Dépouillements

The Effects of Lag Schedules of Reinforcement on Social Skill Accuracy and Variability / Keith C. RADLEY in Focus on Autism and Other Developmental Disabilities, 34-2 (June 2019)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 34-2 (June 2019) . - p.67-80 Titre : The Effects of Lag Schedules of Reinforcement on Social Skill Accuracy and Variability Type de document : Texte imprimé et/ou numérique Auteurs : Keith C. RADLEY, Auteur ; James W. MOORE, Auteur ; Evan H. DART, Auteur ; W. Blake FORD, Auteur ; Kate A. HELBIG, Auteur Article en page(s) : p.67-80 Langues : Anglais (eng) Mots-clés : lag schedule  social skills  socialization Index. décimale : PER Périodiques Résumé : Five participants with autism spectrum disorder (ASD) between the ages of 10 and 14 years attended a twice-weekly social skills group for 8 weeks. A multiple probe design across skills with concurrent replication across participants was utilized to assess the effects of social skills training using multiple exemplars and lag schedules on social skill variability. Prior to intervention, participants demonstrated low levels of skill accuracy and appropriate variability. Training with one and three exemplars of target skills without lag schedules resulted in no to small increases in appropriate variability, despite increases in skill accuracy. Following introduction of lag schedules, substantial increases were observed. Post-intervention rating scales completed by parents of participants indicated improvements in social functioning and reductions in repetitive behavior. En ligne : http://dx.doi.org/10.1177/1088357618811608 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397 [article] The Effects of Lag Schedules of Reinforcement on Social Skill Accuracy and Variability [Texte imprimé et/ou numérique] / Keith C. RADLEY, Auteur ; James W. MOORE, Auteur ; Evan H. DART, Auteur ; W. Blake FORD, Auteur ; Kate A. HELBIG, Auteur . - p.67-80. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 34-2 (June 2019) . - p.67-80 Mots-clés : lag schedule  social skills  socialization Index. décimale : PER Périodiques Résumé : Five participants with autism spectrum disorder (ASD) between the ages of 10 and 14 years attended a twice-weekly social skills group for 8 weeks. A multiple probe design across skills with concurrent replication across participants was utilized to assess the effects of social skills training using multiple exemplars and lag schedules on social skill variability. Prior to intervention, participants demonstrated low levels of skill accuracy and appropriate variability. Training with one and three exemplars of target skills without lag schedules resulted in no to small increases in appropriate variability, despite increases in skill accuracy. Following introduction of lag schedules, substantial increases were observed. Post-intervention rating scales completed by parents of participants indicated improvements in social functioning and reductions in repetitive behavior. En ligne : http://dx.doi.org/10.1177/1088357618811608 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397

Increasing Play Complexity in a Young Child With Autism / Erin E. BARTON in Focus on Autism and Other Developmental Disabilities, 34-2 (June 2019)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 34-2 (June 2019) . - p.81-90 Titre : Increasing Play Complexity in a Young Child With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Erin E. BARTON, Auteur ; Stephanie GOSSETT, Auteur ; M. Caroline WATERS, Auteur ; Rebecca MURRAY, Auteur ; Rachel FRANCIS, Auteur Article en page(s) : p.81-90 Langues : Anglais (eng) Mots-clés : preschool  age  pretend  play  symbolic Index. décimale : PER Périodiques Résumé : Young children with autism spectrum disorder (ASD) demonstrate fewer and less varied play behaviors than children with typical development. This article describes two studies designed to increase two aspects of play complexity—diverse play actions and sequential play actions—in a child with ASD. In Study 1, we use a multitreatment single-case design to compare the use of the system of least prompts with contingent reinforcement for diverse play or all play. In Study 2, we used a multiple probe design to examine the relation between the system of least prompts with contingent reinforcement and the child’s use of play sequences. Across both studies, the complexity of play increased when specific aspects—diversity or sequences—were prompted and reinforced; however, the maintenance of effects were variable. En ligne : http://dx.doi.org/10.1177/1088357618800493 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397 [article] Increasing Play Complexity in a Young Child With Autism [Texte imprimé et/ou numérique] / Erin E. BARTON, Auteur ; Stephanie GOSSETT, Auteur ; M. Caroline WATERS, Auteur ; Rebecca MURRAY, Auteur ; Rachel FRANCIS, Auteur . - p.81-90. