Dépouillements

Antecedent Social Skills Interventions for Individuals With ASD: What Works, for Whom, and Under What Conditions? / Jennifer R. LEDFORD in Focus on Autism and Other Developmental Disabilities, 33-1 (March 2018)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 33-1 (March 2018) . - p.3-13 Titre : Antecedent Social Skills Interventions for Individuals With ASD: What Works, for Whom, and Under What Conditions? Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer R. LEDFORD, Auteur ; Seth KING, Auteur ; Emilee R. HARBIN, Auteur ; Kathleen N. ZIMMERMAN, Auteur Article en page(s) : p.3-13 Langues : Anglais (eng) Mots-clés : social skills interventions,evidence-based practices,single-case synthesis Index. décimale : PER Périodiques Résumé : Social skills interventions designed to increase pro-social interactions for individuals with autism spectrum disorders are critical, but the relative effectiveness of these interventions is not well understood. More than 250 single-case design studies in 113 articles were reviewed and described in terms of participants, settings, arrangements, implementers, social partners, target behaviors, and treatment components. Differential success rates are reported, given the variation in study and participant characteristics (e.g., implementers, treatment components, participant age). Environmental arrangement, social skills training, and prompting were highly successful, and peer training, priming, and video-based interventions were less successful. More evidence is needed, particularly research including older individuals and utilizing indigenous implementers and typical social partners. En ligne : https://doi.org/10.1177/1088357616634024 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=336 [article] Antecedent Social Skills Interventions for Individuals With ASD: What Works, for Whom, and Under What Conditions? [Texte imprimé et/ou numérique] / Jennifer R. LEDFORD, Auteur ; Seth KING, Auteur ; Emilee R. HARBIN, Auteur ; Kathleen N. ZIMMERMAN, Auteur . - p.3-13. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 33-1 (March 2018) . - p.3-13 Mots-clés : social skills interventions,evidence-based practices,single-case synthesis Index. décimale : PER Périodiques Résumé : Social skills interventions designed to increase pro-social interactions for individuals with autism spectrum disorders are critical, but the relative effectiveness of these interventions is not well understood. More than 250 single-case design studies in 113 articles were reviewed and described in terms of participants, settings, arrangements, implementers, social partners, target behaviors, and treatment components. Differential success rates are reported, given the variation in study and participant characteristics (e.g., implementers, treatment components, participant age). Environmental arrangement, social skills training, and prompting were highly successful, and peer training, priming, and video-based interventions were less successful. More evidence is needed, particularly research including older individuals and utilizing indigenous implementers and typical social partners. En ligne : https://doi.org/10.1177/1088357616634024 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=336

Comparing Paired-Stimulus Preference Assessments With In-the-Moment Reinforcer Analysis on Skill Acquisition: A Preliminary Investigation / Justin B. LEAF in Focus on Autism and Other Developmental Disabilities, 33-1 (March 2018)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 33-1 (March 2018) . - p.14-24 Titre : Comparing Paired-Stimulus Preference Assessments With In-the-Moment Reinforcer Analysis on Skill Acquisition: A Preliminary Investigation Type de document : Texte imprimé et/ou numérique Auteurs : Justin B. LEAF, Auteur ; Ronald LEAF, Auteur ; Jeremy A. LEAF, Auteur ; Aditt ALCALAY, Auteur ; Daniel RAVID, Auteur ; Stephanie DALE, Auteur ; Alyne KASSARDJIAN, Auteur ; Kathleen TSUJI, Auteur ; Mitchell TAUBMAN, Auteur ; John MCEACHIN, Auteur ; Misty L. OPPENHEIM-LEAF, Auteur Article en page(s) : p.14-24 Langues : Anglais (eng) Mots-clés : autism,paired-preference assessment,preference,reinforcement Index. décimale : PER Périodiques Résumé : Today, the use of formal preference assessments, including paired-stimulus preference assessments, is widely utilized to help determine which items to use as reinforcers during intervention. A second way to determine potential reinforcers is to analyze multiple dimensions of a stimulus in the moment, a procedure known as in-the-moment reinforcer analysis. Although paired-stimulus preference assessments are widely used, there is no experimental evidence that extensive advance preference assessments actually produce higher rates of learning than in-the-moment reinforcer analysis. The present study compared rates of learning on a simple expressive labeling task when correct responses were reinforced with items selected based on extensive formal paired-preference assessments versus items selected by a teacher using in-the-moment analysis of reinforcer effects. The results indicated no clear difference in skill acquisition, but there were clear differences in terms of efficiency and maintenance. En ligne : https://doi.org/10.1177/1088357616645329 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=336 [article] Comparing Paired-Stimulus Preference Assessments With In-the-Moment Reinforcer Analysis on Skill Acquisition: A Preliminary Investigation [Texte imprimé et/ou numérique] / Justin B. LEAF, Auteur ; Ronald LEAF, Auteur ; Jeremy A. LEAF, Auteur ; Aditt ALCALAY, Auteur ; Daniel RAVID, Auteur ; Stephanie DALE, Auteur ; Alyne KASSARDJIAN, Auteur ; Kathleen TSUJI, Auteur ; Mitchell TAUBMAN, Auteur ; John MCEACHIN, Auteur ; Misty L. OPPENHEIM-LEAF, Auteur . - p.14-24. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 33-1 (March 2018) . - p.14-24 Mots-clés : autism,paired-preference assessment,preference,reinforcement Index. décimale : PER Périodiques Résumé : Today, the use of formal preference assessments, including paired-stimulus preference assessments, is widely utilized to help determine which items to use as reinforcers during intervention. A second way to determine potential reinforcers is to analyze multiple dimensions of a stimulus in the moment, a procedure known as in-the-moment reinforcer analysis. Although paired-stimulus preference assessments are widely used, there is no experimental evidence that extensive advance preference assessments actually produce higher rates of learning than in-the-moment reinforcer analysis. The present study compared rates of learning on a simple expressive labeling task when correct responses were reinforced with items selected based on extensive formal paired-preference assessments versus items selected by a teacher using in-the-moment analysis of reinforcer effects. The results indicated no clear difference in skill acquisition, but there were clear differences in terms of efficiency and maintenance. En ligne : https://doi.org/10.1177/1088357616645329 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=336

A Systematic Review of Effects of Social Stories Interventions for Individuals With Autism Spectrum Disorder / Cathy H. QI in Focus on Autism and Other Developmental Disabilities, 33-1 (March 2018)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 33-1 (March 2018) . - p.25-34 Titre : A Systematic Review of Effects of Social Stories Interventions for Individuals With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Cathy H. QI, Auteur ; Erin E. BARTON, Auteur ; Margo COLLIER, Auteur ; Yi-Ling LIN, Auteur ; Charisse MONTOYA, Auteur Article en page(s) : p.25-34 Langues : Anglais (eng) Mots-clés : autism spectrum disorder,social stories,systematic review,single-case research design Index. décimale : PER Périodiques Résumé : The purpose of this systematic review was to synthesize 22 single-case research design (SCRD) studies on social stories intervention for individuals with autism spectrum disorder (ASD). We used the What Works Clearinghouse (WWC) SCRD standards to analyze study rigor and evidence of a causal relation. We calculated four nonoverlap indices to evaluate intervention, maintenance, and generalization effects. Results suggested that all studies met the WWC design standards with or without reservations. Seven studies (32%) provided strong or moderate evidence of a causal relation. Nonoverlap indices calculations indicated social stories intervention was effective. Using the WWC 5-3-20 guidelines to determine evidence of social stories, social stories intervention would not be considered an evidence-based practice (EBP) for individuals with ASD based on visual analysis, but would be deemed an EBP based on nonoverlap indices. It is worth noting that WWC used visual analysis, not nonoveralap indices, to determine whether an intervention meets the 5-3-20 replication rule. Findings of the systematic review showed there were discrepancies. Implications for future research and practice are discussed. En ligne : https://doi.org/10.1177/1088357615613516 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=336 [article] A Systematic Review of Effects of Social Stories Interventions for Individuals With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Cathy H. QI, Auteur ; Erin E. BARTON, Auteur ; Margo COLLIER, Auteur ; Yi-Ling LIN, Auteur ; Charisse MONTOYA, Auteur . - p.25-34. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 33-1 (March 2018) . - p.25-34 Mots-clés : autism spectrum disorder,social stories,systematic review,single-case research design Index. décimale : PER Périodiques Résumé : The purpose of this systematic review was to synthesize 22 single-case research design (SCRD) studies on social stories intervention for individuals with autism spectrum disorder (ASD). We used the What Works Clearinghouse (WWC) SCRD standards to analyze study rigor and evidence of a causal relation. We calculated four nonoverlap indices to evaluate intervention, maintenance, and generalization effects. Results suggested that all studies met the WWC design standards with or without reservations. Seven studies (32%) provided strong or moderate evidence of a causal relation. Nonoverlap indices calculations indicated social stories intervention was effective. Using the WWC 5-3-20 guidelines to determine evidence of social stories, social stories intervention would not be considered an evidence-based practice (EBP) for individuals with ASD based on visual analysis, but would be deemed an EBP based on nonoverlap indices. It is worth noting that WWC used visual analysis, not nonoveralap indices, to determine whether an intervention meets the 5-3-20 replication rule. Findings of the systematic review showed there were discrepancies. Implications for future research and practice are discussed. En ligne : https://doi.org/10.1177/1088357615613516 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=336

