Dépouillements

Telehealth Parent Training in the Early Start Denver Model: Results From a Randomized Controlled Study / Laurie A. VISMARA in Focus on Autism and Other Developmental Disabilities, 33-2 (June 2018)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 33-2 (June 2018) . - p.67-79 Titre : Telehealth Parent Training in the Early Start Denver Model: Results From a Randomized Controlled Study Type de document : Texte imprimé et/ou numérique Auteurs : Laurie A. VISMARA, Auteur ; Carolyn E. B. MCCORMICK, Auteur ; Amy L. WAGNER, Auteur ; Katernia MONLUX, Auteur ; Anna NADHAN, Auteur ; Gregory S. YOUNG, Auteur Article en page(s) : p.67-79 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Telehealth training may benefit parents? use of early intervention for children with autism spectrum disorder (ASD). This study is one of the few randomized trials to compare telehealth parent training in the Early Start Denver Model (P-ESDM) with a community treatment-as-usual, early intervention program. Parents were randomized to 12 weekly 1.5-hr videoconferencing sessions with website access to P-ESDM learning resources or to monthly 1.5-hr videoconferencing sessions with website access to alternative resources to support their intervention. Telehealth training facilitated higher parent fidelity gains and program satisfaction for more of the P-ESDM than the community group at the end of the 12-week training and at follow-up. Children?s social communication skills improved for both groups regardless of parent fidelity. Findings suggest the feasibility of telehealth training with improved parent intervention usage and satisfaction from the program. However, the impact of these effects on children?s development over time is yet to be understood. En ligne : https://doi.org/10.1177/1088357616651064 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=363 [article] Telehealth Parent Training in the Early Start Denver Model: Results From a Randomized Controlled Study [Texte imprimé et/ou numérique] / Laurie A. VISMARA, Auteur ; Carolyn E. B. MCCORMICK, Auteur ; Amy L. WAGNER, Auteur ; Katernia MONLUX, Auteur ; Anna NADHAN, Auteur ; Gregory S. YOUNG, Auteur . - p.67-79. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 33-2 (June 2018) . - p.67-79 Index. décimale : PER Périodiques Résumé : Telehealth training may benefit parents? use of early intervention for children with autism spectrum disorder (ASD). This study is one of the few randomized trials to compare telehealth parent training in the Early Start Denver Model (P-ESDM) with a community treatment-as-usual, early intervention program. Parents were randomized to 12 weekly 1.5-hr videoconferencing sessions with website access to P-ESDM learning resources or to monthly 1.5-hr videoconferencing sessions with website access to alternative resources to support their intervention. Telehealth training facilitated higher parent fidelity gains and program satisfaction for more of the P-ESDM than the community group at the end of the 12-week training and at follow-up. Children?s social communication skills improved for both groups regardless of parent fidelity. Findings suggest the feasibility of telehealth training with improved parent intervention usage and satisfaction from the program. However, the impact of these effects on children?s development over time is yet to be understood. En ligne : https://doi.org/10.1177/1088357616651064 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=363

Conditional Use of a Request for Assistance: Considering Generalization / Joe REICHLE in Focus on Autism and Other Developmental Disabilities, 33-2 (June 2018)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 33-2 (June 2018) . - p.80-90 Titre : Conditional Use of a Request for Assistance: Considering Generalization Type de document : Texte imprimé et/ou numérique Auteurs : Joe REICHLE, Auteur ; Breanne J. BYIERS, Auteur ; Amanda REEVE, Auteur Article en page(s) : p.80-90 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) frequently exhibit generalization errors, but many instructional programs fail to address this deficit. Generalization errors encompass when the learner should extend the use of a newly taught behavior to other contexts but does not (under-generalization), as well as when he or she should not use the newly established behavior in new contexts but does (over-generalization). This study was designed to evaluate the generalization errors of a preschooler with ASD. Following an intervention in which the participant was taught to request assistance with difficult tasks using a continuous reinforcement schedule, generalization gradients across levels of task difficulty were implemented to examine patterns of generalization. Initial results showed over-generalization of assistance requests and corresponding reductions in independent (the absence of any instructional prompts) task completion across all levels of task difficulty. A final phase involving competing schedules of reinforcement for assistance requests and independent work with video modeling led to improved conditional use of assistance requests. Implications for teaching conditional use of assistance requests are discussed. En ligne : https://doi.org/10.1177/1088357616647349 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=363 [article] Conditional Use of a Request for Assistance: Considering Generalization [Texte imprimé et/ou numérique] / Joe REICHLE, Auteur ; Breanne J. BYIERS, Auteur ; Amanda REEVE, Auteur . - p.80-90. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 33-2 (June 2018) . - p.80-90 Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) frequently exhibit generalization errors, but many instructional programs fail to address this deficit. Generalization errors encompass when the learner should extend the use of a newly taught behavior to other contexts but does not (under-generalization), as well as when he or she should not use the newly established behavior in new contexts but does (over-generalization). This study was designed to evaluate the generalization errors of a preschooler with ASD. Following an intervention in which the participant was taught to request assistance with difficult tasks using a continuous reinforcement schedule, generalization gradients across levels of task difficulty were implemented to examine patterns of generalization. Initial results showed over-generalization of assistance requests and corresponding reductions in independent (the absence of any instructional prompts) task completion across all levels of task difficulty. A final phase involving competing schedules of reinforcement for assistance requests and independent work with video modeling led to improved conditional use of assistance requests. Implications for teaching conditional use of assistance requests are discussed. En ligne : https://doi.org/10.1177/1088357616647349 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=363

