Dépouillements

Autism and Self-Determination: Factor Analysis of Two Measures of Self-Determination / Yu-Chi CHOU in Focus on Autism and Other Developmental Disabilities, 32-3 (September 2017)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 32-3 (September 2017) . - p.163-175 Titre : Autism and Self-Determination: Factor Analysis of Two Measures of Self-Determination Type de document : Texte imprimé et/ou numérique Auteurs : Yu-Chi CHOU, Auteur ; Michael L. WEHMEYER, Auteur ; Karrie A. SHOGREN, Auteur ; Susan B. PALMER, Auteur ; Jaehoon LEE, Auteur Article en page(s) : p.163-175 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study examined the reliability and validity and hypothesized factor structure of two assessments of self-determination, the Arc?s Self-Determination Scale (SDS) and the American Institutes for Research Self-Determination Scale (AIR) in students with autism spectrum disorders (ASD). Ninety-five middle and high school students (17% female and 83% male) aged 13 through 21 years participated. Item analysis and confirmatory factor analysis were conducted separately for the SDS and AIR data. Together, the findings of this study suggest that (a) the two measures in this study show reliability and validity in the measurement of global self-determination in students with ASD and (b) the parameter estimates and the model fit statistics support the hypothesized factor structure of both instruments (with light variation for the SDS). Suggestions for future research and implications for educators are discussed. En ligne : http://dx.doi.org/10.1177/1088357615611391 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=313 [article] Autism and Self-Determination: Factor Analysis of Two Measures of Self-Determination [Texte imprimé et/ou numérique] / Yu-Chi CHOU, Auteur ; Michael L. WEHMEYER, Auteur ; Karrie A. SHOGREN, Auteur ; Susan B. PALMER, Auteur ; Jaehoon LEE, Auteur . - p.163-175. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 32-3 (September 2017) . - p.163-175 Index. décimale : PER Périodiques Résumé : This study examined the reliability and validity and hypothesized factor structure of two assessments of self-determination, the Arc?s Self-Determination Scale (SDS) and the American Institutes for Research Self-Determination Scale (AIR) in students with autism spectrum disorders (ASD). Ninety-five middle and high school students (17% female and 83% male) aged 13 through 21 years participated. Item analysis and confirmatory factor analysis were conducted separately for the SDS and AIR data. Together, the findings of this study suggest that (a) the two measures in this study show reliability and validity in the measurement of global self-determination in students with ASD and (b) the parameter estimates and the model fit statistics support the hypothesized factor structure of both instruments (with light variation for the SDS). Suggestions for future research and implications for educators are discussed. En ligne : http://dx.doi.org/10.1177/1088357615611391 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=313

Developing an Early Reading Intervention Aligned With the Down Syndrome Behavioral Phenotype / Christopher J. LEMONS in Focus on Autism and Other Developmental Disabilities, 32-3 (September 2017)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 32-3 (September 2017) . - p.176-187 Titre : Developing an Early Reading Intervention Aligned With the Down Syndrome Behavioral Phenotype Type de document : Texte imprimé et/ou numérique Auteurs : Christopher J. LEMONS, Auteur ; Seth A. KING, Auteur ; Kimberly A. DAVIDSON, Auteur ; Cynthia S. PURANIK, Auteur ; Stephanie AL OTAIBA, Auteur ; Deborah FULMER, Auteur ; Alicia A. MRACHKO, Auteur ; Jane PARTANEN, Auteur ; Deborah J. FIDLER, Auteur Article en page(s) : p.176-187 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The aim of this project was to develop an early reading intervention for children with Down syndrome based on the related behavioral phenotype. The intervention targeted learning of letter?sound correspondences, reading of decodable and high frequency words, and phonological awareness. We evaluated the feasibility and potential efficacy of the intervention with seven children between the ages of 6 and 8 years who participated in a series of multiple-probe across lessons single-case design studies. Results indicate a functional relation between the intervention and mastery of taught content for three students. Two students demonstrated positive although inconsistent response; two students demonstrated limited learning. Implications for future research and practice are discussed. En ligne : http://dx.doi.org/10.1177/1088357615618941 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=313 [article] Developing an Early Reading Intervention Aligned With the Down Syndrome Behavioral Phenotype [Texte imprimé et/ou numérique] / Christopher J. LEMONS, Auteur ; Seth A. KING, Auteur ; Kimberly A. DAVIDSON, Auteur ; Cynthia S. PURANIK, Auteur ; Stephanie AL OTAIBA, Auteur ; Deborah FULMER, Auteur ; Alicia A. MRACHKO, Auteur ; Jane PARTANEN, Auteur ; Deborah J. FIDLER, Auteur . - p.176-187. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 32-3 (September 2017) . - p.176-187 Index. décimale : PER Périodiques Résumé : The aim of this project was to develop an early reading intervention for children with Down syndrome based on the related behavioral phenotype. The intervention targeted learning of letter?sound correspondences, reading of decodable and high frequency words, and phonological awareness. We evaluated the feasibility and potential efficacy of the intervention with seven children between the ages of 6 and 8 years who participated in a series of multiple-probe across lessons single-case design studies. Results indicate a functional relation between the intervention and mastery of taught content for three students. Two students demonstrated positive although inconsistent response; two students demonstrated limited learning. Implications for future research and practice are discussed. En ligne : http://dx.doi.org/10.1177/1088357615618941 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=313

