A Comprehensive Peer Network Intervention to Improve Social Communication of Children with Autism Spectrum Disorders: A Randomized Trial in Kindergarten and First Grade / Debra M. KAMPS in Journal of Autism and Developmental Disorders, 45-6 (June 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1809-1824 Titre : A Comprehensive Peer Network Intervention to Improve Social Communication of Children with Autism Spectrum Disorders: A Randomized Trial in Kindergarten and First Grade Type de document : Texte imprimé et/ou numérique Auteurs : Debra M. KAMPS, Auteur ; Kathy S. THIEMANN-BOURQUE, Auteur ; Linda HEITZMAN-POWELL, Auteur ; Ilene S. SCHWARTZ, Auteur ; Nancy ROSENBERG, Auteur ; Rose MASON, Auteur ; Suzanne COX, Auteur Article en page(s) : p.1809-1824 Langues : Anglais (eng) Mots-clés : Peer networks  Social-communication skills  Text cues Index. décimale : PER Périodiques Résumé : The purpose of this randomized control group study was to examine the effects of a peer network intervention that included peer mediation and direct instruction for Kindergarten and First-grade children with autism spectrum disorders. Trained school staff members provided direct instruction for 56 children in the intervention group, and 39 children participated in a comparison group. Results showed children in the intervention group displayed significantly more initiations to peers than did the comparison group during non-treatment social probes and generalization probes. Treatment session data showed significant growth for total communications over baseline levels. Children in treatment also showed more growth in language and adaptive communication. Finally, teachers’ ratings of prosocial skills revealed significantly greater improvements for the intervention group. En ligne : http://dx.doi.org/10.1007/s10803-014-2340-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] A Comprehensive Peer Network Intervention to Improve Social Communication of Children with Autism Spectrum Disorders: A Randomized Trial in Kindergarten and First Grade [Texte imprimé et/ou numérique] / Debra M. KAMPS, Auteur ; Kathy S. THIEMANN-BOURQUE, Auteur ; Linda HEITZMAN-POWELL, Auteur ; Ilene S. SCHWARTZ, Auteur ; Nancy ROSENBERG, Auteur ; Rose MASON, Auteur ; Suzanne COX, Auteur . - p.1809-1824. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1809-1824 Mots-clés : Peer networks  Social-communication skills  Text cues Index. décimale : PER Périodiques Résumé : The purpose of this randomized control group study was to examine the effects of a peer network intervention that included peer mediation and direct instruction for Kindergarten and First-grade children with autism spectrum disorders. Trained school staff members provided direct instruction for 56 children in the intervention group, and 39 children participated in a comparison group. Results showed children in the intervention group displayed significantly more initiations to peers than did the comparison group during non-treatment social probes and generalization probes. Treatment session data showed significant growth for total communications over baseline levels. Children in treatment also showed more growth in language and adaptive communication. Finally, teachers’ ratings of prosocial skills revealed significantly greater improvements for the intervention group. En ligne : http://dx.doi.org/10.1007/s10803-014-2340-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