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 34-2 (June 2019) . - p.81-90 Mots-clés : preschool  age  pretend  play  symbolic Index. décimale : PER Périodiques Résumé : Young children with autism spectrum disorder (ASD) demonstrate fewer and less varied play behaviors than children with typical development. This article describes two studies designed to increase two aspects of play complexity—diverse play actions and sequential play actions—in a child with ASD. In Study 1, we use a multitreatment single-case design to compare the use of the system of least prompts with contingent reinforcement for diverse play or all play. In Study 2, we used a multiple probe design to examine the relation between the system of least prompts with contingent reinforcement and the child’s use of play sequences. Across both studies, the complexity of play increased when specific aspects—diversity or sequences—were prompted and reinforced; however, the maintenance of effects were variable. En ligne : http://dx.doi.org/10.1177/1088357618800493 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397

Brief Report: Examining the Association Between Classroom Social Network Inclusion and Playground Peer Engagement Among Children With Autism Spectrum Disorders / Lupita SANTILLAN in Focus on Autism and Other Developmental Disabilities, 34-2 (June 2019)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 34-2 (June 2019) . - p.91-96 Titre : Brief Report: Examining the Association Between Classroom Social Network Inclusion and Playground Peer Engagement Among Children With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Lupita SANTILLAN, Auteur ; Lindsay FREDERICK, Auteur ; Sean GILMORE, Auteur ; Jill LOCKE, Auteur Article en page(s) : p.91-96 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  social network inclusion  friendships  school  playground engagement Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) often face barriers when establishing peer connections at school. This aim of this study is to explore how social network inclusion in the classroom is associated with playground peer engagement. Independent observers administered friendship surveys to determine social network inclusion in the classroom and recorded the playground engagement states of 55 children with ASD from 42 general education classrooms in 16 public elementary schools in the northeastern United States. Linear regression models were used to examine associations between social network inclusion and playground engagement. Results indicated an association between social network inclusion and playground engagement. Children who were included to a greater degree in their classrooms’ social network spent more time engaged with peers on the playground. These findings highlight the importance of supporting social interactions in multiple contexts in schools. En ligne : http://dx.doi.org/10.1177/1088357619838275 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397 [article] Brief Report: Examining the Association Between Classroom Social Network Inclusion and Playground Peer Engagement Among Children With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Lupita SANTILLAN, Auteur ; Lindsay FREDERICK, Auteur ; Sean GILMORE, Auteur ; Jill LOCKE, Auteur . - p.91-96. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 34-2 (June 2019) . - p.91-96 Mots-clés : autism spectrum disorder  social network inclusion  friendships  school  playground engagement Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) often face barriers when establishing peer connections at school. This aim of this study is to explore how social network inclusion in the classroom is associated with playground peer engagement. Independent observers administered friendship surveys to determine social network inclusion in the classroom and recorded the playground engagement states of 55 children with ASD from 42 general education classrooms in 16 public elementary schools in the northeastern United States. Linear regression models were used to examine associations between social network inclusion and playground engagement. Results indicated an association between social network inclusion and playground engagement. Children who were included to a greater degree in their classrooms’ social network spent more time engaged with peers on the playground. These findings highlight the importance of supporting social interactions in multiple contexts in schools. En ligne : http://dx.doi.org/10.1177/1088357619838275 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397

