A Trend Analysis of Participant and Setting Characteristics in Autism Intervention Research / Kimberly CROSLAND in Focus on Autism and Other Developmental Disabilities, 28-3 (September 2013)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 28-3 (September 2013) . - p.159-165 Titre : A Trend Analysis of Participant and Setting Characteristics in Autism Intervention Research Type de document : Texte imprimé et/ou numérique Auteurs : Kimberly CROSLAND, Auteur ; Shelley CLARKE, Auteur ; Glen DUNLAP, Auteur Article en page(s) : p.159-165 Langues : Anglais (eng) Mots-clés : autism  autism spectrum disorder  intervention research  trends Index. décimale : PER Périodiques Résumé : The current trend analysis was conducted to empirically document the characteristics of individuals with autism who participated in intervention research published between 1995 and 2009 in three journals (Journal of Applied Behavior Analysis, Journal of Autism and Developmental Disorders, and Focus on Autism and Other Developmental Disabilities). Information was collected on age of participants, cognitive and communicative functioning, setting, and ecological variables. Overall, the data are interpreted to document few changes over time; however, increasing trends were noted in the proportion of studies that included children below the age of 6 years and in the proportion of studies that included higher functioning participants. The data are discussed in relation to the status of intervention research and demographic changes pertaining to autism. En ligne : http://dx.doi.org/10.1177/1088357612468029 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=210 [article] A Trend Analysis of Participant and Setting Characteristics in Autism Intervention Research [Texte imprimé et/ou numérique] / Kimberly CROSLAND, Auteur ; Shelley CLARKE, Auteur ; Glen DUNLAP, Auteur . - p.159-165. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 28-3 (September 2013) . - p.159-165 Mots-clés : autism  autism spectrum disorder  intervention research  trends Index. décimale : PER Périodiques Résumé : The current trend analysis was conducted to empirically document the characteristics of individuals with autism who participated in intervention research published between 1995 and 2009 in three journals (Journal of Applied Behavior Analysis, Journal of Autism and Developmental Disorders, and Focus on Autism and Other Developmental Disabilities). Information was collected on age of participants, cognitive and communicative functioning, setting, and ecological variables. Overall, the data are interpreted to document few changes over time; however, increasing trends were noted in the proportion of studies that included children below the age of 6 years and in the proportion of studies that included higher functioning participants. The data are discussed in relation to the status of intervention research and demographic changes pertaining to autism. En ligne : http://dx.doi.org/10.1177/1088357612468029 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=210

Using Computer-Assisted Instruction to Decrease Transition Times for Students With Autism Spectrum Disorder / Kristina A. BEWLEY 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.45-55 Titre : Using Computer-Assisted Instruction to Decrease Transition Times for Students With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Kristina A. BEWLEY, Auteur ; Kimberly CROSLAND, Auteur ; Asha FULLER, Auteur Article en page(s) : p.45-55 Langues : Anglais (eng) Mots-clés : transition times,computer-assisted instruction,autism spectrum disorder,classroom intervention Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder (ASD) may have a difficult time transitioning frequently throughout a school day, and problem behavior can be more apparent during this time. Valuable academic time can be preserved by decreasing the time it takes to transition between tasks. Hine et al. (2015) found that computer-assisted instruction (CAI)-based intervention was successful in decreasing classroom transition times for students in general education. The purpose of this study was to evaluate the effects of a similar CAI intervention to decrease the latency to on-task behavior during transitions in students with ASD. Two different transitions were evaluated with three student participants with ASD. Results indicated the CAI intervention decreased latency to on-task behavior for all three participants for both transitions without the need for a reinforcement component. High implementation fidelity and social validity scores demonstrated acceptance of the intervention by both the teachers and the student participants. En ligne : https://doi.org/10.1177/10883576221133501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500 [article] Using Computer-Assisted Instruction to Decrease Transition Times for Students With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Kristina A. BEWLEY, Auteur ; Kimberly CROSLAND, Auteur ; Asha FULLER, Auteur . - p.45-55. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 38-1 (March 2023) . - p.45-55 Mots-clés : transition times,computer-assisted instruction,autism spectrum disorder,classroom intervention Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder (ASD) may have a difficult time transitioning frequently throughout a school day, and problem behavior can be more apparent during this time. Valuable academic time can be preserved by decreasing the time it takes to transition between tasks. Hine et al. (2015) found that computer-assisted instruction (CAI)-based intervention was successful in decreasing classroom transition times for students in general education. The purpose of this study was to evaluate the effects of a similar CAI intervention to decrease the latency to on-task behavior during transitions in students with ASD. Two different transitions were evaluated with three student participants with ASD. Results indicated the CAI intervention decreased latency to on-task behavior for all three participants for both transitions without the need for a reinforcement component. High implementation fidelity and social validity scores demonstrated acceptance of the intervention by both the teachers and the student participants. En ligne : https://doi.org/10.1177/10883576221133501 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

---

1 (1 - 3 / 3)