Dépouillements

Teacher-Reported Priorities and Practices for Students With Autism: Characterizing the Research-to-Practice Gap / Matthew E. BROCK in Focus on Autism and Other Developmental Disabilities, 35-2 (June 2020)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 35-2 (June 2020) . - p.67-78 Titre : Teacher-Reported Priorities and Practices for Students With Autism: Characterizing the Research-to-Practice Gap Type de document : Texte imprimé et/ou numérique Auteurs : Matthew E. BROCK, Auteur ; Jaclyn M. DYNIA, Auteur ; Scott A. DUEKER, Auteur ; Mary A. BARCZAK, Auteur Article en page(s) : p.67-78 Mots-clés : autism spectrum disorder, evidence-based practice, research-to-practice gap Index. décimale : PER Périodiques Résumé : Despite broad consensus that a research-to-practice gap exists in the education of students with autism, the extent of this gap has not been well studied. We surveyed 99 teachers in Ohio about their highest priority goals for students with autism spectrum disorder (ASD), their approach for addressing these goals, the degree to which students had made progress, and barriers to student progress. Only half of all teachers described an approach that included any evidence-based practice (EBP). Teachers often reported inadequate progress on Individualized Education Program (IEP) goals, and that identifying and implementing effective intervention practices were barriers to progress. We found some alignment between the outcomes prioritized by teachers and those measured by researchers in the literature, although teachers more highly prioritized academic and cognitive outcomes. En ligne : https://doi.org/10.1177/1088357619881217 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 [article] Teacher-Reported Priorities and Practices for Students With Autism: Characterizing the Research-to-Practice Gap [Texte imprimé et/ou numérique] / Matthew E. BROCK, Auteur ; Jaclyn M. DYNIA, Auteur ; Scott A. DUEKER, Auteur ; Mary A. BARCZAK, Auteur . - p.67-78. in Focus on Autism and Other Developmental Disabilities > 35-2 (June 2020) . - p.67-78 Mots-clés : autism spectrum disorder, evidence-based practice, research-to-practice gap Index. décimale : PER Périodiques Résumé : Despite broad consensus that a research-to-practice gap exists in the education of students with autism, the extent of this gap has not been well studied. We surveyed 99 teachers in Ohio about their highest priority goals for students with autism spectrum disorder (ASD), their approach for addressing these goals, the degree to which students had made progress, and barriers to student progress. Only half of all teachers described an approach that included any evidence-based practice (EBP). Teachers often reported inadequate progress on Individualized Education Program (IEP) goals, and that identifying and implementing effective intervention practices were barriers to progress. We found some alignment between the outcomes prioritized by teachers and those measured by researchers in the literature, although teachers more highly prioritized academic and cognitive outcomes. En ligne : https://doi.org/10.1177/1088357619881217 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422

The Effects of Prelinguistic Milieu Teaching Implemented in Classrooms for Preschoolers With or at Risk for Autism Spectrum Disorder / Ashley H. DUBIN in Focus on Autism and Other Developmental Disabilities, 35-2 (June 2020)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 35-2 (June 2020) . - p.79-89 Titre : The Effects of Prelinguistic Milieu Teaching Implemented in Classrooms for Preschoolers With or at Risk for Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Ashley H. DUBIN, Auteur ; Rebecca G. LIEBERMAN-BETZ, Auteur ; Kevin M. AYRES, Auteur ; Andrea ZAWOYSKI, Auteur Article en page(s) : p.79-89 Mots-clés : autism spectrum disorder, intentional communication, prelinguistic milieu teaching Index. décimale : PER Périodiques Résumé : Much research exists supporting the efficacy of naturalistic behavioral interventions on increasing social communication skills for children with autism spectrum disorder (ASD); however, these evidence-based interventions are not consistently utilized in preschool classrooms. Prelinguistic Milieu Teaching was used to teach early intentional communication (i.e., purposeful and coordinated use of vocalizations, gestures, and eye contact) to three preschool students with or at risk for ASD. The present study extends prior research demonstrating the effects of PMT in increasing intentional communication through implementation in a preschool special education classroom, measurement of collateral gains related to PMT targets, and measurement of maintenance and generalization of gains. Results indicate students increased their rates of intentional communication upon introduction of PMT. These gains maintained over time for two students. Present study results have implications for future research and practice regarding the efficacy and feasibility