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 et/ou numérique 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 et/ou numérique] / 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

A Meta-Analysis of Single Case Research Studies on Aided Augmentative and Alternative Communication Systems with Individuals with Autism Spectrum Disorders / Jennifer B. GANZ in Journal of Autism and Developmental Disorders, 42-1 (January 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-1 (January 2012) . - p.60-74 Titre : A Meta-Analysis of Single Case Research Studies on Aided Augmentative and Alternative Communication Systems with Individuals with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer B. GANZ, Auteur ; Theresa L. EARLES-VOLLRATH, Auteur ; Amy K. HEATH, Auteur ; Richard I. PARKER, Auteur ; Mandy RISPOLI, Auteur ; Jaime DURAN, Auteur Année de publication : 2012 Article en page(s) : p.60-74 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Augmentative and alternative communication  Aided AAC  Communication skills  Social skills  Interventions  Meta-analysis  Voice output communication aid  Speech-generating device  Picture Exchange Communication System Index. décimale : PER Périodiques Résumé : Many individuals with autism cannot speak or cannot speak intelligibly. A variety of aided augmentative and alternative communication (AAC) approaches have been investigated. Most of the research on these approaches has been single-case research, with small numbers of participants. The purpose of this investigation was to meta-analyze the single case research on the use of aided AAC with individuals with autism spectrum disorders (ASD). Twenty-four single-case studies were analyzed via an effect size measure, the Improvement Rate Difference (IRD). Three research questions were investigated concerning the overall impact of AAC interventions on targeted behavioral outcomes, effects of AAC interventions on individual targeted behavioral outcomes, and effects of three types of AAC interventions. Results indicated that, overall, aided AAC interventions had large effects on targeted behavioral outcomes in individuals with ASD. AAC interventions had positive effects on all of the targeted behavioral outcome; however, effects were greater for communication skills than other categories of skills. Effects of the Picture Exchange Communication System and speech-generating devices were larger than those for other picture-based systems, though picture-based systems did have small effects. En ligne : http://dx.doi.org/10.1007/s10803-011-1212-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151 [article] A Meta-Analysis of Single Case Research Studies on Aided Augmentative and Alternative Communication Systems with Individuals with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Jennifer B. GANZ, Auteur ; Theresa L. EARLES-VOLLRATH, Auteur ; Amy K. HEATH, Auteur ; Richard I. PARKER, Auteur ; Mandy RISPOLI, Auteur ; Jaime DURAN, Auteur . - 2012 . - p.60-74. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-1 (January 2012) . - p.60-74 Mots-clés : Autism spectrum disorders  Augmentative and alternative communication  Aided AAC  Communication skills  Social skills  Interventions  Meta-analysis  Voice output communication aid  Speech-generating device  Picture Exchange Communication System Index. décimale : PER Périodiques Résumé : Many individuals with autism cannot speak or cannot speak intelligibly. A variety of aided augmentative and alternative communication (AAC) approaches have been investigated. Most of the research on these approaches has been single-case research, with small numbers of participants. The purpose of this investigation was to meta-analyze the single case research on the use of aided AAC with individuals with autism spectrum disorders (ASD). Twenty-four single-case studies were analyzed via an effect size measure, the Improvement Rate Difference (IRD). Three research questions were investigated concerning the overall impact of AAC interventions on targeted behavioral outcomes, effects of AAC interventions on individual targeted behavioral outcomes, and effects of three types of AAC interventions. Results indicated that, overall, aided AAC interventions had large effects on targeted behavioral outcomes in individuals with ASD. AAC interventions had positive effects on all of the targeted behavioral outcome; however, effects were greater for communication skills than other categories of skills. Effects of the Picture Exchange Communication System and speech-generating devices were larger than those for other picture-based systems, though picture-based systems did have small effects. En ligne : http://dx.doi.org/10.1007/s10803-011-1212-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151

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

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-1 (January 2013) . - p.120-31 Titre : Video-based modeling: Differential effects due to treatment protocol Type de document : Texte imprimé et/ou numérique Auteurs : Rose A. MASON, Auteur ; Jennifer B. GANZ, Auteur ; Richard I. PARKER, Auteur ; Margot B. BOLES, Auteur ; Heather S. DAVIS, Auteur ; Mandy RISPOLI, Auteur Année de publication : 2013 Article en page(s) : p.120-31 Langues : Anglais (eng) Mots-clés : Video modeling  Special education  Developmental disabilities  Autism spectrum disorders  Meta-analysis  Improvement rate difference  Intervention Index. décimale : PER Périodiques Résumé : Identifying evidence-based practices for individuals with disabilities requires specification of procedural implementation. Video-based modeling (VBM), consisting of both video self-modeling and video modeling with others as model (VMO), is one class of interventions that has frequently been explored in the literature. However, current information related to differential effects that occur based on variations in procedural implementation is not available. The purpose of this study was to analyze VBM with individuals with disabilities using improvement rate difference meta-analytic procedures. The impact of type of VBM and type of model was investigated as well as the differential effects that occur when VBM is implemented alone or as a component of a package. In addition, the quality of research is assessed. Results yielded an overall large effect size of .81 CI.834 [.80, .82] with a range from −.26 to .96. No statistically significant differences were found based on type of VBM. However, when disaggregated by model, differential effects were indicated with VMO with adult as model demonstrating the greatest magnitude of change. Additionally, VMO with reinforcement demonstrated greater effects then when delivered alone or as part of a package. Implications for practice and future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.08.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179 [article] Video-based modeling: Differential effects due to treatment protocol [Texte imprimé et/ou numérique] / Rose A. MASON, Auteur ; Jennifer B. GANZ, Auteur ; Richard I. PARKER, Auteur ; Margot B. BOLES, Auteur ; Heather S. DAVIS, Auteur ; Mandy RISPOLI, Auteur . - 2013 . - p.120-31. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-1 (January 2013) . - p.120-31 Mots-clés : Video modeling  Special education  Developmental disabilities  Autism spectrum disorders  Meta-analysis  Improvement rate difference  Intervention Index. décimale : PER Périodiques Résumé : Identifying evidence-based practices for individuals with disabilities requires specification of procedural implementation. Video-based modeling (VBM), consisting of both video self-modeling and video modeling with others as model (VMO), is one class of interventions that has frequently been explored in the literature. However, current information related to differential effects that occur based on variations in procedural implementation is not available. The purpose of this study was to analyze VBM with individuals with disabilities using improvement rate difference meta-analytic procedures. The impact of type of VBM and type of model was investigated as well as the differential effects that occur when VBM is implemented alone or as a component of a package. In addition, the quality of research is assessed. Results yielded an overall large effect size of .81 CI.834 [.80, .82] with a range from −.26 to .96. No statistically significant differences were found based on type of VBM. However, when disaggregated by model, differential effects were indicated with VMO with adult as model demonstrating the greatest magnitude of change. Additionally, VMO with reinforcement demonstrated greater effects then when delivered alone or as part of a package. Implications for practice and future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.08.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179

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