Experiences of Siblings of Individuals with Autism Spectrum Disorders / Maureen E. ANGELL in Autism Research and Treatment, (January 2012)  

Public ISBD [article]  inAutism Research and Treatment > (January 2012) . - 11 p. Titre : Experiences of Siblings of Individuals with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Maureen E. ANGELL, Auteur ; Hedda MEADAN, Auteur ; Julia B. STONER, Auteur Année de publication : 2012 Article en page(s) : 11 p. Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The purpose of this study was to explore the experiences of siblings of individuals with autism spectrum disorders (ASDs) and identify their self-reported support needs. We conducted in-person semi-structured interviews with 12 siblings aged 7 to 15 of children aged 6 to 15 with ASDs. Employing a qualitative collective case study research method, we conducted cross-case analyses to address our research questions. Three major themes emerged: (a) descriptions of the sibling subsystem (b) cohesion between and among the siblings, and (c) adaptability of the participant siblings to having family members with ASDs. Discussion of these findings and recommendations for future research contributes to the existing literature on siblings of children with disabilities. En ligne : http://dx.doi.org/10.1155/2012/949586 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155 [article] Experiences of Siblings of Individuals with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Maureen E. ANGELL, Auteur ; Hedda MEADAN, Auteur ; Julia B. STONER, Auteur . - 2012 . - 11 p. Langues : Anglais (eng) in Autism Research and Treatment > (January 2012) . - 11 p. Index. décimale : PER Périodiques Résumé : The purpose of this study was to explore the experiences of siblings of individuals with autism spectrum disorders (ASDs) and identify their self-reported support needs. We conducted in-person semi-structured interviews with 12 siblings aged 7 to 15 of children aged 6 to 15 with ASDs. Employing a qualitative collective case study research method, we conducted cross-case analyses to address our research questions. Three major themes emerged: (a) descriptions of the sibling subsystem (b) cohesion between and among the siblings, and (c) adaptability of the participant siblings to having family members with ASDs. Discussion of these findings and recommendations for future research contributes to the existing literature on siblings of children with disabilities. En ligne : http://dx.doi.org/10.1155/2012/949586 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155

Parent-Implemented Social-Pragmatic Communication Intervention: A Pilot Study / Hedda MEADAN in Focus on Autism and Other Developmental Disabilities, 29-2 (June 2014)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 29-2 (June 2014) . - p.95-110 Titre : Parent-Implemented Social-Pragmatic Communication Intervention: A Pilot Study Type de document : Texte imprimé et/ou numérique Auteurs : Hedda MEADAN, Auteur ; Maureen E. ANGELL, Auteur ; Julia B. STONER, Auteur ; Marcus E. DACZEWITZ, Auteur Article en page(s) : p.95-110 Langues : Anglais (eng) Mots-clés : young children with Down syndrome  naturalistic teaching strategies  visual teaching strategies  parent interventionists Index. décimale : PER Périodiques Résumé : This pilot study investigated the feasibility and effectiveness of a home-based parent training and coaching program on the use of naturalistic and visual teaching strategies by parents of children (aged 2–5 years) with Down syndrome to promote and enhance these children’s social-pragmatic communication skills. Five parent interventionist–child dyads participated. A single-case multiple-baseline design demonstrated the feasibility and effectiveness of the parent training and coaching program on parents’ correct use of naturalistic and visual teaching strategies. Findings suggest that parents and children benefited from the intervention. Parents learned the new teaching strategies, implemented them with high fidelity, and were satisfied with intervention procedures and outcomes. In addition, parents reported improvement in their children’s social-pragmatic communication skills. Implications for practice and future research are described. En ligne : http://dx.doi.org/10.1177/1088357613517504 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 [article] Parent-Implemented Social-Pragmatic Communication Intervention: A Pilot Study [Texte imprimé et/ou numérique] / Hedda MEADAN, Auteur ; Maureen E. ANGELL, Auteur ; Julia B. STONER, Auteur ; Marcus E. DACZEWITZ, Auteur . - p.95-110. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 29-2 (June 2014) . - p.95-110 Mots-clés : young children with Down syndrome  naturalistic teaching strategies  visual teaching strategies  parent interventionists Index. décimale : PER Périodiques Résumé : This pilot study investigated the feasibility and effectiveness of a home-based parent training and coaching program on the use of naturalistic and visual teaching strategies by parents of children (aged 2–5 years) with Down syndrome to promote and enhance these children’s social-pragmatic communication skills. Five parent interventionist–child dyads participated. A single-case multiple-baseline design demonstrated the feasibility and effectiveness of the parent training and coaching program on parents’ correct use of naturalistic and visual teaching strategies. Findings suggest that parents and children benefited from the intervention. Parents learned the new teaching strategies, implemented them with high fidelity, and were satisfied with intervention procedures and outcomes. In addition, parents reported improvement in their children’s social-pragmatic communication skills. Implications for practice and future research are described. En ligne : http://dx.doi.org/10.1177/1088357613517504 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232

