation of low probability tacts delivered within 1 min timings. The results demonstrated positive fluency outcomes on low probability tacts across all children. The practical implications of the study are discussed in terms of the use of Fluency Training for children with ASD within the educational setting. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.10.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243 [article] An investigation of the effectiveness of Behavioral Momentum on the acquisition and fluency outcomes of tacts in three children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Laura KELLY, Auteur ; Jennifer HOLLOWAY, Auteur . - 2015 . - p.182-192. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 9 (January 2015) . - p.182-192 Mots-clés : Fluency training  Behavioral Momentum  Tacts  Verbal behavior  Autism Spectrum Disorder Index. décimale : PER Périodiques Résumé : Abstract The study aimed to evaluate the effectiveness of the fluency intervention, Behavioral Momentum (BM), on acquisition of tacts and associated fluency outcomes in three children with Autism Spectrum Disorder (ASD). A multiple probe design across stimulus sets was utilized to investigate the outcomes of Behavioral Momentum for the acquisition, retention, stability, endurance, and application of tacts learned to a fluency aim. In the intervention phase, children were required to complete a Behavioral Momentum exercise consisting of the presentation of a sequence of high probability tacts followed immediately by the presentation of low probability tacts delivered within 1 min timings. The results demonstrated positive fluency outcomes on low probability tacts across all children. The practical implications of the study are discussed in terms of the use of Fluency Training for children with ASD within the educational setting. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.10.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243

A comparison of fluency training and discrete trial instruction to teach letter sounds to children with ASD: Acquisition and learning outcomes / Michael NOPPRAPUN in Research in Autism Spectrum Disorders, 8-7 (July 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-7 (July 2014) . - p.788-802 Titre : A comparison of fluency training and discrete trial instruction to teach letter sounds to children with ASD: Acquisition and learning outcomes Type de document : Texte imprimé et/ou numérique Auteurs : Michael NOPPRAPUN, Auteur ; Jennifer HOLLOWAY, Auteur Article en page(s) : p.788-802 Langues : Anglais (eng) Mots-clés : Fluency training (FT)  Discrete trial instruction (DTI)  Autism  Phonics instruction Index. décimale : PER Périodiques Résumé : Abstract The study investigated the efficacy of fluency training (FT) and discrete trial instruction (DTI) to teach phonic reading to individuals with Autism Spectrum Disorder (ASD), with particular emphasis on the acquisition of correct letter-sound correspondence and the learning outcomes of behavioural fluency instruction. An alternating-treatment design was employed to compare the treatment effects of FT versus DTI for the acquisition, retention, stability, endurance, and application of phonics in four children with ASD. The results showed that for two participants, FT was more efficient for the acquisition of correct letter-sound correspondence. For the remaining two participants, DTI resulted in more rapid acquisition. For all four participants, FT produced better results during post-test retention, endurance, stability, and application checks. The implications of these findings are discussed in relation to reading instruction, as well as the use of rate-building procedures with individuals with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.03.015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 [article] A comparison of fluency training and discrete trial instruction to teach letter sounds to children with ASD: Acquisition and learning outcomes [Texte imprimé et/ou numérique] / Michael NOPPRAPUN, Auteur ; Jennifer HOLLOWAY, Auteur . - p.788-802. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-7 (July 2014) . - p.788-802 Mots-clés : Fluency training (FT)  Discrete trial instruction (DTI)  Autism  Phonics instruction Index. décimale : PER Périodiques Résumé : Abstract The study investigated the efficacy of fluency training (FT) and discrete trial instruction (DTI) to teach phonic reading to individuals with Autism Spectrum Disorder (ASD), with particular emphasis on the acquisition of correct letter-sound correspondence and the learning outcomes of behavioural fluency instruction. An alternating-treatment design was employed to compare the treatment effects of FT versus DTI for the acquisition, retention, stability, endurance, and application of phonics in four children with ASD. The results showed that for two participants, FT was more efficient for the acquisition of correct letter-sound correspondence. For the remaining two participants, DTI resulted in more rapid acquisition. For all four participants, FT produced better results during post-test retention, endurance, stability, and application checks. The implications of these findings are discussed in relation to reading instruction, as well as the use of rate-building procedures with individuals with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.03.015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233

