An Evaluation of a Parent Implemented In Situ Pedestrian Safety Skills Intervention for Individuals with Autism / Bethany HARRIAGE in Journal of Autism and Developmental Disorders, 46-6 (June 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-6 (June 2016) . - p.2017-2027 Titre : An Evaluation of a Parent Implemented In Situ Pedestrian Safety Skills Intervention for Individuals with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Bethany HARRIAGE, Auteur ; Kwang-Sun Cho BLAIR, Auteur ; Raymond MILTENBERGER, Auteur Article en page(s) : p.2017-2027 Langues : Anglais (eng) Mots-clés : Behavior skills training  Pedestrian safety skills intervention  Most-to-least prompting  Autism Index. décimale : PER Périodiques Résumé : This study evaluated an in situ pedestrian safety skills intervention for three individuals with autism, as implemented by their parents. Specifically, this study examined the utility of behavioral skills training (BST) in helping parents implement most-to-least prompting procedures in training their children to use pedestrian safety skills in community settings. A multiple baseline design across participants was used to assess parent implementation of in situ pedestrian safety skills training as well as the correct use of safety skills independently by the participating individuals with autism. Results indicated that parents implemented in situ, most-to-least prompting procedures with high levels of accuracy across street locations during intervention and fading of BST. All child participants significantly improved their pedestrian safety skills during intervention across all natural street settings. For all three participants, the acquired skills were maintained above baseline levels at 1-month follow-up. En ligne : http://dx.doi.org/10.1007/s10803-016-2730-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288 [article] An Evaluation of a Parent Implemented In Situ Pedestrian Safety Skills Intervention for Individuals with Autism [Texte imprimé et/ou numérique] / Bethany HARRIAGE, Auteur ; Kwang-Sun Cho BLAIR, Auteur ; Raymond MILTENBERGER, Auteur . - p.2017-2027. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-6 (June 2016) . - p.2017-2027 Mots-clés : Behavior skills training  Pedestrian safety skills intervention  Most-to-least prompting  Autism Index. décimale : PER Périodiques Résumé : This study evaluated an in situ pedestrian safety skills intervention for three individuals with autism, as implemented by their parents. Specifically, this study examined the utility of behavioral skills training (BST) in helping parents implement most-to-least prompting procedures in training their children to use pedestrian safety skills in community settings. A multiple baseline design across participants was used to assess parent implementation of in situ pedestrian safety skills training as well as the correct use of safety skills independently by the participating individuals with autism. Results indicated that parents implemented in situ, most-to-least prompting procedures with high levels of accuracy across street locations during intervention and fading of BST. All child participants significantly improved their pedestrian safety skills during intervention across all natural street settings. For all three participants, the acquired skills were maintained above baseline levels at 1-month follow-up. En ligne : http://dx.doi.org/10.1007/s10803-016-2730-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288

Evaluating the Prevent-Teach-Reinforce Model for High School Students With Autism Spectrum Disorder / Deanna DEENIHAN in Focus on Autism and Other Developmental Disabilities, 38-1 (March 2023)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 38-1 (March 2023) . - p.56-68 Titre : Evaluating the Prevent-Teach-Reinforce Model for High School Students With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Deanna DEENIHAN, Auteur ; Kwang-Sun Cho BLAIR, Auteur ; Rose IOVANNONE, Auteur Article en page(s) : p.56-68 Langues : Anglais (eng) Mots-clés : prevent-teach-reinforce,functional behavior assessment,autism,high school,manualized intervention Index. décimale : PER Périodiques Résumé : This study evaluated the use of the Prevent-Teach-Reinforce (PTR) model as an intensive individualized behavior intervention. Three educators and three high school students with autism spectrum disorder participated in the study. A concurrent multiple baseline design across participants was used to demonstrate the outcomes. The results indicated that the educators implemented the PTR intervention plans with high levels of fidelity, and their implementation of the intervention plans led to decreases in problem behavior and increases in replacement behavior across all three participating students with autism spectrum disorder. The educators demonstrated using the Individualized Behavior Rating Scale Tool effectively as designed to monitor student progress, and the educators and students found the PTR intervention to be acceptable and satisfactory. All three educators expressed interest in continuing to implement the PTR intervention after the completion of the study. Implications and areas for future research are discussed. En ligne : https://doi.org/10.1177/10883576221137284 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500 [article] Evaluating the Prevent-Teach-Reinforce Model for High School Students With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Deanna DEENIHAN, Auteur ; Kwang-Sun Cho BLAIR, Auteur ; Rose IOVANNONE, Auteur . - p.56-68. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 38-1 (March 2023) . - p.56-68 Mots-clés : prevent-teach-reinforce,functional behavior assessment,autism,high school,manualized intervention Index. décimale : PER Périodiques Résumé : This study evaluated the use of the Prevent-Teach-Reinforce (PTR) model as an intensive individualized behavior intervention. Three educators and three high school students with autism spectrum disorder participated in the study. A concurrent multiple baseline design across participants was used to demonstrate the outcomes. The results indicated that the educators implemented the PTR intervention plans with high levels of fidelity, and their implementation of the intervention plans led to decreases in problem behavior and increases in replacement behavior across all three participating students with autism spectrum disorder. The educators demonstrated using the Individualized Behavior Rating Scale Tool effectively as designed to monitor student progress, and the educators and students found the PTR intervention to be acceptable and satisfactory. All three educators expressed interest in continuing to implement the PTR intervention after the completion of the study. Implications and areas for future research are discussed. En ligne : https://doi.org/10.1177/10883576221137284 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500