Social Validity of Evidence-Based Practices and Emerging Interventions in Autism / Kevin CALLAHAN in Focus on Autism and Other Developmental Disabilities, 32-3 (September 2017)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 32-3 (September 2017) . - p.188-197 Titre : Social Validity of Evidence-Based Practices and Emerging Interventions in Autism Type de document : Texte imprimé et/ou numérique Auteurs : Kevin CALLAHAN, Auteur ; Heather L. HUGHES, Auteur ; Smita MEHTA, Auteur ; Karen A. TOUSSAINT, Auteur ; Susan M. NICHOLS, Auteur ; Phoenix S. MA, Auteur ; Metehan KUTLU, Auteur ; Hui-Ting WANG, Auteur Article en page(s) : p.188-197 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Although social validation of the goals, methods, and outcomes of evidence-based practices (EBPs) in autism treatment is a significant factor in their selection and effective use, EBPs are typically identified on the basis of the technical soundness of research without consideration of social validity. The authors investigated EBPs and emerging treatments identified by the National Autism Center (NAC) and National Professional Development Center on Autism Spectrum Disorders (NPDC) to determine which interventions have evidence of social validity, and the types of social validation addressed. A review of 828 articles cited by the NAC and NPDC determined that only 221 articles (26.7%) demonstrated direct evidence of the measurement of social validation. Of seven social validity categories analyzed, only consumer satisfaction, clinically significant behavioral change, and socially important dependent variables were consistently reported. A list of EBPs with varying levels of social and empirical validation is presented, and implications for future research are discussed. En ligne : http://dx.doi.org/10.1177/1088357616632446 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=313 [article] Social Validity of Evidence-Based Practices and Emerging Interventions in Autism [Texte imprimé et/ou numérique] / Kevin CALLAHAN, Auteur ; Heather L. HUGHES, Auteur ; Smita MEHTA, Auteur ; Karen A. TOUSSAINT, Auteur ; Susan M. NICHOLS, Auteur ; Phoenix S. MA, Auteur ; Metehan KUTLU, Auteur ; Hui-Ting WANG, Auteur . - p.188-197. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 32-3 (September 2017) . - p.188-197 Index. décimale : PER Périodiques Résumé : Although social validation of the goals, methods, and outcomes of evidence-based practices (EBPs) in autism treatment is a significant factor in their selection and effective use, EBPs are typically identified on the basis of the technical soundness of research without consideration of social validity. The authors investigated EBPs and emerging treatments identified by the National Autism Center (NAC) and National Professional Development Center on Autism Spectrum Disorders (NPDC) to determine which interventions have evidence of social validity, and the types of social validation addressed. A review of 828 articles cited by the NAC and NPDC determined that only 221 articles (26.7%) demonstrated direct evidence of the measurement of social validation. Of seven social validity categories analyzed, only consumer satisfaction, clinically significant behavioral change, and socially important dependent variables were consistently reported. A list of EBPs with varying levels of social and empirical validation is presented, and implications for future research are discussed. En ligne : http://dx.doi.org/10.1177/1088357616632446 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=313