Developing the Parent-Coaching Assessment, Individualization, and Response to Stressors (PAIRS) Tool for Behavior Analysts / Cressida PACIA in Journal of Autism and Developmental Disorders, 53-9 (September 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-9 (September 2023) . - p.3319-3342 Titre : Developing the Parent-Coaching Assessment, Individualization, and Response to Stressors (PAIRS) Tool for Behavior Analysts Type de document : Texte imprimé et/ou numérique Auteurs : Cressida PACIA, Auteur ; Ciara GUNNING, Auteur ; Aoife MCTIERNAN, Auteur ; Jennifer HOLLOWAY, Auteur Article en page(s) : p.3319-3342 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Parent engagement in early behavioral intervention is essential to achieving meaningful intervention outcomes. However, parents may experience multiple barriers to engagement. The Parent-coaching Assessment, Individualization, and Response to Stressors (PAIRS) was developed to help practitioners assess families' barriers and facilitators, individualize their intervention, and respond to stressors using a contextual, functional approach. An expert panel of Board Certified Behavior Analysts ® (BCBAs) evaluated the content validity of the PAIRS. Average scale values (S-CVI/Ave) were 0.92 for relevance, 0.85 for effectiveness, and 0.91 for appropriateness. The PAIRS was revised, and a follow-up evaluation was conducted to rate the tool?s utility. This led to the final version of the PAIRS. Clinical implications and future directions are discussed. En ligne : https://doi.org/10.1007/s10803-022-05637-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511 [article] Developing the Parent-Coaching Assessment, Individualization, and Response to Stressors (PAIRS) Tool for Behavior Analysts [Texte imprimé et/ou numérique] / Cressida PACIA, Auteur ; Ciara GUNNING, Auteur ; Aoife MCTIERNAN, Auteur ; Jennifer HOLLOWAY, Auteur . - p.3319-3342. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-9 (September 2023) . - p.3319-3342 Index. décimale : PER Périodiques Résumé : Parent engagement in early behavioral intervention is essential to achieving meaningful intervention outcomes. However, parents may experience multiple barriers to engagement. The Parent-coaching Assessment, Individualization, and Response to Stressors (PAIRS) was developed to help practitioners assess families' barriers and facilitators, individualize their intervention, and respond to stressors using a contextual, functional approach. An expert panel of Board Certified Behavior Analysts ® (BCBAs) evaluated the content validity of the PAIRS. Average scale values (S-CVI/Ave) were 0.92 for relevance, 0.85 for effectiveness, and 0.91 for appropriateness. The PAIRS was revised, and a follow-up evaluation was conducted to rate the tool?s utility. This led to the final version of the PAIRS. Clinical implications and future directions are discussed. En ligne : https://doi.org/10.1007/s10803-022-05637-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511

A dyadic analysis of the effects of setting and communication partner on elicited and spontaneous communication of children with Autism Spectrum Disorder and typically developing children / Ita FORDE 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.1471-1478 Titre : A dyadic analysis of the effects of setting and communication partner on elicited and spontaneous communication of children with Autism Spectrum Disorder and typically developing children Type de document : Texte imprimé et/ou numérique Auteurs : Ita FORDE, Auteur ; Jennifer HOLLOWAY, Auteur ; Olive HEALY, Auteur ; Julie BROSNAN, Auteur Année de publication : 2011 Article en page(s) : p.1471-1478 Langues : Anglais (eng) Mots-clés : Elicited communication  Spontaneous communication  Autism Spectrum Disorder  Verbal behaviour Index. décimale : PER Périodiques Résumé : The study examined the effects of condition and communication partner on spontaneous and elicited communication in children with Autism Spectrum Disorder (ASD) in comparison to age matched typically developing children. Eighteen children participated in the study (nine children diagnosed with ASD and nine typically developing children). Each participant was video recorded for 2 h 15 min periods across two conditions (academic activity and free-time). The two conditions represented a naturalistic view of the children's environment. Spontaneous and elicited communication were further analysed in terms of verbal behavior functions including requests, mands for information, mands for attention, greetings, terminating an activity, comments/tacts, language of negotiation, specifying using autoclitics and reject. Communication partner was further analysed at two levels, peer and adult. There was no difference between the frequency of functions of communication emitted and diagnosis of the participant. There was a significant difference for communication partner, whereby the main communicative partner for children with ASD was an adult in contrast to typically developing children who spoke more to their peers. Typically developing children engaged in more spontaneous communication than children diagnosed with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126 [article] A dyadic analysis of the effects of setting and communication partner on elicited and spontaneous communication of children with Autism Spectrum Disorder and typically developing children [Texte imprimé et/ou numérique] / Ita FORDE, Auteur ; Jennifer HOLLOWAY, Auteur ; Olive HEALY, Auteur ; Julie BROSNAN, Auteur . - 2011 . - p.1471-1478. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1471-1478 Mots-clés : Elicited communication  Spontaneous communication  Autism Spectrum Disorder  Verbal behaviour Index. décimale : PER Périodiques Résumé : The study examined the effects of condition and communication partner on spontaneous and elicited communication in children with Autism Spectrum Disorder (ASD) in comparison to age matched typically developing children. Eighteen children participated in the study (nine children diagnosed with ASD and nine typically developing children). Each participant was video recorded for 2 h 15 min periods across two conditions (academic activity and free-time). The two conditions represented a naturalistic view of the children's environment. Spontaneous and elicited communication were further analysed in terms of verbal behavior functions including requests, mands for information, mands for attention, greetings, terminating an activity, comments/tacts, language of negotiation, specifying using autoclitics and reject. Communication partner was further analysed at two levels, peer and adult. There was no difference between the frequency of functions of communication emitted and diagnosis of the participant. There was a significant difference for communication partner, whereby the main communicative partner for children with ASD was an adult in contrast to typically developing children who spoke more to their peers. Typically developing children engaged in more spontaneous communication than children diagnosed with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126

A scoping review of the barriers and facilitators to the implementation of interventions in autism education / Lorna BARRY in Research in Autism Spectrum Disorders, 78 (October 2020)  

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Teacher Characteristics, Knowledge and Use of Evidence-Based Practices in Autism Education in Ireland / Lorna BARRY in Journal of Autism and Developmental Disorders, 52-8 (August 2022)  

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