Dépouillements

Parent-Mediated Interventions for School-Age Children With ASD: A Meta-Analysis / Marie RATLIFF-BLACK in Focus on Autism and Other Developmental Disabilities, 36-1 (March 2021)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 36-1 (March 2021) . - p.3-13 Titre : Parent-Mediated Interventions for School-Age Children With ASD: A Meta-Analysis Type de document : Texte imprimé et/ou numérique Auteurs : Marie RATLIFF-BLACK, Auteur ; William THERRIEN, Auteur Article en page(s) : p.3-13 Langues : Anglais (eng) Mots-clés : evidence-based practices  training  parent  autism spectrum disorders Index. décimale : PER Périodiques Résumé : Parent-mediated interventions (PMIs) are commonly used with children with autism spectrum disorder (ASD), and their effectiveness for young children has been documented. However, no reviews have examined the use of PMIs with older children with ASD. Therefore, the purpose of this review is to investigate the state of the literature regarding PMIs for school-age children with ASD and to evaluate their effectiveness across domains. Eighteen studies of PMIs examining 170 child participants with ASD were included. Participants, interventions, and the effects of the interventions are described. Overall, studies demonstrated moderately positive effects for PMIs for school-age children with ASD. Group design studies demonstrated an overall effect size (ES) of 0.79, 95% confidence interval (CI) = [0.50, 1.09], while single-case design (SCD) studies yielded an overall ES of 1.84, 95% CI = [1.08, 2.60]. More research is needed to understand the differential effectiveness of parent training components, and future research should focus on including measures of parent treatment integrity, to aid in the understanding of program efficacy. En ligne : http://dx.doi.org/10.1177/1088357620956904 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440 [article] Parent-Mediated Interventions for School-Age Children With ASD: A Meta-Analysis [Texte imprimé et/ou numérique] / Marie RATLIFF-BLACK, Auteur ; William THERRIEN, Auteur . - p.3-13. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 36-1 (March 2021) . - p.3-13 Mots-clés : evidence-based practices  training  parent  autism spectrum disorders Index. décimale : PER Périodiques Résumé : Parent-mediated interventions (PMIs) are commonly used with children with autism spectrum disorder (ASD), and their effectiveness for young children has been documented. However, no reviews have examined the use of PMIs with older children with ASD. Therefore, the purpose of this review is to investigate the state of the literature regarding PMIs for school-age children with ASD and to evaluate their effectiveness across domains. Eighteen studies of PMIs examining 170 child participants with ASD were included. Participants, interventions, and the effects of the interventions are described. Overall, studies demonstrated moderately positive effects for PMIs for school-age children with ASD. Group design studies demonstrated an overall effect size (ES) of 0.79, 95% confidence interval (CI) = [0.50, 1.09], while single-case design (SCD) studies yielded an overall ES of 1.84, 95% CI = [1.08, 2.60]. More research is needed to understand the differential effectiveness of parent training components, and future research should focus on including measures of parent treatment integrity, to aid in the understanding of program efficacy. En ligne : http://dx.doi.org/10.1177/1088357620956904 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440

Exploring Correlates of Paid Early Work Experiences for Youth With Autism Using NLTS2012 Data / Xueqin QIAN in Focus on Autism and Other Developmental Disabilities, 36-1 (March 2021)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 36-1 (March 2021) . - p.14-24 Titre : Exploring Correlates of Paid Early Work Experiences for Youth With Autism Using NLTS2012 Data Type de document : Texte imprimé et/ou numérique Auteurs : Xueqin QIAN, Auteur ; David JOHNSON, Auteur ; Clare PAPAY, Auteur Article en page(s) : p.14-24 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  employment  social competence  socialization  transition Index. décimale : PER Périodiques Résumé : Prior research has demonstrated that paid work experience while in school is a predictor of postschool employment outcomes for youth with disabilities. For youth with Autism Spectrum Disorder (ASD), early paid work experience in high school can provide a place to learn occupational skills as well as develop communication, problem solving and interpersonal skills and behaviors that are essential for obtaining and maintaining employment. In the present study, we examined the extent to which youth with ASD have engaged in early paid work experiences while in school and factors associated with such experiences, using data from the National Longitudinal Transition Study 2012 . We found that approximately 24.4% of youth with ASD reported having been involved in a paid work experience during high school at some point within the past year. Further, age, social engagement, household income, and parent expectations were significant predictors of early paid work experience. Implications for practice and research are discussed. En ligne : http://dx.doi.org/10.1177/1088357620956915 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440 [article] Exploring Correlates of Paid Early Work Experiences for Youth With Autism Using NLTS2012 Data [Texte imprimé et/ou numérique] / Xueqin QIAN, Auteur ; David JOHNSON, Auteur ; Clare PAPAY, Auteur . - p.14-24. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 36-1 (March 2021) . - p.14-24 Mots-clés : autism spectrum disorders  employment  social competence  socialization  transition Index. décimale : PER Périodiques Résumé : Prior research has demonstrated that paid work experience while in school is a predictor of postschool employment outcomes for youth with disabilities. For youth with Autism Spectrum Disorder (ASD), early paid work experience in high school can provide a place to learn occupational skills as well as develop communication, problem solving and interpersonal skills and behaviors that are essential for obtaining and maintaining employment. In the present study, we examined the extent to which youth with ASD have engaged in early paid work experiences while in school and factors associated with such experiences, using data from the National Longitudinal Transition Study 2012 . We found that approximately 24.4% of youth with ASD reported having been involved in a paid work experience during high school at some point within the past year. Further, age, social engagement, household income, and parent expectations were significant predictors of early paid work experience. Implications for practice and research are discussed. En ligne : http://dx.doi.org/10.1177/1088357620956915 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440