Does Linguistic Analysis Confirm the Validity of Facilitated Communication? / Timo SALOVIITA in Focus on Autism and Other Developmental Disabilities, 33-2 (June 2018)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 33-2 (June 2018) . - p.91-99 Titre : Does Linguistic Analysis Confirm the Validity of Facilitated Communication? Type de document : Texte imprimé et/ou numérique Auteurs : Timo SALOVIITA, Auteur Article en page(s) : p.91-99 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Facilitated communication (FC) has been interpreted as an ideomotor phenomenon, in which one person physically supports another person?s hand and unconsciously affects the content of the writing. Despite the strong experimental evidence against the authenticity of FC output, several studies claim to support its validity based on idiosyncrasies found in the texts produced. A review of these studies showed that, because of the logical circularity of the reasoning proposed in the studies, no decisive evidence that validated FC was presented. In addition, the idiosyncrasies found were better explained as by-products of the unusual writing process itself. Finally, the studies did not fulfill the quality standards proposed by the FC field itself. En ligne : https://doi.org/10.1177/1088357616646075 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=363 [article] Does Linguistic Analysis Confirm the Validity of Facilitated Communication? [Texte imprimé et/ou numérique] / Timo SALOVIITA, Auteur . - p.91-99. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 33-2 (June 2018) . - p.91-99 Index. décimale : PER Périodiques Résumé : Facilitated communication (FC) has been interpreted as an ideomotor phenomenon, in which one person physically supports another person?s hand and unconsciously affects the content of the writing. Despite the strong experimental evidence against the authenticity of FC output, several studies claim to support its validity based on idiosyncrasies found in the texts produced. A review of these studies showed that, because of the logical circularity of the reasoning proposed in the studies, no decisive evidence that validated FC was presented. In addition, the idiosyncrasies found were better explained as by-products of the unusual writing process itself. Finally, the studies did not fulfill the quality standards proposed by the FC field itself. En ligne : https://doi.org/10.1177/1088357616646075 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=363

The Use of Cell Phones to Address Safety Skills for Students With a Moderate ID in Community-Based Settings / Laura A. BASSETTE in Focus on Autism and Other Developmental Disabilities, 33-2 (June 2018)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 33-2 (June 2018) . - p.100-110 Titre : The Use of Cell Phones to Address Safety Skills for Students With a Moderate ID in Community-Based Settings Type de document : Texte imprimé et/ou numérique Auteurs : Laura A. BASSETTE, Auteur ; Teresa TABER-DOUGHTY, Auteur ; Roberto I. GAMA, Auteur ; Paul A. ALBERTO, Auteur ; Gulnoza YAKUBOVA, Auteur ; David CIHAK, Auteur Article en page(s) : p.100-110 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine the impact of a video modeling (VM) intervention in conjunction with a system of least prompts (SLP) to teach safety skills using cell phones to students with a moderate intellectual disability. A multiple-probe design across three participants was used to assess student acquisition in taking and sending a picture of a key identifier (i.e., a sign) during a role-play scenario in which students pretended to be lost in the community. Intervention sessions were conducted at the students? middle school, at their community-based instruction site, and at an unfamiliar community location. All students successfully learned to take and send the picture in the community locations at the mastery criterion and generalized the skills at an unfamiliar community site. Implications of the use of VM to address the integration of technology with safety skill instruction and other areas of future research are discussed. En ligne : https://doi.org/10.1177/1088357616667590 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=363 [article] The Use of Cell Phones to Address Safety Skills for Students With a Moderate ID in Community-Based Settings [Texte imprimé et/ou numérique] / Laura A. BASSETTE, Auteur ; Teresa TABER-DOUGHTY, Auteur ; Roberto I. GAMA, Auteur ; Paul A. ALBERTO, Auteur ; Gulnoza YAKUBOVA, Auteur ; David CIHAK, Auteur . - p.100-110. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 33-2 (June 2018) . - p.100-110 Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine the impact of a video modeling (VM) intervention in conjunction with a system of least prompts (SLP) to teach safety skills using cell phones to students with a moderate intellectual disability. A multiple-probe design across three participants was used to assess student acquisition in taking and sending a picture of a key identifier (i.e., a sign) during a role-play scenario in which students pretended to be lost in the community. Intervention sessions were conducted at the students? middle school, at their community-based instruction site, and at an unfamiliar community location. All students successfully learned to take and send the picture in the community locations at the mastery criterion and generalized the skills at an unfamiliar community site. Implications of the use of VM to address the integration of technology with safety skill instruction and other areas of future research are discussed. En ligne : https://doi.org/10.1177/1088357616667590 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=363