Adapted Shared Storybook Reading: A Study of Its Application for Children With Autism Spectrum Disorders in Home Settings / Andrea N. GOLLOHER in Focus on Autism and Other Developmental Disabilities, 33-1 (March 2018)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 33-1 (March 2018) . - p.35-46 Titre : Adapted Shared Storybook Reading: A Study of Its Application for Children With Autism Spectrum Disorders in Home Settings Type de document : Texte imprimé et/ou numérique Auteurs : Andrea N. GOLLOHER, Auteur Article en page(s) : p.35-46 Langues : Anglais (eng) Mots-clés : elementary,age,preschool,autism spectrum disorders,storybook,reading,literacy,training,parent Index. décimale : PER Périodiques Résumé : This study investigated the use of an adapted shared reading protocol with three children with autism spectrum disorders (ASD) in home settings. Using a multiple baseline across participants design, this investigation replicated and extended a previous investigation by Browder et al. to children with ASD and home settings. In addition, this study was to investigate whether individual components of the intervention package contributed to its overall effectiveness. Finally, the extent to which the participating children generalized their ability to engage in adapted shared reading with the researcher to shared reading with their parents was explored. The results of the investigation indicate that the children with ASD demonstrated improvements in engagement in shared reading and these improvements generalized to shared reading with the children’s parents. En ligne : https://doi.org/10.1177/1088357616681281 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=336 [article] Adapted Shared Storybook Reading: A Study of Its Application for Children With Autism Spectrum Disorders in Home Settings [Texte imprimé et/ou numérique] / Andrea N. GOLLOHER, Auteur . - p.35-46. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 33-1 (March 2018) . - p.35-46 Mots-clés : elementary,age,preschool,autism spectrum disorders,storybook,reading,literacy,training,parent Index. décimale : PER Périodiques Résumé : This study investigated the use of an adapted shared reading protocol with three children with autism spectrum disorders (ASD) in home settings. Using a multiple baseline across participants design, this investigation replicated and extended a previous investigation by Browder et al. to children with ASD and home settings. In addition, this study was to investigate whether individual components of the intervention package contributed to its overall effectiveness. Finally, the extent to which the participating children generalized their ability to engage in adapted shared reading with the researcher to shared reading with their parents was explored. The results of the investigation indicate that the children with ASD demonstrated improvements in engagement in shared reading and these improvements generalized to shared reading with the children’s parents. En ligne : https://doi.org/10.1177/1088357616681281 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=336

Evaluating the iPad Mini® as a Speech-Generating Device in the Acquisition of a Discriminative Mand Repertoire for Young Children With Autism / Elizabeth R. LORAH in Focus on Autism and Other Developmental Disabilities, 33-1 (March 2018)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 33-1 (March 2018) . - p.47-54 Titre : Evaluating the iPad Mini® as a Speech-Generating Device in the Acquisition of a Discriminative Mand Repertoire for Young Children With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth R. LORAH, Auteur Article en page(s) : p.47-54 Langues : Anglais (eng) Mots-clés : autism,speech-generating devices,mand,discrimination Index. décimale : PER Périodiques Résumé : There has been an increased interest in research evaluating the use of handheld computing technology as speech-generating devices (SGD) for children with autism. However, given the reliance on single-subject research methodology, replications of these investigations are necessary. This study presents a replication with variation, of a method for the acquisition of picture-symbol discrimination during mand training, while using the iPad® and application Proloquo2Go™ as an SGD in young children with autism. In a four-phased training procedure, three children with a diagnosis of autism acquired the ability to mand and discriminate between four picture-symbols on the screen of the device, while using the iPad Mini® as an SGD. In addition, for all three participants, the acquired repertoires maintained following the discontinuation of training. These results provide continued support for the use of handheld computing devices as SGD for children with autism. En ligne : https://doi.org/10.1177/1088357616673624 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=336 [article] Evaluating the iPad Mini® as a Speech-Generating Device in the Acquisition of a Discriminative Mand Repertoire for Young Children With Autism [Texte imprimé et/ou numérique] / Elizabeth R. LORAH, Auteur . - p.47-54. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 33-1 (March 2018) . - p.47-54 Mots-clés : autism,speech-generating devices,mand,discrimination Index. décimale : PER Périodiques Résumé : There has been an increased interest in research evaluating the use of handheld computing technology as speech-generating devices (SGD) for children with autism. However, given the reliance on single-subject research methodology, replications of these investigations are necessary. This study presents a replication with variation, of a method for the acquisition of picture-symbol discrimination during mand training, while using the iPad® and application Proloquo2Go™ as an SGD in young children with autism. In a four-phased training procedure, three children with a diagnosis of autism acquired the ability to mand and discriminate between four picture-symbols on the screen of the device, while using the iPad Mini® as an SGD. In addition, for all three participants, the acquired repertoires maintained following the discontinuation of training. These results provide continued support for the use of handheld computing devices as SGD for children with autism. En ligne : https://doi.org/10.1177/1088357616673624 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=336

Exploring the Effect of Gender and Age on Stress and Emotional Distress in Adults With Autism Spectrum Disorder / J. A. MCGILLIVRAY in Focus on Autism and Other Developmental Disabilities, 33-1 (March 2018)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 33-1 (March 2018) . - p.55-64 Titre : Exploring the Effect of Gender and Age on Stress and Emotional Distress in Adults With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : J. A. MCGILLIVRAY, Auteur ; H. T. EVERT, Auteur Article en page(s) : p.55-64 Langues : Anglais (eng) Mots-clés : autism spectrum disorder,depression,anxiety and stress,gender and age differences Index. décimale : PER Périodiques Résumé : One hundred nine people with autism spectrum disorder (ASD) completed the Depression Anxiety Stress Scales (DASS), and Stress Survey Schedule (SSS). Compared with Australian norms for DASS depression, anxiety, and stress, both males and females with ASD showed elevated scores. Females aged 25 to 44 years scored significantly higher on the DASS depression subscale than same aged males and younger males and females. Significant gender and age differences were evident on SSS subscales. In comparison with males, females were more stressed on Pleasant Events, Sensory/Personal Contact, and Social and Environmental subscales, and adult females in particular were more stressed on items around Change and Social Threats and Anticipation/Uncertainty. Young people were less stressed on seven of the eight SSS subscales than older people. It appears that emotional vulnerability in people with ASD varies according to gender and age, with adult females at particular risk. En ligne : https://doi.org/10.1177/1088357614549317 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=336 [article] Exploring the Effect of Gender and Age on Stress and Emotional Distress in Adults With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / J. A. MCGILLIVRAY, Auteur ; H. T. EVERT, Auteur . - p.55-64. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 33-1 (March 2018) . - p.55-64 Mots-clés : autism spectrum disorder,depression,anxiety and stress,gender and age differences Index. décimale : PER Périodiques Résumé : One hundred nine people with autism spectrum disorder (ASD) completed the Depression Anxiety Stress Scales (DASS), and Stress Survey Schedule (SSS). Compared with Australian norms for DASS depression, anxiety, and stress, both males and females with ASD showed elevated scores. Females aged 25 to 44 years scored significantly higher on the DASS depression subscale than same aged males and younger males and females. Significant gender and age differences were evident on SSS subscales. In comparison with males, females were more stressed on Pleasant Events, Sensory/Personal Contact, and Social and Environmental subscales, and adult females in particular were more stressed on items around Change and Social Threats and Anticipation/Uncertainty. Young people were less stressed on seven of the eight SSS subscales than older people. It appears that emotional vulnerability in people with ASD varies according to gender and age, with adult females at particular risk. En ligne : https://doi.org/10.1177/1088357614549317 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=336