Dépouillements

Teaching Young Children With Social-Communication Delays to Label Actions Using Videos and Language Expansion Models / Collin SHEPLEY in Focus on Autism and Other Developmental Disabilities, 31-4 (December 2016)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 31-4 (December 2016) . - p.243-253 Titre : Teaching Young Children With Social-Communication Delays to Label Actions Using Videos and Language Expansion Models Type de document : Texte imprimé et/ou numérique Auteurs : Collin SHEPLEY, Auteur ; Justin D. LANE, Auteur ; Sally B. SHEPLEY, Auteur Article en page(s) : p.243-253 Langues : Anglais (eng) Mots-clés : preschool  communication  technology  language expansion Index. décimale : PER Périodiques Résumé : Young children with autism spectrum disorder (ASD) and related social-communication delays may display difficulties commenting on actions that occur in their natural environment. One method for increasing early conversation skills is direct instruction. Using video examples of actions may increase the salient features of instructional targets and, as such, may be an effective stimulus for presenting actions during instruction. The present study used a multiple-probe design across participants replicated across behaviors to evaluate the effectiveness of a 0- to 4-s progressive time-delay (PTD) procedure using video presentation of actions to teach three preschool-aged children with ASD and related social-communication delays to label actions. In addition, the teacher provided language expansion on all instructional targets, as well as assessed generalization to novel stimuli (videos and pictures or photographs). Results indicate that all participants acquired action labels. Two of the three participants generalized responses to novel videos and pictures while expanding their responses without direct instruction. Implications for teachers targeting action labels in early childhood settings are provided. En ligne : http://dx.doi.org/10.1177/1088357614552189 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 [article] Teaching Young Children With Social-Communication Delays to Label Actions Using Videos and Language Expansion Models [Texte imprimé et/ou numérique] / Collin SHEPLEY, Auteur ; Justin D. LANE, Auteur ; Sally B. SHEPLEY, Auteur . - p.243-253. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 31-4 (December 2016) . - p.243-253 Mots-clés : preschool  communication  technology  language expansion Index. décimale : PER Périodiques Résumé : Young children with autism spectrum disorder (ASD) and related social-communication delays may display difficulties commenting on actions that occur in their natural environment. One method for increasing early conversation skills is direct instruction. Using video examples of actions may increase the salient features of instructional targets and, as such, may be an effective stimulus for presenting actions during instruction. The present study used a multiple-probe design across participants replicated across behaviors to evaluate the effectiveness of a 0- to 4-s progressive time-delay (PTD) procedure using video presentation of actions to teach three preschool-aged children with ASD and related social-communication delays to label actions. In addition, the teacher provided language expansion on all instructional targets, as well as assessed generalization to novel stimuli (videos and pictures or photographs). Results indicate that all participants acquired action labels. Two of the three participants generalized responses to novel videos and pictures while expanding their responses without direct instruction. Implications for teachers targeting action labels in early childhood settings are provided. En ligne : http://dx.doi.org/10.1177/1088357614552189 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297

The Impact of Aquatic Exercise on Sleep Behaviors in Children With Autism Spectrum Disorder / Kathryn N. ORIEL in Focus on Autism and Other Developmental Disabilities, 31-4 (December 2016)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 31-4 (December 2016) . - p.254-261 Titre : The Impact of Aquatic Exercise on Sleep Behaviors in Children With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Kathryn N. ORIEL, Auteur ; Jennifer WOOD KANUPKA, Auteur ; Kylee S. DELONG, Auteur ; Kelsie NOEL, Auteur Article en page(s) : p.254-261 Langues : Anglais (eng) Mots-clés : sleep  autism spectrum disorders  exercise Index. décimale : PER Périodiques Résumé : The purpose of this pilot study was to determine if participation in an aquatic exercise program improves sleep in children with Autism Spectrum Disorder (ASD). Participants included 8 children. An A-B-A withdrawal design was utilized. Each phase lasted for 4 weeks. The treatment included 60 min of aquatic exercise 2X/week. Phone calls to parents of the participants were made throughout the duration of the study. Parents were asked questions related to sleep latency, nighttime wakenings, and sleep duration. A one way repeated-measures analysis of variance (ANOVA) was utilized to determine if differences existed between phases. Statistically significant difference existed for sleep latency (p < .001) and sleep duration (p < .001). These results suggest that participation in aquatic exercise may improve the sleep habits of children with ASD. En ligne : http://dx.doi.org/10.1177/1088357614559212 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 [article] The Impact of Aquatic Exercise on Sleep Behaviors in Children With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Kathryn N. ORIEL, Auteur ; Jennifer WOOD KANUPKA, Auteur ; Kylee S. DELONG, Auteur ; Kelsie NOEL, Auteur . - p.254-261. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 31-4 (December 2016) . - p.254-261 Mots-clés : sleep  autism spectrum disorders  exercise Index. décimale : PER Périodiques Résumé : The purpose of this pilot study was to determine if participation in an aquatic exercise program improves sleep in children with Autism Spectrum Disorder (ASD). Participants included 8 children. An A-B-A withdrawal design was utilized. Each phase lasted for 4 weeks. The treatment included 60 min of aquatic exercise 2X/week. Phone calls to parents of the participants were made throughout the duration of the study. Parents were asked questions related to sleep latency, nighttime wakenings, and sleep duration. A one way repeated-measures analysis of variance (ANOVA) was utilized to determine if differences existed between phases. Statistically significant difference existed for sleep latency (p < .001) and sleep duration (p < .001). These results suggest that participation in aquatic exercise may improve the sleep habits of children with ASD. En ligne : http://dx.doi.org/10.1177/1088357614559212 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297