Using a Multicomponent Adapted Power Card Strategy to Decrease Latency During Interactivity Transitions for Three Children With Developmental Disabilities / Maureen E. ANGELL in Focus on Autism and Other Developmental Disabilities, 26-4 (December 2011)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 26-4 (December 2011) . - p.206-217 Titre : Using a Multicomponent Adapted Power Card Strategy to Decrease Latency During Interactivity Transitions for Three Children With Developmental Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Maureen E. ANGELL, Auteur ; Joanna K. NICHOLSON, Auteur ; Emily H. WATTS, Auteur ; Craig BLUM, Auteur Année de publication : 2011 Article en page(s) : p.206-217 Langues : Anglais (eng) Mots-clés : Power Cards  interactivity transitions  visual cues  developmental disabilities  elementary age Index. décimale : PER Périodiques Résumé : An adapted Power Card strategy was examined to determine effectiveness in decreasing latency in responding to teacher cues to initiate interactivity transitions in the classroom among three students, aged 10 to 11 years, with developmental disabilities (i.e., one with autism and two with intellectual disability). The Power Card strategy, a form of visually cued instruction, included scripts in which the students’ “heroes” or preferred fictional characters demonstrated targeted interactivity transition behaviors. The strategy decreased response latency for all three students as documented within a single-case withdrawal (A-B-A-B-A-B) design replicated across the three participants. Instructional staff implemented the intervention and, at the end of the study, all remarked about the dramatic effectiveness of the adapted Power Card strategy, said they would use this strategy in the future, and noted that overall classroom functioning had improved. Implications for classroom practice and recommendations for further research on the use of Power Card strategies are discussed. En ligne : http://dx.doi.org/10.1177/1088357611421169 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=148 [article] Using a Multicomponent Adapted Power Card Strategy to Decrease Latency During Interactivity Transitions for Three Children With Developmental Disabilities [Texte imprimé et/ou numérique] / Maureen E. ANGELL, Auteur ; Joanna K. NICHOLSON, Auteur ; Emily H. WATTS, Auteur ; Craig BLUM, Auteur . - 2011 . - p.206-217. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 26-4 (December 2011) . - p.206-217 Mots-clés : Power Cards  interactivity transitions  visual cues  developmental disabilities  elementary age Index. décimale : PER Périodiques Résumé : An adapted Power Card strategy was examined to determine effectiveness in decreasing latency in responding to teacher cues to initiate interactivity transitions in the classroom among three students, aged 10 to 11 years, with developmental disabilities (i.e., one with autism and two with intellectual disability). The Power Card strategy, a form of visually cued instruction, included scripts in which the students’ “heroes” or preferred fictional characters demonstrated targeted interactivity transition behaviors. The strategy decreased response latency for all three students as documented within a single-case withdrawal (A-B-A-B-A-B) design replicated across the three participants. Instructional staff implemented the intervention and, at the end of the study, all remarked about the dramatic effectiveness of the adapted Power Card strategy, said they would use this strategy in the future, and noted that overall classroom functioning had improved. Implications for classroom practice and recommendations for further research on the use of Power Card strategies are discussed. En ligne : http://dx.doi.org/10.1177/1088357611421169 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=148

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