of implementing PMT in preschool classrooms. En ligne : https://doi.org/10.1177/1088357619888917 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 [article] The Effects of Prelinguistic Milieu Teaching Implemented in Classrooms for Preschoolers With or at Risk for Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Ashley H. DUBIN, Auteur ; Rebecca G. LIEBERMAN-BETZ, Auteur ; Kevin M. AYRES, Auteur ; Andrea ZAWOYSKI, Auteur . - p.79-89. in Focus on Autism and Other Developmental Disabilities > 35-2 (June 2020) . - p.79-89 Mots-clés : autism spectrum disorder, intentional communication, prelinguistic milieu teaching Index. décimale : PER Périodiques Résumé : Much research exists supporting the efficacy of naturalistic behavioral interventions on increasing social communication skills for children with autism spectrum disorder (ASD); however, these evidence-based interventions are not consistently utilized in preschool classrooms. Prelinguistic Milieu Teaching was used to teach early intentional communication (i.e., purposeful and coordinated use of vocalizations, gestures, and eye contact) to three preschool students with or at risk for ASD. The present study extends prior research demonstrating the effects of PMT in increasing intentional communication through implementation in a preschool special education classroom, measurement of collateral gains related to PMT targets, and measurement of maintenance and generalization of gains. Results indicate students increased their rates of intentional communication upon introduction of PMT. These gains maintained over time for two students. Present study results have implications for future research and practice regarding the efficacy and feasibility of implementing PMT in preschool classrooms. En ligne : https://doi.org/10.1177/1088357619888917 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422

Using a Concept Map With RECALL to Increase the Comprehension of Science Texts for Children With Autism / Elizabeth M. JACKSON in Focus on Autism and Other Developmental Disabilities, 35-2 (June 2020)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 35-2 (June 2020) . - p.90-100 Titre : Using a Concept Map With RECALL to Increase the Comprehension of Science Texts for Children With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth M. JACKSON, Auteur ; Mary Frances HANLINE, Auteur Article en page(s) : p.90-100 Mots-clés : autism spectrum disorder, elementary, science, storybook, reading, literacy, educational, evidence-based practices, prompts Index. décimale : PER Périodiques Résumé : Learning science is important for students with autism spectrum disorder (ASD), as knowledge of science allows students to understand their natural world, and science, technology, engineering, and mathematics (STEM) education is increasingly emphasized in schools. Reading to learn science is, therefore, a vital skill in today?s schools for all students. Using a single-case reversal design, this study evaluated the effectiveness of Reading to Engage Children with Autism in Language and Literacy (RECALL; a shared reading intervention) combined with a concept map on the ability of young children with ASD to answer comprehension questions from science text. Two 5-year-old boys with ASD participated in this study. Results indicated that RECALL combined with a concept map was effective in increasing participants? correct responding to comprehension questions from science text. Implications for intervention and research are discussed. En ligne : https://doi.org/10.1177/1088357619889933 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 [article] Using a Concept Map With RECALL to Increase the Comprehension of Science Texts for Children With Autism [Texte imprimé et/ou numérique] / Elizabeth M. JACKSON, Auteur ; Mary Frances HANLINE, Auteur . - p.90-100. in Focus on Autism and Other Developmental Disabilities > 35-2 (June 2020) . - p.90-100 Mots-clés : autism spectrum disorder, elementary, science, storybook, reading, literacy, educational, evidence-based practices, prompts Index. décimale : PER Périodiques Résumé : Learning science is important for students with autism spectrum disorder (ASD), as knowledge of science allows students to understand their natural world, and science, technology, engineering, and mathematics (STEM) education is increasingly emphasized in schools. Reading to learn science is, therefore, a vital skill in today?s schools for all students. Using a single-case reversal design, this study evaluated the effectiveness of Reading to Engage Children with Autism in Language and Literacy (RECALL; a shared reading intervention) combined with a concept map on the ability of young children with ASD to answer comprehension questions from science text. Two 5-year-old boys with ASD participated in this study. Results indicated that RECALL combined with a concept map was effective in increasing participants? correct responding to comprehension questions from science text. Implications for intervention and research are discussed. En ligne : https://doi.org/10.1177/1088357619889933 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422

