Intensive Behavioral Intervention for school-aged children with autism: Una Breccia nel Muro (UBM)—A Comprehensive Behavioral Model / Leonardo FAVA in Research in Autism Spectrum Disorders, 6-4 (October-December 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-4 (October-December 2012) . - p.1273-1288 Titre : Intensive Behavioral Intervention for school-aged children with autism: Una Breccia nel Muro (UBM)—A Comprehensive Behavioral Model Type de document : Texte imprimé et/ou numérique Auteurs : Leonardo FAVA, Auteur ; Stefano VICARI, Auteur ; Giovanni VALERI, Auteur ; Lidia D’ELIA, Auteur ; Serena ARIMA, Auteur ; Kristin STRAUSS, Auteur Année de publication : 2012 Article en page(s) : p.1273-1288 Langues : Anglais (eng) Mots-clés : Autism  Intensive Behavioral Intervention  Parent inclusion  Inclusive settings  School-aged Index. décimale : PER Périodiques Résumé : Although, reviews and outcome research supports empirical evidence for Early Intensive Behavior Intervention in pre-scholars, intensive behavioral service provision for school-aged children with autism spectrum disorders (ASD) are less subject to research studies. In order to provide effective behavioral interventions for school-aged children it was first necessary to comprehend key variables that are common to empirically validated programs and to tailor the to the needs of older children and their families in community settings. The proposed Comprehensive Behavioral Model “Una Breccia nel Muro” (UBM) includes individualized assessment and skill building, treatment provision in inclusive setting and cross-service collaboration, parent inclusion and support, and intensive training for parents, staff as well as school teachers. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.03.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165 [article] Intensive Behavioral Intervention for school-aged children with autism: Una Breccia nel Muro (UBM)—A Comprehensive Behavioral Model [Texte imprimé et/ou numérique] / Leonardo FAVA, Auteur ; Stefano VICARI, Auteur ; Giovanni VALERI, Auteur ; Lidia D’ELIA, Auteur ; Serena ARIMA, Auteur ; Kristin STRAUSS, Auteur . - 2012 . - p.1273-1288. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-4 (October-December 2012) . - p.1273-1288 Mots-clés : Autism  Intensive Behavioral Intervention  Parent inclusion  Inclusive settings  School-aged Index. décimale : PER Périodiques Résumé : Although, reviews and outcome research supports empirical evidence for Early Intensive Behavior Intervention in pre-scholars, intensive behavioral service provision for school-aged children with autism spectrum disorders (ASD) are less subject to research studies. In order to provide effective behavioral interventions for school-aged children it was first necessary to comprehend key variables that are common to empirically validated programs and to tailor the to the needs of older children and their families in community settings. The proposed Comprehensive Behavioral Model “Una Breccia nel Muro” (UBM) includes individualized assessment and skill building, treatment provision in inclusive setting and cross-service collaboration, parent inclusion and support, and intensive training for parents, staff as well as school teachers. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.03.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165

A Longitudinal Study of the Teacch Program in Different Settings: The Potential Benefits of Low Intensity Intervention in Preschool Children with Autism Spectrum Disorder / Lidia D’ELIA in Journal of Autism and Developmental Disorders, 44-3 (March 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.615-626 Titre : A Longitudinal Study of the Teacch Program in Different Settings: The Potential Benefits of Low Intensity Intervention in Preschool Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Lidia D’ELIA, Auteur ; Giovanni VALERI, Auteur ; Fabiana SONNINO, Auteur ; Ilaria FONTANA, Auteur ; Alessia MAMMONE, Auteur ; Stefano VICARI, Auteur Article en page(s) : p.615-626 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  TEACCH  Preschool children  Treatment intensity Index. décimale : PER Périodiques Résumé : We conducted a longitudinal study of 30 preschool children with autism spectrum disorders (ASDs) to evaluate the potential benefits of the Treatment and Education of Autistic and related Communication Handicapped Children (TEACCH). Fifteen children following a low intensity TEACCH program were assessed four times for autism severity, adaptive functioning, language skills, maladaptive behaviors and parental stress and compared with a control group of 15 children following a non-specific approach. Findings suggest that a low intensity home and school TEACCH program may provide benefits for children with ASD by reducing autistic symptoms and maladaptive behaviors. Furthermore, a decrease in parental stress indicates that parents’ involvement in the rehabilitation program is a crucial factor and contributes greatly to treatment efficacy. En ligne : http://dx.doi.org/10.1007/s10803-013-1911-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 [article] A Longitudinal Study of the Teacch Program in Different Settings: The Potential Benefits of Low Intensity Intervention in Preschool Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Lidia D’ELIA, Auteur ; Giovanni VALERI, Auteur ; Fabiana SONNINO, Auteur ; Ilaria FONTANA, Auteur ; Alessia MAMMONE, Auteur ; Stefano VICARI, Auteur . - p.615-626. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.615-626 Mots-clés : Autism spectrum disorders  TEACCH  Preschool children  Treatment intensity Index. décimale : PER Périodiques Résumé : We conducted a longitudinal study of 30 preschool children with autism spectrum disorders (ASDs) to evaluate the potential benefits of the Treatment and Education of Autistic and related Communication Handicapped Children (TEACCH). Fifteen children following a low intensity TEACCH program were assessed four times for autism severity, adaptive functioning, language skills, maladaptive behaviors and parental stress and compared with a control group of 15 children following a non-specific approach. Findings suggest that a low intensity home and school TEACCH program may provide benefits for children with ASD by reducing autistic symptoms and maladaptive behaviors. Furthermore, a decrease in parental stress indicates that parents’ involvement in the rehabilitation program is a crucial factor and contributes greatly to treatment efficacy. En ligne : http://dx.doi.org/10.1007/s10803-013-1911-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225

