Dépouillements

Effects of Covert Audio Coaching on the Attending Behavior of Children With Autism Spectrum Disorder / Christina CROCCO in Focus on Autism and Other Developmental Disabilities, 34-3 (September 2019)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 34-3 (September 2019) . - p.131-140 Titre : Effects of Covert Audio Coaching on the Attending Behavior of Children With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Christina CROCCO, Auteur ; Kyle D. BENNETT, Auteur Article en page(s) : p.131-140 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  attending behavior  covert audio coaching  bug-in-ear coaching Index. décimale : PER Périodiques Résumé : The effects of covert audio coaching, a form of performance feedback delivered remotely through a two-way radio and earbud speaker, was examined on the classroom attending behavior of children with autism spectrum disorder (ASD). Four elementary-aged students with ASD participated. This study was conducted in a private, separate day school for students with ASD. Baseline data showed that participants emitted low levels of attending behavior with a degree of variability. During intervention, all participants increased their level of attending behavior and these data were stable. Follow-up data revealed higher levels of attending compared with baseline; however, these data were more variable than what was observed during intervention. These results and implications for future research and practice are discussed. En ligne : http://dx.doi.org/10.1177/1088357618805083 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405 [article] Effects of Covert Audio Coaching on the Attending Behavior of Children With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Christina CROCCO, Auteur ; Kyle D. BENNETT, Auteur . - p.131-140. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 34-3 (September 2019) . - p.131-140 Mots-clés : autism spectrum disorder  attending behavior  covert audio coaching  bug-in-ear coaching Index. décimale : PER Périodiques Résumé : The effects of covert audio coaching, a form of performance feedback delivered remotely through a two-way radio and earbud speaker, was examined on the classroom attending behavior of children with autism spectrum disorder (ASD). Four elementary-aged students with ASD participated. This study was conducted in a private, separate day school for students with ASD. Baseline data showed that participants emitted low levels of attending behavior with a degree of variability. During intervention, all participants increased their level of attending behavior and these data were stable. Follow-up data revealed higher levels of attending compared with baseline; however, these data were more variable than what was observed during intervention. These results and implications for future research and practice are discussed. En ligne : http://dx.doi.org/10.1177/1088357618805083 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405

The Effectiveness of a Packaged Intervention Including Point-of-View Video Modeling in Teaching Social Initiation Skills to Children With Autism Spectrum Disorders / Jennifer Lee KOUO in Focus on Autism and Other Developmental Disabilities, 34-3 (September 2019)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 34-3 (September 2019) . - p.141-152 Titre : The Effectiveness of a Packaged Intervention Including Point-of-View Video Modeling in Teaching Social Initiation Skills to Children With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer Lee KOUO, Auteur Article en page(s) : p.141-152 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  point-of-view video modeling  first-person perspective video modeling  social initiations  greetings  social communication and interaction Index. décimale : PER Périodiques Résumé : Deficits in social communication and interaction have been identified as distinguishing impairments for individuals with an autism spectrum disorder (ASD). As a pivotal skill, the successful development of social communication and interaction in individuals with ASD is a lifelong objective. Point-of-view video modeling (VM) has the potential to address these deficits. By presenting only what a person might see from his or her viewpoint, it may be more effective than other forms of VM, in limiting irrelevant stimuli and providing a clear frame of reference to facilitate imitation. The current study investigated the use of point-of-view VM in teaching social initiations (e.g., greetings). Using a multiple baseline across participants design, five kindergarten participants were taught greetings using a packaged intervention, which included point-of-view VM, video priming, verbal praise, reinforcement, and prompting. Immediately before and after viewing the entire point-of-view video model, the participants were evaluated on their greetings with a trained, typically developing peer serving as a communication partner. Specifically, the greetings involved participants’ abilities to shift their attention toward the peer who entered the room, maintain attention toward the peer, and engage in an appropriate greeting (e.g., hi, hello). Both generalization and maintenance were tested. Overall, the data suggest point-of-view VM is a promising intervention for increasing greetings. However, both generalization and maintenance were limited. Despite the limitations of the study and variable results, there are a number of implications moving forward for both practitioners and future researchers examining point-of-view modeling. En ligne : http://dx.doi.org/10.1177/1088357618815887 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405 [article] The Effectiveness of a Packaged Intervention Including Point-of-View Video Modeling in Teaching Social Initiation Skills to Children With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Jennifer Lee KOUO, Auteur . - p.141-152. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 34-3 (September 2019) . - p.141-152 Mots-clés : autism spectrum disorder  point-of-view video modeling  first-person perspective video modeling  social initiations  greetings  social communication and interaction Index. décimale : PER Périodiques Résumé : Deficits in social communication and interaction have been identified as distinguishing impairments for individuals with an autism spectrum disorder (ASD). As a pivotal skill, the successful development of social communication and interaction in individuals with ASD is a lifelong objective. Point-of-view video modeling (VM) has the potential to address these deficits. By presenting only what a person might see from his or her viewpoint, it may be more effective than other forms of VM, in limiting irrelevant stimuli and providing a clear frame of reference to facilitate imitation. The current study investigated the use of point-of-view VM in teaching social initiations (e.g., greetings). Using a multiple baseline across participants design, five kindergarten participants were taught greetings using a packaged intervention, which included point-of-view VM, video priming, verbal praise, reinforcement, and prompting. Immediately before and after viewing the entire point-of-view video model, the participants were evaluated on their greetings with a trained, typically developing peer serving as a communication partner. Specifically, the greetings involved participants’ abilities to shift their attention toward the peer who entered the room, maintain attention toward the peer, and engage in an appropriate greeting (e.g., hi, hello). Both generalization and maintenance were tested. Overall, the data suggest point-of-view VM is a promising intervention for increasing greetings. However, both generalization and maintenance were limited. Despite the limitations of the study and variable results, there are a number of implications moving forward for both practitioners and future researchers examining point-of-view modeling. En ligne : http://dx.doi.org/10.1177/1088357618815887 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405

Review of Sociosexuality Curricular Content for Individuals With Developmental Disabilities / Pamela S. WOLFE in Focus on Autism and Other Developmental Disabilities, 34-3 (September 2019)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 34-3 (September 2019) . - p.153-162 Titre : Review of Sociosexuality Curricular Content for Individuals With Developmental Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Pamela S. WOLFE, Auteur ; Jennifer L. WERTALIK, Auteur ; Sarah DOMIRE MONACO, Auteur ; Stephanie GARDNER, Auteur ; Salvador RUIZ, Auteur Article en page(s) : p.153-162 Langues : Anglais (eng) Mots-clés : sexuality  disability  social skills  curriculum Index. décimale : PER Périodiques Résumé : Human sexuality encompasses aspects of physiology and emotions. The need for sociosexuality education for individuals with developmental disabilities (DD) is widely acknowledged; yet, there is little known about what topics of sexuality are presented. This review identified curricular content used in comprehensive, commercially available sexuality curriculum for individuals with DD. Results indicated that biological aspects such as anatomy and physiology were taught in all the curriculums; however, issues related to culture and society were less frequently present. The need for specific sexuality content is discussed as well as future implications. En ligne : http://dx.doi.org/10.1177/1088357618800040 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405 [article] Review of Sociosexuality Curricular Content for Individuals With Developmental Disabilities [Texte imprimé et/ou numérique] / Pamela S. WOLFE, Auteur ; Jennifer L. WERTALIK, Auteur ; Sarah DOMIRE MONACO, Auteur ; Stephanie GARDNER, Auteur ; Salvador RUIZ, Auteur . - p.153-162. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 34-3 (September 2019) . - p.153-162 Mots-clés : sexuality  disability  social skills  curriculum Index. décimale : PER Périodiques Résumé : Human sexuality encompasses aspects of physiology and emotions. The need for sociosexuality education for individuals with developmental disabilities (DD) is widely acknowledged; yet, there is little known about what topics of sexuality are presented. This review identified curricular content used in comprehensive, commercially available sexuality curriculum for individuals with DD. Results indicated that biological aspects such as anatomy and physiology were taught in all the curriculums; however, issues related to culture and society were less frequently present. The need for specific sexuality content is discussed as well as future implications. En ligne : http://dx.doi.org/10.1177/1088357618800040 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405