Using the Prevent-Teach-Reinforce Model with Families of Young Children with ASD / Kacie M. SEARS in Journal of Autism and Developmental Disorders, 43-5 (May 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-5 (May 2013) . - p.1005-1016 Titre : Using the Prevent-Teach-Reinforce Model with Families of Young Children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Kacie M. SEARS, Auteur ; Kwang-Sun Cho BLAIR, Auteur ; Rose IOVANNONE, Auteur ; Kimberly CROSLAND, Auteur Article en page(s) : p.1005-1016 Langues : Anglais (eng) Mots-clés : Prevent-teach-reinforce  Family-centered intervention  Positive behavior support  Autism spectrum disorders Index. décimale : PER Périodiques Résumé : This study was conducted to examine the feasibility and potential efficacy of implementing an adapted, family-centered version of the school-based prevent-teach-reinforce (PTR) model. The research included two families who implemented the PTR process for their children in collaboration with the researchers. The adapted PTR was tested using a multiple baseline design across routines to examine changes in child behavior across experimental conditions. Results indicated that the adapted PTR intervention was associated with reduction in child problem behavior and increases in alternative behavior in both target and non-target routines. The results also indicated that the parents were able to implement the behavior intervention plan with fidelity and successfully use the PTR process for a novel routine. The PTR intervention also had high social validity ratings; both self- and novel-rated validity indicated that the PTR intervention was acceptable to both families and the community at large. The data are discussed in terms of the expanding evidence related to the PTR model and the extension to a family context. En ligne : http://dx.doi.org/10.1007/s10803-012-1646-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=195 [article] Using the Prevent-Teach-Reinforce Model with Families of Young Children with ASD [Texte imprimé et/ou numérique] / Kacie M. SEARS, Auteur ; Kwang-Sun Cho BLAIR, Auteur ; Rose IOVANNONE, Auteur ; Kimberly CROSLAND, Auteur . - p.1005-1016. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-5 (May 2013) . - p.1005-1016 Mots-clés : Prevent-teach-reinforce  Family-centered intervention  Positive behavior support  Autism spectrum disorders Index. décimale : PER Périodiques Résumé : This study was conducted to examine the feasibility and potential efficacy of implementing an adapted, family-centered version of the school-based prevent-teach-reinforce (PTR) model. The research included two families who implemented the PTR process for their children in collaboration with the researchers. The adapted PTR was tested using a multiple baseline design across routines to examine changes in child behavior across experimental conditions. Results indicated that the adapted PTR intervention was associated with reduction in child problem behavior and increases in alternative behavior in both target and non-target routines. The results also indicated that the parents were able to implement the behavior intervention plan with fidelity and successfully use the PTR process for a novel routine. The PTR intervention also had high social validity ratings; both self- and novel-rated validity indicated that the PTR intervention was acceptable to both families and the community at large. The data are discussed in terms of the expanding evidence related to the PTR model and the extension to a family context. En ligne : http://dx.doi.org/10.1007/s10803-012-1646-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=195

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