Middle School Students’ Attitudes Toward a Peer With Autism Spectrum Disorder / Bridgette L. TONNSEN in Focus on Autism and Other Developmental Disabilities, 31-4 (December 2016)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 31-4 (December 2016) . - p.262-274 Titre : Middle School Students’ Attitudes Toward a Peer With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Bridgette L. TONNSEN, Auteur ; Erin R. HAHN, Auteur Article en page(s) : p.262-274 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  inclusion  middle school  friendship Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder (ASD) often experience peer conflict and social challenges, which likely relate to compounded characteristics of both the child with ASD and his or her peers. However, few studies have experimentally investigated these associations to inform prevention and intervention efforts. The present study used social networking blogs to examine how middle school students’ attitudes toward a fictional peer with ASD, Charlie, vary according to whether Charlie was (a) physically included with typically developing peers and (b) socially accepted. Participants expressed less favorable attitudes when Charlie was socially excluded by his peers, regardless of whether his peers had disabilities. More favorable attitudes were associated with participant popularity, previous exposure to ASD, younger age, and being female. Charlie’s ASD status was associated with more negative anticipated peer attitudes. These results indicate that facilitating positive, public social experiences of students with ASD may promote positive attitudes and social acceptance by peers. En ligne : http://dx.doi.org/10.1177/1088357614559213 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 [article] Middle School Students’ Attitudes Toward a Peer With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Bridgette L. TONNSEN, Auteur ; Erin R. HAHN, Auteur . - p.262-274. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 31-4 (December 2016) . - p.262-274 Mots-clés : autism spectrum disorder  inclusion  middle school  friendship Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder (ASD) often experience peer conflict and social challenges, which likely relate to compounded characteristics of both the child with ASD and his or her peers. However, few studies have experimentally investigated these associations to inform prevention and intervention efforts. The present study used social networking blogs to examine how middle school students’ attitudes toward a fictional peer with ASD, Charlie, vary according to whether Charlie was (a) physically included with typically developing peers and (b) socially accepted. Participants expressed less favorable attitudes when Charlie was socially excluded by his peers, regardless of whether his peers had disabilities. More favorable attitudes were associated with participant popularity, previous exposure to ASD, younger age, and being female. Charlie’s ASD status was associated with more negative anticipated peer attitudes. These results indicate that facilitating positive, public social experiences of students with ASD may promote positive attitudes and social acceptance by peers. En ligne : http://dx.doi.org/10.1177/1088357614559213 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297

Cultural Effects on the Diagnosis of Autism Spectrum Disorder Among Latinos / Allison B. RATTO in Focus on Autism and Other Developmental Disabilities, 31-4 (December 2016)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 31-4 (December 2016) . - p.275-283 Titre : Cultural Effects on the Diagnosis of Autism Spectrum Disorder Among Latinos Type de document : Texte imprimé et/ou numérique Auteurs : Allison B. RATTO, Auteur ; J. Steven REZNICK, Auteur ; Lauren M. TURNER-BROWN, Auteur Article en page(s) : p.275-283 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  Latino  diagnosis  race/ethnicity  parent knowledge Index. décimale : PER Périodiques Résumé : The role of culture in autism spectrum disorders (ASD) has been too often neglected in research. The present study evaluated the implications of cultural factors for ASD screening and diagnosis by examining the parenting perceptions and diagnostic experiences of Latina and White mothers of children with ASD. The children of Latina mothers were diagnosed significantly later and were significantly more likely to be diagnosed with autism than with another ASD. Latina mothers demonstrated significantly less knowledge of developmental milestones and of ASD. Latina mothers were also significantly more likely to report early concerns about temperament. The results of this study suggest that both socioeconomic and culturally based differences likely influence the early perception and diagnosis of ASD. En ligne : http://dx.doi.org/10.1177/1088357615587501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 [article] Cultural Effects on the Diagnosis of Autism Spectrum Disorder Among Latinos [Texte imprimé et/ou numérique] / Allison B. RATTO, Auteur ; J. Steven REZNICK, Auteur ; Lauren M. TURNER-BROWN, Auteur . - p.275-283. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 31-4 (December 2016) . - p.275-283 Mots-clés : autism spectrum disorder  Latino  diagnosis  race/ethnicity  parent knowledge Index. décimale : PER Périodiques Résumé : The role of culture in autism spectrum disorders (ASD) has been too often neglected in research. The present study evaluated the implications of cultural factors for ASD screening and diagnosis by examining the parenting perceptions and diagnostic experiences of Latina and White mothers of children with ASD. The children of Latina mothers were diagnosed significantly later and were significantly more likely to be diagnosed with autism than with another ASD. Latina mothers demonstrated significantly less knowledge of developmental milestones and of ASD. Latina mothers were also significantly more likely to report early concerns about temperament. The results of this study suggest that both socioeconomic and culturally based differences likely influence the early perception and diagnosis of ASD. En ligne : http://dx.doi.org/10.1177/1088357615587501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297