Symbolic Play of Preschoolers with Severe Communication Impairments with Autism and Other Developmental Delays: More Similarities than Differences / Kathy S. THIEMANN-BOURQUE in Journal of Autism and Developmental Disorders, 42-5 (May 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-5 (May 2012) . - p.863-873 Titre : Symbolic Play of Preschoolers with Severe Communication Impairments with Autism and Other Developmental Delays: More Similarities than Differences Type de document : Texte imprimé et/ou numérique Auteurs : Kathy S. THIEMANN-BOURQUE, Auteur ; Nancy C. BRADY, Auteur ; Kandace K. FLEMING, Auteur Année de publication : 2012 Article en page(s) : p.863-873 Langues : Anglais (eng) Mots-clés : Autism  Symbolic play  Developmental delays  Preschool  Cognition  Language delays Index. décimale : PER Périodiques Résumé : Children with autism are often described as having deficient play skills, particularly symbolic play. We compared the play of 35 children with autism to 38 children with other developmental delays. All children were preschool-age and produced less than 20 different words. Results indicated no significant differences across the two groups in their play. Children with autism engaged in more conventional play, that is, putting objects together according to how the toys were constructed (e.g., pieces in a puzzle, lid on a teapot). Results also indicated high correlations between play, language, and cognitive measures. Findings indicate that play relates to language and cognitive levels yet may not discriminate children with autism and children with other developmental delays early in their development. En ligne : http://dx.doi.org/10.1007/s10803-011-1317-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154 [article] Symbolic Play of Preschoolers with Severe Communication Impairments with Autism and Other Developmental Delays: More Similarities than Differences [Texte imprimé et/ou numérique] / Kathy S. THIEMANN-BOURQUE, Auteur ; Nancy C. BRADY, Auteur ; Kandace K. FLEMING, Auteur . - 2012 . - p.863-873. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-5 (May 2012) . - p.863-873 Mots-clés : Autism  Symbolic play  Developmental delays  Preschool  Cognition  Language delays Index. décimale : PER Périodiques Résumé : Children with autism are often described as having deficient play skills, particularly symbolic play. We compared the play of 35 children with autism to 38 children with other developmental delays. All children were preschool-age and produced less than 20 different words. Results indicated no significant differences across the two groups in their play. Children with autism engaged in more conventional play, that is, putting objects together according to how the toys were constructed (e.g., pieces in a puzzle, lid on a teapot). Results also indicated high correlations between play, language, and cognitive measures. Findings indicate that play relates to language and cognitive levels yet may not discriminate children with autism and children with other developmental delays early in their development. En ligne : http://dx.doi.org/10.1007/s10803-011-1317-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154

The Use of Peer Networks to Increase Communicative Acts of Students With Autism Spectrum Disorders / Debra M. KAMPS in Focus on Autism and Other Developmental Disabilities, 29-4 (December 2014)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 29-4 (December 2014) . - p.230-245 Titre : The Use of Peer Networks to Increase Communicative Acts of Students With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Debra M. KAMPS, Auteur ; Rose MASON, Auteur ; Kathy S. THIEMANN-BOURQUE, Auteur ; Sarah FELDMILLER, Auteur ; Amy TURCOTTE, Auteur ; Todd MILLER, Auteur Article en page(s) : p.230-245 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  communication  peer training Index. décimale : PER Périodiques Résumé : Peer networks including social groups using typical peers, scripted instruction, visual text cues, and reinforcement were examined with students with autism spectrum disorders (ASD). A multiple baseline design across four participants was used to measure students’ use of communication acts with peers during free play following instruction. Peer Network groups occurred over a 3-month period for 30 min 3 times per week. Visual inspection of trends and TauU effect size calculations showed significant changes in total communication acts for all four participants during peer network sessions and increased initiations for three of the four participants. Generalization probes during classroom centers indicated increased communications following interventions for three of the four participants. En ligne : http://dx.doi.org/10.1177/1088357614539832 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=244 [article] The Use of Peer Networks to Increase Communicative Acts of Students With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Debra M. KAMPS, Auteur ; Rose MASON, Auteur ; Kathy S. THIEMANN-BOURQUE, Auteur ; Sarah FELDMILLER, Auteur ; Amy TURCOTTE, Auteur ; Todd MILLER, Auteur . - p.230-245. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 29-4 (December 2014) . - p.230-245 Mots-clés : autism spectrum disorders  communication  peer training Index. décimale : PER Périodiques Résumé : Peer networks including social groups using typical peers, scripted instruction, visual text cues, and reinforcement were examined with students with autism spectrum disorders (ASD). A multiple baseline design across four participants was used to measure students’ use of communication acts with peers during free play following instruction. Peer Network groups occurred over a 3-month period for 30 min 3 times per week. Visual inspection of trends and TauU effect size calculations showed significant changes in total communication acts for all four participants during peer network sessions and increased initiations for three of the four participants. Generalization probes during classroom centers indicated increased communications following interventions for three of the four participants. En ligne : http://dx.doi.org/10.1177/1088357614539832 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=244

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