Early Identification and Connection to Services Among Urban Parents Who Have Low Income and Low-Literacy Skills / Peggy A. GALLAGHER in Focus on Autism and Other Developmental Disabilities, 34-2 (June 2019)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 34-2 (June 2019) . - p.97-106 Titre : Early Identification and Connection to Services Among Urban Parents Who Have Low Income and Low-Literacy Skills Type de document : Texte imprimé et/ou numérique Auteurs : Peggy A. GALLAGHER, Auteur ; Daphne GREENBERG, Auteur ; Jonathan M. CAMPBELL, Auteur ; Zolinda STONEMAN, Auteur ; Iris Z. FEINBERG, Auteur Article en page(s) : p.97-106 Langues : Anglais (eng) Mots-clés : health literacy  child development  parenting  milestones  low literacy Index. décimale : PER Périodiques Résumé : Young children from parents with low income and low-literacy skills are often late in being diagnosed with developmental disabilities. To try to understand this phenomenon, we conducted six focus groups with 17 parents of low income with low-literacy skills living in an urban area who had children between 6 months and 4 years of age. Parents were asked how they access general information about child development and parenting resources. They were also probed about their experiences learning about their specific children’s development. Their feedback was also sought on the Centers for Disease Control and Prevention’s Learn the Signs Act Early materials. Results highlighted the resourcefulness of the parents to find information and the difficulties they had with printed information. Their focus group responses indicate the need for agencies to think more broadly about where to provide information for parents and the need to utilize easy-to-read printed materials. En ligne : http://dx.doi.org/10.1177/1088357618794913 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397 [article] Early Identification and Connection to Services Among Urban Parents Who Have Low Income and Low-Literacy Skills [Texte imprimé et/ou numérique] / Peggy A. GALLAGHER, Auteur ; Daphne GREENBERG, Auteur ; Jonathan M. CAMPBELL, Auteur ; Zolinda STONEMAN, Auteur ; Iris Z. FEINBERG, Auteur . - p.97-106. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 34-2 (June 2019) . - p.97-106 Mots-clés : health literacy  child development  parenting  milestones  low literacy Index. décimale : PER Périodiques Résumé : Young children from parents with low income and low-literacy skills are often late in being diagnosed with developmental disabilities. To try to understand this phenomenon, we conducted six focus groups with 17 parents of low income with low-literacy skills living in an urban area who had children between 6 months and 4 years of age. Parents were asked how they access general information about child development and parenting resources. They were also probed about their experiences learning about their specific children’s development. Their feedback was also sought on the Centers for Disease Control and Prevention’s Learn the Signs Act Early materials. Results highlighted the resourcefulness of the parents to find information and the difficulties they had with printed information. Their focus group responses indicate the need for agencies to think more broadly about where to provide information for parents and the need to utilize easy-to-read printed materials. En ligne : http://dx.doi.org/10.1177/1088357618794913 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397

Training a Paraprofessional to Implement Video Prompting With Error Correction to Teach a Vocational Skill / Rachel L. SEAMAN-TULLIS in Focus on Autism and Other Developmental Disabilities, 34-2 (June 2019)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 34-2 (June 2019) . - p.107-117 Titre : Training a Paraprofessional to Implement Video Prompting With Error Correction to Teach a Vocational Skill Type de document : Texte imprimé et/ou numérique Auteurs : Rachel L. SEAMAN-TULLIS, Auteur ; Helen I. CANNELLA-MALONE, Auteur ; Matthew E. BROCK, Auteur Article en page(s) : p.107-117 Langues : Anglais (eng) Mots-clés : video prompting  paraprofessional  intellectual disability  vocational skill  staff training  developmental disabilities  autism spectrum disorder Index. décimale : PER Périodiques Résumé : Very few individuals with autism spectrum disorder (ASD) have been trained in the vocational skills needed to obtain gainful employment. Moreover, although there is an abundance of research evaluating the practice of training practitioners of students with ASD to use evidence-based practices to teach a wide variety of skills, there have been few that apply this training to the acquisition of vocational tasks. This study uses a multiple-baseline-across-behaviors design to evaluate the training methods used to train a paraprofessional in the preparation and implementation of video prompting and error correction with his student with ASD. Furthermore, the behavior and learning of both the paraprofessional and student are measured. Results indicate that the training package resulted in increased video prompting implementation behavior for the paraprofessional, as well as corresponding, increased vocational skill behavior for the student. En ligne : http://dx.doi.org/10.1177/1088357618794914 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397 [article] Training a Paraprofessional to Implement Video Prompting With Error Correction to Teach a Vocational Skill [Texte imprimé et/ou numérique] / Rachel L. SEAMAN-TULLIS, Auteur ; Helen I. CANNELLA-MALONE, Auteur ; Matthew E. BROCK, Auteur . - p.107-117. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 34-2 (June 2019) . - p.107-117 Mots-clés : video prompting  paraprofessional  intellectual disability  vocational skill  staff training  developmental disabilities  autism spectrum disorder Index. décimale : PER Périodiques Résumé : Very few individuals with autism spectrum disorder (ASD) have been trained in the vocational skills needed to obtain gainful employment. Moreover, although there is an abundance of research evaluating the practice of training practitioners of students with ASD to use evidence-based practices to teach a wide variety of skills, there have been few that apply this training to the acquisition of vocational tasks. This study uses a multiple-baseline-across-behaviors design to evaluate the training methods used to train a paraprofessional in the preparation and implementation of video prompting and error correction with his student with ASD. Furthermore, the behavior and learning of both the paraprofessional and student are measured. Results indicate that the training package resulted in increased video prompting implementation behavior for the paraprofessional, as well as corresponding, increased vocational skill behavior for the student. En ligne : http://dx.doi.org/10.1177/1088357618794914 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397

Leveled Texts for Adults With Intellectual or Developmental Disabilities: A Pilot Study / Meredith SALETTA in Focus on Autism and Other Developmental Disabilities, 34-2 (June 2019)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 34-2 (June 2019) . - p.118-127 Titre : Leveled Texts for Adults With Intellectual or Developmental Disabilities: A Pilot Study Type de document : Texte imprimé et/ou numérique Auteurs : Meredith SALETTA, Auteur ; Jennifer WINBERG, Auteur Article en page(s) : p.118-127 Langues : Anglais (eng) Mots-clés : adult  age  literacy  special education  educational  evidence-based practices  supports  visuals Index. décimale : PER Périodiques Résumé : There is a dearth of appropriate reading material for adults with intellectual or developmental disabilities (IDDs). Often, a book’s content is relevant to younger audiences, or its reading level is inaccessible. In this pilot study, we determined which factors facilitate reading accuracy and comprehension for this population. We wrote and tested leveled texts that manipulated three variables: (a) complex versus simple words and syntax, (b) a single illustration versus symbols accompanying each word, and (c) engaging single versus multiple modalities when answering comprehension questions. Twenty adult readers with IDD participated. Readers made more errors while reading the complex and the symbol support books. Our manipulations did not facilitate reading comprehension. These results support the use of straightforward text and illustrations in books for adults with IDD. Following up on this pilot study through more focused research will help us to create material that is accessible and enjoyable to this community. En ligne : http://dx.doi.org/10.1177/1088357618803332 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397 [article] Leveled Texts for Adults With Intellectual or Developmental Disabilities: A Pilot Study [Texte imprimé et/ou numérique] / Meredith SALETTA, Auteur ; Jennifer WINBERG, Auteur . - p.118-127. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 34-2 (June 2019) . - p.118-127 Mots-clés : adult  age  literacy  special education  educational  evidence-based practices  supports  visuals Index. décimale : PER Périodiques Résumé : There is a dearth of appropriate reading material for adults with intellectual or developmental disabilities (IDDs). Often, a book’s content is relevant to younger audiences, or its reading level is inaccessible. In this pilot study, we determined which factors facilitate reading accuracy and comprehension for this population. We wrote and tested leveled texts that manipulated three variables: (a) complex versus simple words and syntax, (b) a single illustration versus symbols accompanying each word, and (c) engaging single versus multiple modalities when answering comprehension questions. Twenty adult readers with IDD participated. Readers made more errors while reading the complex and the symbol support books. Our manipulations did not facilitate reading comprehension. These results support the use of straightforward text and illustrations in books for adults with IDD. Following up on this pilot study through more focused research will help us to create material that is accessible and enjoyable to this community. En ligne : http://dx.doi.org/10.1177/1088357618803332 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397