Reading Comprehension Interventions for Students With Autism Spectrum Disorders / Michael SOLIS in Focus on Autism and Other Developmental Disabilities, 31-4 (December 2016)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 31-4 (December 2016) . - p.284-299 Titre : Reading Comprehension Interventions for Students With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Michael SOLIS, Auteur ; Farah El ZEIN, Auteur ; Sharon VAUGHN, Auteur ; Lisa V. MCCULLEY, Auteur ; Terry S. FALCOMATA, Auteur Article en page(s) : p.284-299 Langues : Anglais (eng) Mots-clés : autism  reading comprehension  behavior  intervention Index. décimale : PER Périodiques Résumé : We conducted two separate but related single-case studies using alternating treatment designs to investigate the effects of two single-component reading interventions: question development and anaphoric cueing. In each study, we compared a typical intervention approach (Study 1, question development; Study 2, anaphoric cueing) with an alternate approach that included the addition of applied behavior analysis (ABA) techniques. The treatments that included ABA techniques were designed to improve the performance of students with autism spectrum disorders (ASD) on curriculum-based measures (CBM) of reading and on-task behavior measures during the reading tasks. The ABA techniques included the use of visual supports, a token economy, and the use of readings based on the perseverative interests of students. Four students in Grades 3 to 5 identified with ASD participated—two students in each study. Study 1 evaluated the relative effects of question development plus ABA compared with question development on CBM reading probes and an on-task behavior measure for two students. Study 2 evaluated the relative effects of anaphoric cueing plus ABA compared with anaphoric cueing on CBM reading probes and an on-task behavior measure for two students. The results indicated that the treatments that included ABA techniques were more effective than treatments that did not include ABA. These data support the use of ABA techniques for the enhancement of question development and anaphoric cueing as a means to improve reading comprehension and on-task behavior for students with ASD. En ligne : http://dx.doi.org/10.1177/1088357615583464 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 [article] Reading Comprehension Interventions for Students With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Michael SOLIS, Auteur ; Farah El ZEIN, Auteur ; Sharon VAUGHN, Auteur ; Lisa V. MCCULLEY, Auteur ; Terry S. FALCOMATA, Auteur . - p.284-299. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 31-4 (December 2016) . - p.284-299 Mots-clés : autism  reading comprehension  behavior  intervention Index. décimale : PER Périodiques Résumé : We conducted two separate but related single-case studies using alternating treatment designs to investigate the effects of two single-component reading interventions: question development and anaphoric cueing. In each study, we compared a typical intervention approach (Study 1, question development; Study 2, anaphoric cueing) with an alternate approach that included the addition of applied behavior analysis (ABA) techniques. The treatments that included ABA techniques were designed to improve the performance of students with autism spectrum disorders (ASD) on curriculum-based measures (CBM) of reading and on-task behavior measures during the reading tasks. The ABA techniques included the use of visual supports, a token economy, and the use of readings based on the perseverative interests of students. Four students in Grades 3 to 5 identified with ASD participated—two students in each study. Study 1 evaluated the relative effects of question development plus ABA compared with question development on CBM reading probes and an on-task behavior measure for two students. Study 2 evaluated the relative effects of anaphoric cueing plus ABA compared with anaphoric cueing on CBM reading probes and an on-task behavior measure for two students. The results indicated that the treatments that included ABA techniques were more effective than treatments that did not include ABA. These data support the use of ABA techniques for the enhancement of question development and anaphoric cueing as a means to improve reading comprehension and on-task behavior for students with ASD. En ligne : http://dx.doi.org/10.1177/1088357615583464 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297