The Picture Plus Discussion Intervention: Text Access for High School Students with Moderate Intellectual Disability / Jordan SHURR in Focus on Autism and Other Developmental Disabilities, 32-3 (September 2017)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 32-3 (September 2017) . - p.198-208 Titre : The Picture Plus Discussion Intervention: Text Access for High School Students with Moderate Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : Jordan SHURR, Auteur ; Teresa TABER-DOUGHTY, Auteur Article en page(s) : p.198-208 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Students with moderate intellectual disability often experience limited access to age-appropriate texts due to limitations in reading skills, access to instruction and supports, and educator beliefs. Use of text read alouds is an emerging tool for increasing such access; however, supports are often still required for access to age-appropriate texts. The purpose of this study was to investigate the use of the picture plus discussion (PPD) intervention on the comprehension abilities of high school students with moderate intellectual disability when expository texts were read aloud. A multiple probe design was used to measure the effect of this intervention across three different types of texts including leveled readers, stories from a local newspaper, and sections from employee handbooks. Results indicate that the PPD intervention was successful in increasing student comprehension as measured by story retell. Implications and future directions for research and practice are discussed. En ligne : http://dx.doi.org/10.1177/1088357615625056 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=313 [article] The Picture Plus Discussion Intervention: Text Access for High School Students with Moderate Intellectual Disability [Texte imprimé et/ou numérique] / Jordan SHURR, Auteur ; Teresa TABER-DOUGHTY, Auteur . - p.198-208. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 32-3 (September 2017) . - p.198-208 Index. décimale : PER Périodiques Résumé : Students with moderate intellectual disability often experience limited access to age-appropriate texts due to limitations in reading skills, access to instruction and supports, and educator beliefs. Use of text read alouds is an emerging tool for increasing such access; however, supports are often still required for access to age-appropriate texts. The purpose of this study was to investigate the use of the picture plus discussion (PPD) intervention on the comprehension abilities of high school students with moderate intellectual disability when expository texts were read aloud. A multiple probe design was used to measure the effect of this intervention across three different types of texts including leveled readers, stories from a local newspaper, and sections from employee handbooks. Results indicate that the PPD intervention was successful in increasing student comprehension as measured by story retell. Implications and future directions for research and practice are discussed. En ligne : http://dx.doi.org/10.1177/1088357615625056 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=313

iPod Touch® to Increase Functional Communication of Adults With Autism Spectrum Disorder and Significant Intellectual Disability / Kaori NEPO in Focus on Autism and Other Developmental Disabilities, 32-3 (September 2017)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 32-3 (September 2017) . - p.209-217 Titre : iPod Touch® to Increase Functional Communication of Adults With Autism Spectrum Disorder and Significant Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : Kaori NEPO, Auteur ; Matt TINCANI, Auteur ; Saul AXELROD, Auteur ; Lois MESZAROS, Auteur Article en page(s) : p.209-217 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Adults with autism spectrum disorder (ASD) and significant intellectual disability (ID) often have limited speech communication abilities. Abundant research supports use of augmentative and alternative communication (AAC) to enhance skills of children with ASD and ID, but less research has examined efficacy of AAC with non-speaking adults. In this study, three adults with ASD and significant ID were taught basic functional communication using the iPod Touch? with MyTalk Mobile? software within a single-case, multiple-probe across-subjects design. The iPod Touch? taught with most-to-least prompting increased participants? independent manding, participants were able to discriminate between picture symbols, and participants? manding generalized to a naturalistic setting with typically available preferred items. Implementation of AAC coincided with increases in speech for one participant. Results illustrate how an applied behavior analysis approach incorporating a speech generating device is effective in teaching communication to adults with ASD and significant ID. En ligne : http://dx.doi.org/10.1177/1088357615612752 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=313 [article] iPod Touch® to Increase Functional Communication of Adults With Autism Spectrum Disorder and Significant Intellectual Disability [Texte imprimé et/ou numérique] / Kaori NEPO, Auteur ; Matt TINCANI, Auteur ; Saul AXELROD, Auteur ; Lois MESZAROS, Auteur . - p.209-217. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 32-3 (September 2017) . - p.209-217 Index. décimale : PER Périodiques Résumé : Adults with autism spectrum disorder (ASD) and significant intellectual disability (ID) often have limited speech communication abilities. Abundant research supports use of augmentative and alternative communication (AAC) to enhance skills of children with ASD and ID, but less research has examined efficacy of AAC with non-speaking adults. In this study, three adults with ASD and significant ID were taught basic functional communication using the iPod Touch? with MyTalk Mobile? software within a single-case, multiple-probe across-subjects design. The iPod Touch? taught with most-to-least prompting increased participants? independent manding, participants were able to discriminate between picture symbols, and participants? manding generalized to a naturalistic setting with typically available preferred items. Implementation of AAC coincided with increases in speech for one participant. Results illustrate how an applied behavior analysis approach incorporating a speech generating device is effective in teaching communication to adults with ASD and significant ID. En ligne : http://dx.doi.org/10.1177/1088357615612752 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=313