Prevalence and Frequency of Online Sexual Activity by Adults With Autism Spectrum Disorder / E. Sandra BYERS in Focus on Autism and Other Developmental Disabilities, 34-3 (September 2019)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 34-3 (September 2019) . - p.163-172 Titre : Prevalence and Frequency of Online Sexual Activity by Adults With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : E. Sandra BYERS, Auteur ; Shana NICHOLS, Auteur Article en page(s) : p.163-172 Langues : Anglais (eng) Mots-clés : adult  age  autism spectrum disorders  sexuality  online sexual activity  sex education Index. décimale : PER Périodiques Résumé : We examined the prevalence and frequency with which cognitively able adults (141 men, 190 women) with autism spectrum disorder (CA-ASD) engaged in a range of online sexual activities (OSAs). Participants completed an online survey that assessed their recent involvement in nonarousal (Information Seeking, Chatting), solitary-arousal (S-OSA), and partnered-arousal (P-OSA) online sexual activities. Almost two thirds had engaged in one or more OSA but, on average, had done so infrequently. There were only a few differences based on sex, age, and sexual identity. Significantly more men than women had engaged in Information Seeking and S-OSA and had done so more frequently. Individuals in their 20s were significantly more likely to have engaged in Information Seeking. Sexual-minority individuals were more likely to report engaging in P-OSA than were heterosexual individuals. These results are discussed in terms of their implications for sexuality education aimed at assisting adults with CA-ASD to establish a healthy and meaningful sexuality. En ligne : http://dx.doi.org/10.1177/1088357618800061 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405 [article] Prevalence and Frequency of Online Sexual Activity by Adults With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / E. Sandra BYERS, Auteur ; Shana NICHOLS, Auteur . - p.163-172. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 34-3 (September 2019) . - p.163-172 Mots-clés : adult  age  autism spectrum disorders  sexuality  online sexual activity  sex education Index. décimale : PER Périodiques Résumé : We examined the prevalence and frequency with which cognitively able adults (141 men, 190 women) with autism spectrum disorder (CA-ASD) engaged in a range of online sexual activities (OSAs). Participants completed an online survey that assessed their recent involvement in nonarousal (Information Seeking, Chatting), solitary-arousal (S-OSA), and partnered-arousal (P-OSA) online sexual activities. Almost two thirds had engaged in one or more OSA but, on average, had done so infrequently. There were only a few differences based on sex, age, and sexual identity. Significantly more men than women had engaged in Information Seeking and S-OSA and had done so more frequently. Individuals in their 20s were significantly more likely to have engaged in Information Seeking. Sexual-minority individuals were more likely to report engaging in P-OSA than were heterosexual individuals. These results are discussed in terms of their implications for sexuality education aimed at assisting adults with CA-ASD to establish a healthy and meaningful sexuality. En ligne : http://dx.doi.org/10.1177/1088357618800061 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405

Poor Sleep Quality Among Adolescents With ASD Is Associated With Depressive Symptoms, Problem Behaviors, and Conflicted Family Relationships / Janice N. PHUNG in Focus on Autism and Other Developmental Disabilities, 34-3 (September 2019)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 34-3 (September 2019) . - p.173-182 Titre : Poor Sleep Quality Among Adolescents With ASD Is Associated With Depressive Symptoms, Problem Behaviors, and Conflicted Family Relationships Type de document : Texte imprimé et/ou numérique Auteurs : Janice N. PHUNG, Auteur ; Maryam M. ABDULLAH, Auteur ; Wendy A. GOLDBERG, Auteur Article en page(s) : p.173-182 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  adolescents  sleep quality  daytime sleepiness  family relationship quality Index. décimale : PER Périodiques Résumé : To better understand correlates of sleep issues for adolescents with autism spectrum disorder (ASD), we conducted two related studies of sleep quality in association with adolescent well-being and family relationships. In Study 1, 28 adolescents with ASD, 27 typically developing (TD) adolescents, and their mothers, participated. Mothers and adolescents independently completed questionnaires about sleep and adolescent functioning. In Study 2, 20 adolescents with ASD and their mothers participated, and actigraphy was used to measure sleep quality. Regression results from Study 1 indicated more daytime sleepiness was associated with more depressive symptoms and more discordant mother–adolescent relationships in the ASD sample. More sleep–wake problems were associated with more depressive symptoms in TD adolescents. In Study 2, more time asleep and poorer sleep efficiency were associated with more depressive symptoms and discordant sibling relationships. These findings suggest that helping adolescents with ASD with their sleep issues may confer benefits in other parts of their lives. En ligne : http://dx.doi.org/10.1177/1088357618794916 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405 [article] Poor Sleep Quality Among Adolescents With ASD Is Associated With Depressive Symptoms, Problem Behaviors, and Conflicted Family Relationships [Texte imprimé et/ou numérique] / Janice N. PHUNG, Auteur ; Maryam M. ABDULLAH, Auteur ; Wendy A. GOLDBERG, Auteur . - p.173-182. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 34-3 (September 2019) . - p.173-182 Mots-clés : autism spectrum disorder  adolescents  sleep quality  daytime sleepiness  family relationship quality Index. décimale : PER Périodiques Résumé : To better understand correlates of sleep issues for adolescents with autism spectrum disorder (ASD), we conducted two related studies of sleep quality in association with adolescent well-being and family relationships. In Study 1, 28 adolescents with ASD, 27 typically developing (TD) adolescents, and their mothers, participated. Mothers and adolescents independently completed questionnaires about sleep and adolescent functioning. In Study 2, 20 adolescents with ASD and their mothers participated, and actigraphy was used to measure sleep quality. Regression results from Study 1 indicated more daytime sleepiness was associated with more depressive symptoms and more discordant mother–adolescent relationships in the ASD sample. More sleep–wake problems were associated with more depressive symptoms in TD adolescents. In Study 2, more time asleep and poorer sleep efficiency were associated with more depressive symptoms and discordant sibling relationships. These findings suggest that helping adolescents with ASD with their sleep issues may confer benefits in other parts of their lives. En ligne : http://dx.doi.org/10.1177/1088357618794916 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405

Peer Perceptions of Students With Autism Spectrum Disorders / Whitney B. GRIFFIN in Focus on Autism and Other Developmental Disabilities, 34-3 (September 2019)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 34-3 (September 2019) . - p.183-192 Titre : Peer Perceptions of Students With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Whitney B. GRIFFIN, Auteur Article en page(s) : p.183-192 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  High functioning  peer  social interaction  socialization  middle school Index. décimale : PER Périodiques Résumé : This quasi-experimental study investigated behavioral intentions of 70 middle school participants toward engaging in activities with a student displaying characteristics of autism spectrum disorder (ASD) in a video vignette. Three video conditions were investigated: moderate to severe ASD, high-functioning ASD, and a typically developing control. Results of an analysis of variance indicated that participants reported significantly higher behavioral intentions toward the typically developing student and the student displaying more severe ASD symptomatology as compared to the student depicting high-functioning ASD. Participants were also able to differentially rate the behaviors they observed across the three conditions. These findings suggest that peers are capable of distinguishing among different behaviors typically displayed by students with ASD but may be less willing to socially engage with a student with mild or subtler characteristics. Implications regarding essential elements of interventions for peers based on the target student’s level of functioning are discussed. En ligne : http://dx.doi.org/10.1177/1088357618800035 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405 [article] Peer Perceptions of Students With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Whitney B. GRIFFIN, Auteur . - p.183-192. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 34-3 (September 2019) . - p.183-192 Mots-clés : autism spectrum disorders  High functioning  peer  social interaction  socialization  middle school Index. décimale : PER Périodiques Résumé : This quasi-experimental study investigated behavioral intentions of 70 middle school participants toward engaging in activities with a student displaying characteristics of autism spectrum disorder (ASD) in a video vignette. Three video conditions were investigated: moderate to severe ASD, high-functioning ASD, and a typically developing control. Results of an analysis of variance indicated that participants reported significantly higher behavioral intentions toward the typically developing student and the student displaying more severe ASD symptomatology as compared to the student depicting high-functioning ASD. Participants were also able to differentially rate the behaviors they observed across the three conditions. These findings suggest that peers are capable of distinguishing among different behaviors typically displayed by students with ASD but may be less willing to socially engage with a student with mild or subtler characteristics. Implications regarding essential elements of interventions for peers based on the target student’s level of functioning are discussed. En ligne : http://dx.doi.org/10.1177/1088357618800035 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405