The effectiveness of a cross-setting complementary staff- and parent-mediated early intensive behavioral intervention for young children with ASD / Leonardo FAVA 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.1479-1492 Titre : The effectiveness of a cross-setting complementary staff- and parent-mediated early intensive behavioral intervention for young children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Leonardo FAVA, Auteur ; Kristin STRAUSS, Auteur ; Giovanni VALERI, Auteur ; Lidia D’ELIA, Auteur ; Serena ARIMA, Auteur ; Stefano VICARI, Auteur Année de publication : 2011 Article en page(s) : p.1479-1492 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Parent training  Treatment fidelity  Early intensive behavioral intervention  Treatment progress Index. décimale : PER Périodiques Résumé : We compared the effects of Early Intensive Behavioral Intervention (EIBI) and eclectic intervention in children with ASD on autism severity, developmental performance, adaptive behavior, language skills and challenging behaviors. Twelve children received cross-setting staff- and parent-mediated EIBI of centre-based one-to-one and play sessions as well as home-based sessions, including continuous parent training and supervision. A comparison group of 10 children received eclectic intervention. Standardized tests were carried out independent examiners at intake and after 6 months. The groups were equivalent on key variables at intake. The intervention group outperformed the eclectic group in measures of autism severity, developmental and language skills. Scores on adaptive behaviors revealed comparable changes in both treatment groups. Furthermore, the intervention group reduced challenging behaviors, a progress facilitated by parents that achieved treatment fidelity and gained competence to manage challenging behavior functions. Descriptive data of treatment progress showed that parental treatment provision and treatment fidelity gains indicated differential child progress in outcomes and skill mastery in learning environments. Our results show the effectiveness of a staff- and parent-mediated EIBI program for children with ASD. These findings highlight the importance of generalization across settings and persons for improving functional behavior in various learning environments that result in reduced problem behaviors and increased language and communication skills. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126 [article] The effectiveness of a cross-setting complementary staff- and parent-mediated early intensive behavioral intervention for young children with ASD [Texte imprimé et/ou numérique] / Leonardo FAVA, Auteur ; Kristin STRAUSS, Auteur ; Giovanni VALERI, Auteur ; Lidia D’ELIA, Auteur ; Serena ARIMA, Auteur ; Stefano VICARI, Auteur . - 2011 . - p.1479-1492. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1479-1492 Mots-clés : Autism spectrum disorder  Parent training  Treatment fidelity  Early intensive behavioral intervention  Treatment progress Index. décimale : PER Périodiques Résumé : We compared the effects of Early Intensive Behavioral Intervention (EIBI) and eclectic intervention in children with ASD on autism severity, developmental performance, adaptive behavior, language skills and challenging behaviors. Twelve children received cross-setting staff- and parent-mediated EIBI of centre-based one-to-one and play sessions as well as home-based sessions, including continuous parent training and supervision. A comparison group of 10 children received eclectic intervention. Standardized tests were carried out independent examiners at intake and after 6 months. The groups were equivalent on key variables at intake. The intervention group outperformed the eclectic group in measures of autism severity, developmental and language skills. Scores on adaptive behaviors revealed comparable changes in both treatment groups. Furthermore, the intervention group reduced challenging behaviors, a progress facilitated by parents that achieved treatment fidelity and gained competence to manage challenging behavior functions. Descriptive data of treatment progress showed that parental treatment provision and treatment fidelity gains indicated differential child progress in outcomes and skill mastery in learning environments. Our results show the effectiveness of a staff- and parent-mediated EIBI program for children with ASD. These findings highlight the importance of generalization across settings and persons for improving functional behavior in various learning environments that result in reduced problem behaviors and increased language and communication skills. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126

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