Brief Report: Evaluation of the Noncontingent Provision of Fidget Toys During Group Activities / Jennifer R. LEDFORD in Focus on Autism and Other Developmental Disabilities, 35-2 (June 2020)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 35-2 (June 2020) . - p.101-107 Titre : Brief Report: Evaluation of the Noncontingent Provision of Fidget Toys During Group Activities Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer R. LEDFORD, Auteur ; Kathleen N. ZIMMERMAN, Auteur ; Katherine E. SEVERINI, Auteur ; Hunter A. GAST, Auteur ; Kirsten OSBORNE, Auteur ; Emilee R. HARBIN, Auteur Article en page(s) : p.101-107 Mots-clés : fad interventions, fidgets, alternating treatments design, group instruction Index. décimale : PER Périodiques Résumé : Provision of small ?sensory? fidget toys during group activities is a low-effort intervention that may be used during group activities to encourage attendance and engagement by children with autism spectrum disorders (ASD). The purpose of this study was to evaluate the noncontingent provision of fidget toys during a group activity. Research activities occurred at a summer camp designed to improve social skills for young children with ASD. The impact of fidgets was compared with a baseline condition and contingent provision of tokens using a single case alternating treatments design. Results suggest contra-therapeutic effects or decreased engagement over time for the fidget condition. Practitioners should consider using evidence-based alternatives to improve engagement or should engage in careful data-based decision-making when fidgets are used with the intent to improve engagement in group activities. En ligne : https://doi.org/10.1177/1088357620902501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 [article] Brief Report: Evaluation of the Noncontingent Provision of Fidget Toys During Group Activities [Texte imprimé et/ou numérique] / Jennifer R. LEDFORD, Auteur ; Kathleen N. ZIMMERMAN, Auteur ; Katherine E. SEVERINI, Auteur ; Hunter A. GAST, Auteur ; Kirsten OSBORNE, Auteur ; Emilee R. HARBIN, Auteur . - p.101-107. in Focus on Autism and Other Developmental Disabilities > 35-2 (June 2020) . - p.101-107 Mots-clés : fad interventions, fidgets, alternating treatments design, group instruction Index. décimale : PER Périodiques Résumé : Provision of small ?sensory? fidget toys during group activities is a low-effort intervention that may be used during group activities to encourage attendance and engagement by children with autism spectrum disorders (ASD). The purpose of this study was to evaluate the noncontingent provision of fidget toys during a group activity. Research activities occurred at a summer camp designed to improve social skills for young children with ASD. The impact of fidgets was compared with a baseline condition and contingent provision of tokens using a single case alternating treatments design. Results suggest contra-therapeutic effects or decreased engagement over time for the fidget condition. Practitioners should consider using evidence-based alternatives to improve engagement or should engage in careful data-based decision-making when fidgets are used with the intent to improve engagement in group activities. En ligne : https://doi.org/10.1177/1088357620902501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422

Mental State Expression During Peer Play: A Comparison of Typically Developing Children and Children With Autism Spectrum Disorder / Helen R. MCDERMOTT in Focus on Autism and Other Developmental Disabilities, 35-2 (June 2020)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 35-2 (June 2020) . - p.108-117 Titre : Mental State Expression During Peer Play: A Comparison of Typically Developing Children and Children With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Helen R. MCDERMOTT, Auteur ; Patricia A. PRELOCK, Auteur ; Ashley R. BRIEN, Auteur Article en page(s) : p.108-117 Mots-clés : autism spectrum disorders, children, mental state terms, play, theory of mind Index. décimale : PER Périodiques Résumé : This study examined the relationship between mental state term use in children with autism spectrum disorder (ASD) and typically developing (TD) children engaged in play. Expression of mental state terms was used as an indicator of theory of mind (ToM) skills. Archived data were used to compare mental state term use for five ASD-TD dyads engaged in various play contexts. During imaginative play, children with ASD used fewer cognition mental state terms than TD children but used a similar number of emotion mental state terms. In combination play, both groups used similar numbers of cognition and emotion mental state terms. Play context implicates use of mental state terms in expression in children with ASD. Scaffolding use of mental state terms during play may provide an opportunity for children