Self-Modeling to Promote Social Initiations With Young Children With Developmental Disabilities / Tom BUGGEY in Focus on Autism and Other Developmental Disabilities, 33-2 (June 2018)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 33-2 (June 2018) . - p.111-119 Titre : Self-Modeling to Promote Social Initiations With Young Children With Developmental Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Tom BUGGEY, Auteur ; S. Caroline CRAWFORD, Auteur ; Chelsea L. ROGERS, Auteur Article en page(s) : p.111-119 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Video self-modeling (VSM) uses a method called feedforward to provide children the opportunity to view themselves as they perform in a more advanced or appropriate manner than they do presently. Typically, this is accomplished through the careful editing of videos. Studies on VSM and social skills with children on the autism spectrum ages 3 to 4 years have produced mixed results. In this study, a single-subject multiple-baseline design across four children (three on the autism spectrum and one with Down syndrome) with a mean age of 4 years 2 months was used to determine whether VSM would facilitate social initiations. This study was meant to be a replication of a study published in 2012. Positive changes were seen for all four children. The relationship between age and VSM efficacy is discussed along with other factors that may influence VSM outcomes with young children. En ligne : https://doi.org/10.1177/1088357616667591 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=363 [article] Self-Modeling to Promote Social Initiations With Young Children With Developmental Disabilities [Texte imprimé et/ou numérique] / Tom BUGGEY, Auteur ; S. Caroline CRAWFORD, Auteur ; Chelsea L. ROGERS, Auteur . - p.111-119. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 33-2 (June 2018) . - p.111-119 Index. décimale : PER Périodiques Résumé : Video self-modeling (VSM) uses a method called feedforward to provide children the opportunity to view themselves as they perform in a more advanced or appropriate manner than they do presently. Typically, this is accomplished through the careful editing of videos. Studies on VSM and social skills with children on the autism spectrum ages 3 to 4 years have produced mixed results. In this study, a single-subject multiple-baseline design across four children (three on the autism spectrum and one with Down syndrome) with a mean age of 4 years 2 months was used to determine whether VSM would facilitate social initiations. This study was meant to be a replication of a study published in 2012. Positive changes were seen for all four children. The relationship between age and VSM efficacy is discussed along with other factors that may influence VSM outcomes with young children. En ligne : https://doi.org/10.1177/1088357616667591 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=363

Increasing Collaboration Self-Efficacy to Improve Educational Programming for Students With Autism / Christine L. EMMONS in Focus on Autism and Other Developmental Disabilities, 33-2 (June 2018)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 33-2 (June 2018) . - p.120-128 Titre : Increasing Collaboration Self-Efficacy to Improve Educational Programming for Students With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Christine L. EMMONS, Auteur ; Dianne ZAGER, Auteur Article en page(s) : p.120-128 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Collaborative teaming among specialists can enhance educational success by leveraging resources and building capacity to maximize effectiveness. Special educators? change in perceptions of their efficacy as collaborators in the education of students with autism spectrum disorder (ASD) was studied before and after completing a year-long federally funded graduate certificate program in autism. Self-perceptions of collaborative expertise were examined in eight cohorts of educators over 7 years. Analysis of the results indicated a significant increase in perceptions of efficacy level in six of the cohorts at ? .006. The size of the effect of the program on participants? self-perceptions of their efficacy in working collaboratively with other school personnel was large for seven of the cohorts and medium for one. Most importantly, results from Greenhouse?Geisser analysis showed that the posttest scores on collaboration efficacy level were significantly higher than the pretest scores across all cohorts, and that the pattern of change in pretest to posttest scores was similar across all eight cohorts. En ligne : https://doi.org/10.1177/1088357616686312 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=363 [article] Increasing Collaboration Self-Efficacy to Improve Educational Programming for Students With Autism [Texte imprimé et/ou numérique] / Christine L. EMMONS, Auteur ; Dianne ZAGER, Auteur . - p.120-128. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 33-2 (June 2018) . - p.120-128 Index. décimale : PER Périodiques Résumé : Collaborative teaming among specialists can enhance educational success by leveraging resources and building capacity to maximize effectiveness. Special educators? change in perceptions of their efficacy as collaborators in the education of students with autism spectrum disorder (ASD) was studied before and after completing a year-long federally funded graduate certificate program in autism. Self-perceptions of collaborative expertise were examined in eight cohorts of educators over 7 years. Analysis of the results indicated a significant increase in perceptions of efficacy level in six of the cohorts at ? .006. The size of the effect of the program on participants? self-perceptions of their efficacy in working collaboratively with other school personnel was large for seven of the cohorts and medium for one. Most importantly, results from Greenhouse?Geisser analysis showed that the posttest scores on collaboration efficacy level were significantly higher than the pretest scores across all cohorts, and that the pattern of change in pretest to posttest scores was similar across all eight cohorts. En ligne : https://doi.org/10.1177/1088357616686312 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=363