Preliminary Randomized Trial of Function-Based Cognitive-Behavioral Therapy to Treat Obsessive Compulsive Behavior in Children With Autism Spectrum Disorder / Tricia VAUSE in Focus on Autism and Other Developmental Disabilities, 32-3 (September 2017)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 32-3 (September 2017) . - p.218-228 Titre : Preliminary Randomized Trial of Function-Based Cognitive-Behavioral Therapy to Treat Obsessive Compulsive Behavior in Children With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Tricia VAUSE, Auteur ; Nicole NEIL, Auteur ; Heather JAKSIC, Auteur ; Grazyna JACKIEWICZ, Auteur ; Maurice FELDMAN, Auteur Article en page(s) : p.218-228 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Individuals with high functioning autism spectrum disorder (ASD) frequently experience obsessions and/or compulsions that are similar to those specified in Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSM-5) criteria for obsessive-compulsive disorder (OCD). However, little research exists on effective interventions for OCD-like behaviors (referred to as OCBs) in ASD. In a preliminary randomized controlled trial (RCT; N = 14), a manualized function-based cognitive-behavior therapy (Fb-CBT) consisting of traditional CBT components (psychoeducation and mapping, cognitive-behavioral skills training, exposure, and response prevention) as well as function-based behavioral assessment and intervention significantly decreased OCBs in 8- to 12-year-old children with ASD at post-treatment and 5-month follow-up. This multi-component treatment shows considerable promise, and a larger RCT is needed to further validate and expand these findings. En ligne : http://dx.doi.org/10.1177/1088357615588517 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=313 [article] Preliminary Randomized Trial of Function-Based Cognitive-Behavioral Therapy to Treat Obsessive Compulsive Behavior in Children With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Tricia VAUSE, Auteur ; Nicole NEIL, Auteur ; Heather JAKSIC, Auteur ; Grazyna JACKIEWICZ, Auteur ; Maurice FELDMAN, Auteur . - p.218-228. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 32-3 (September 2017) . - p.218-228 Index. décimale : PER Périodiques Résumé : Individuals with high functioning autism spectrum disorder (ASD) frequently experience obsessions and/or compulsions that are similar to those specified in Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSM-5) criteria for obsessive-compulsive disorder (OCD). However, little research exists on effective interventions for OCD-like behaviors (referred to as OCBs) in ASD. In a preliminary randomized controlled trial (RCT; N = 14), a manualized function-based cognitive-behavior therapy (Fb-CBT) consisting of traditional CBT components (psychoeducation and mapping, cognitive-behavioral skills training, exposure, and response prevention) as well as function-based behavioral assessment and intervention significantly decreased OCBs in 8- to 12-year-old children with ASD at post-treatment and 5-month follow-up. This multi-component treatment shows considerable promise, and a larger RCT is needed to further validate and expand these findings. En ligne : http://dx.doi.org/10.1177/1088357615588517 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=313

Finding Common Ground: Exploring Undergraduate Student Volunteering as a Support for Parents of Children With Autism / Andrew G. BREITHAUPT in Focus on Autism and Other Developmental Disabilities, 32-3 (September 2017)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 32-3 (September 2017) . - p.229-239 Titre : Finding Common Ground: Exploring Undergraduate Student Volunteering as a Support for Parents of Children With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Andrew G. BREITHAUPT, Auteur ; Kathleen C. THOMAS, Auteur ; Connie S. WONG, Auteur ; Gary B. MESIBOV, Auteur ; Joseph P. MORRISSEY, Auteur Article en page(s) : p.229-239 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : There are many unmet needs among parents of children with autism for parent respite and social time for their children. The use of undergraduate student volunteers is a potential strategy for meeting some of these needs. Separate focus groups for parents and for undergraduates were convened to assess feasibility, comfort, reservations, and mutual interest in this approach. Both parents and students identified common ground over undergraduate volunteer services, and described the boundaries of participation within which they felt comfortable. Findings suggest that student-provided respite care is a feasible support for parents raising children with autism and for students seeking volunteer and career-orientation experiences. En ligne : http://dx.doi.org/10.1177/1088357615610112 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=313 [article] Finding Common Ground: Exploring Undergraduate Student Volunteering as a Support for Parents of Children With Autism [Texte imprimé et/ou numérique] / Andrew G. BREITHAUPT, Auteur ; Kathleen C. THOMAS, Auteur ; Connie S. WONG, Auteur ; Gary B. MESIBOV, Auteur ; Joseph P. MORRISSEY, Auteur . - p.229-239. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 32-3 (September 2017) . - p.229-239 Index. décimale : PER Périodiques Résumé : There are many unmet needs among parents of children with autism for parent respite and social time for their children. The use of undergraduate student volunteers is a potential strategy for meeting some of these needs. Separate focus groups for parents and for undergraduates were convened to assess feasibility, comfort, reservations, and mutual interest in this approach. Both parents and students identified common ground over undergraduate volunteer services, and described the boundaries of participation within which they felt comfortable. Findings suggest that student-provided respite care is a feasible support for parents raising children with autism and for students seeking volunteer and career-orientation experiences. En ligne : http://dx.doi.org/10.1177/1088357615610112 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=313