to use more advanced levels of ToM, including cognitive mental state term expression, when engaged with peers. En ligne : https://doi.org/10.1177/1088357620902483 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 [article] Mental State Expression During Peer Play: A Comparison of Typically Developing Children and Children With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Helen R. MCDERMOTT, Auteur ; Patricia A. PRELOCK, Auteur ; Ashley R. BRIEN, Auteur . - p.108-117. in Focus on Autism and Other Developmental Disabilities > 35-2 (June 2020) . - p.108-117 Mots-clés : autism spectrum disorders, children, mental state terms, play, theory of mind Index. décimale : PER Périodiques Résumé : This study examined the relationship between mental state term use in children with autism spectrum disorder (ASD) and typically developing (TD) children engaged in play. Expression of mental state terms was used as an indicator of theory of mind (ToM) skills. Archived data were used to compare mental state term use for five ASD-TD dyads engaged in various play contexts. During imaginative play, children with ASD used fewer cognition mental state terms than TD children but used a similar number of emotion mental state terms. In combination play, both groups used similar numbers of cognition and emotion mental state terms. Play context implicates use of mental state terms in expression in children with ASD. Scaffolding use of mental state terms during play may provide an opportunity for children to use more advanced levels of ToM, including cognitive mental state term expression, when engaged with peers. En ligne : https://doi.org/10.1177/1088357620902483 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422

The Formation of Postsecondary Expectations Among Parents of Youth With Autism Spectrum Disorder / Anne V. KIRBY in Focus on Autism and Other Developmental Disabilities, 35-2 (June 2020)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 35-2 (June 2020) . - p.118-128 Titre : The Formation of Postsecondary Expectations Among Parents of Youth With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Anne V. KIRBY, Auteur ; Nancy BAGATELL, Auteur ; Grace T. BARANEK, Auteur Article en page(s) : p.118-128 Mots-clés : autism spectrum disorder, parent expectations, transition Index. décimale : PER Périodiques Résumé : Research suggests higher parent expectations can predict more independent outcomes of youth with autism spectrum disorder (ASD), yet little is known about how parents? expectations are formed. To gain an understanding of their formation, we conducted semi-structured interviews with seven parents of adolescents with ASD. Three main types of influences on parent expectations were identified: factors related to the youth, to the parent, and to social and societal forces external to the family. Although not directly probed, all of the participants also discussed their approaches to planning for the future, suggesting a connection with their expectations. These findings contribute to a growing body of literature on the role of parent expectations during the transition to adulthood. Future research and clinical practice implications include designing interventions aimed at expanding parent expectations in addition to approaches directly preparing youth with ASD for adulthood as a means to improve outcomes. En ligne : https://doi.org/10.1177/1088357619881221 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 [article] The Formation of Postsecondary Expectations Among Parents of Youth With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Anne V. KIRBY, Auteur ; Nancy BAGATELL, Auteur ; Grace T. BARANEK, Auteur . - p.118-128. in Focus on Autism and Other Developmental Disabilities > 35-2 (June 2020) . - p.118-128 Mots-clés : autism spectrum disorder, parent expectations, transition Index. décimale : PER Périodiques Résumé : Research suggests higher parent expectations can predict more independent outcomes of youth with autism spectrum disorder (ASD), yet little is known about how parents? expectations are formed. To gain an understanding of their formation, we conducted semi-structured interviews with seven parents of adolescents with ASD. Three main types of influences on parent expectations were identified: factors related to the youth, to the parent, and to social and societal forces external to the family. Although not directly probed, all of the participants also discussed their approaches to planning for the future, suggesting a connection with their expectations. These findings contribute to a growing body of literature on the role of parent expectations during the transition to adulthood. Future research and clinical practice implications include designing interventions aimed at expanding parent expectations in addition to approaches directly preparing youth with ASD for adulthood as a means to improve outcomes. En ligne : https://doi.org/10.1177/1088357619881221 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422