Parental Stress and ASD / Gemma PASTOR-CEREZUELA in Focus on Autism and Other Developmental Disabilities, 31-4 (December 2016)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 31-4 (December 2016) . - p.300-311 Titre : Parental Stress and ASD Type de document : Texte imprimé et/ou numérique Auteurs : Gemma PASTOR-CEREZUELA, Auteur ; M. Inmaculada FERNÁNDEZ-ANDRÉS, Auteur ; Raúl TÁRRAGA-MÍNGUEZ, Auteur ; J. Miguel NAVARRO-PEÑA, Auteur Article en page(s) : p.300-311 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  symptom severity  IQ  parental stress  resilience Index. décimale : PER Périodiques Résumé : The objectives of this study were (a) to evaluate parental stress in parents of children with autism spectrum disorders (ASD group) and compare it with the stress in parents of children with typical development (comparison group); (b) to study the relationship between parental stress, autism severity, and both verbal and performance IQ; and (c) to study the relationship between parental stress and resilience. Parental stress in the ASD group was clinically significant and higher than in the comparison group. The child’s autism severity was a significant predictor of parental stress related to the child’s distractibility and hyperactivity. The child’s verbal IQ was a significant predictor of parental stress in the child domain. Only for the ASD group, the child’s performance IQ was a significant predictor of parental stress, and parental resilience was a significant predictor of parental stress related to depression and competence variables. These results and implications for intervention are discussed. En ligne : http://dx.doi.org/10.1177/1088357615583471 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 [article] Parental Stress and ASD [Texte imprimé et/ou numérique] / Gemma PASTOR-CEREZUELA, Auteur ; M. Inmaculada FERNÁNDEZ-ANDRÉS, Auteur ; Raúl TÁRRAGA-MÍNGUEZ, Auteur ; J. Miguel NAVARRO-PEÑA, Auteur . - p.300-311. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 31-4 (December 2016) . - p.300-311 Mots-clés : autism spectrum disorders  symptom severity  IQ  parental stress  resilience Index. décimale : PER Périodiques Résumé : The objectives of this study were (a) to evaluate parental stress in parents of children with autism spectrum disorders (ASD group) and compare it with the stress in parents of children with typical development (comparison group); (b) to study the relationship between parental stress, autism severity, and both verbal and performance IQ; and (c) to study the relationship between parental stress and resilience. Parental stress in the ASD group was clinically significant and higher than in the comparison group. The child’s autism severity was a significant predictor of parental stress related to the child’s distractibility and hyperactivity. The child’s verbal IQ was a significant predictor of parental stress in the child domain. Only for the ASD group, the child’s performance IQ was a significant predictor of parental stress, and parental resilience was a significant predictor of parental stress related to depression and competence variables. These results and implications for intervention are discussed. En ligne : http://dx.doi.org/10.1177/1088357615583471 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297

Using Video Models to Teach Students With Disabilities to Play the Wii / Lauren A. SHERROW in Focus on Autism and Other Developmental Disabilities, 31-4 (December 2016)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 31-4 (December 2016) . - p.312-320 Titre : Using Video Models to Teach Students With Disabilities to Play the Wii Type de document : Texte imprimé et/ou numérique Auteurs : Lauren A. SHERROW, Auteur ; Amy D. SPRIGGS, Auteur ; Victoria F. KNIGHT, Auteur Article en page(s) : p.312-320 Langues : Anglais (eng) Mots-clés : video modeling  recreation and leisure  autism  video games Index. décimale : PER Périodiques Résumé : This study investigated effects of video modeling (VM) when teaching recreation and leisure skills to three high school students with moderate intellectual disabilities and autism spectrum disorder. Results, evaluated via a multiple probe across participants design, indicated that VM was effective for teaching all students to play the Wii. Students were able to maintain high levels of accuracy in follow-up probes. Study limitations and implications for future research are discussed. En ligne : http://dx.doi.org/10.1177/1088357615583469 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 [article] Using Video Models to Teach Students With Disabilities to Play the Wii [Texte imprimé et/ou numérique] / Lauren A. SHERROW, Auteur ; Amy D. SPRIGGS, Auteur ; Victoria F. KNIGHT, Auteur . - p.312-320. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 31-4 (December 2016) . - p.312-320 Mots-clés : video modeling  recreation and leisure  autism  video games Index. décimale : PER Périodiques Résumé : This study investigated effects of video modeling (VM) when teaching recreation and leisure skills to three high school students with moderate intellectual disabilities and autism spectrum disorder. Results, evaluated via a multiple probe across participants design, indicated that VM was effective for teaching all students to play the Wii. Students were able to maintain high levels of accuracy in follow-up probes. Study limitations and implications for future research are discussed. En ligne : http://dx.doi.org/10.1177/1088357615583469 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297