Observational Effects on the Food Preferences of Children With Autism Spectrum Disorder / Joseph H. CIHON in Focus on Autism and Other Developmental Disabilities, 36-1 (March 2021)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 36-1 (March 2021) . - p.25-35 Titre : Observational Effects on the Food Preferences of Children With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Joseph H. CIHON, Auteur ; Mary Jane WEISS, Auteur ; Julia L. FERGUSON, Auteur ; Justin B. LEAF, Auteur ; Thomas ZANE, Auteur ; Robert K. ROSS, Auteur Article en page(s) : p.25-35 Langues : Anglais (eng) Mots-clés : food selectivity  observational learning  autism Index. décimale : PER Périodiques Résumé : Research addressing food selectivity has involved intrusive techniques such as escape extinction. It is possible that observational learning methods employed in previous studies could provide the desired results with respect to food selectivity without the need for invasive physical interventions. The purpose of this study was to evaluate the effectiveness of an observational learning procedure on the selection of food items of three children diagnosed with autism spectrum disorder. Baseline consisted of a simple task after which a choice was presented between high- and low-preferred foods. The intervention consisted of observing an adult engage in the same task and selecting the low-preferred food while making favorable comments and engaging with the food in novel ways. The results of a reversal design demonstrated that selection of the low-preferred food only occurred following the introduction of the intervention, and all three participants engaged in flexible responding as a result of the intervention. En ligne : http://dx.doi.org/10.1177/1088357620954368 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440 [article] Observational Effects on the Food Preferences of Children With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Joseph H. CIHON, Auteur ; Mary Jane WEISS, Auteur ; Julia L. FERGUSON, Auteur ; Justin B. LEAF, Auteur ; Thomas ZANE, Auteur ; Robert K. ROSS, Auteur . - p.25-35. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 36-1 (March 2021) . - p.25-35 Mots-clés : food selectivity  observational learning  autism Index. décimale : PER Périodiques Résumé : Research addressing food selectivity has involved intrusive techniques such as escape extinction. It is possible that observational learning methods employed in previous studies could provide the desired results with respect to food selectivity without the need for invasive physical interventions. The purpose of this study was to evaluate the effectiveness of an observational learning procedure on the selection of food items of three children diagnosed with autism spectrum disorder. Baseline consisted of a simple task after which a choice was presented between high- and low-preferred foods. The intervention consisted of observing an adult engage in the same task and selecting the low-preferred food while making favorable comments and engaging with the food in novel ways. The results of a reversal design demonstrated that selection of the low-preferred food only occurred following the introduction of the intervention, and all three participants engaged in flexible responding as a result of the intervention. En ligne : http://dx.doi.org/10.1177/1088357620954368 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440

Teaching Early Learners With Autism to Follow Written Directions: Making Text Mediate Action to Promote Independence / Troy V. MARIAGE in Focus on Autism and Other Developmental Disabilities, 36-1 (March 2021)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 36-1 (March 2021) . - p.36-46 Titre : Teaching Early Learners With Autism to Follow Written Directions: Making Text Mediate Action to Promote Independence Type de document : Texte imprimé et/ou numérique Auteurs : Troy V. MARIAGE, Auteur ; Carol Sue ENGLERT, Auteur ; Joshua B. PLAVNICK, Auteur Article en page(s) : p.36-46 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  reading comprehension  following written directions  literacy Index. décimale : PER Périodiques Résumé : Many individuals with autism spectrum disorder (ASD) can effectively decode and read words fluently, but have significantly below-average understanding of text. Following written directions may hold unique potential as it requires a reader to convert a written text into a goal-directed and observable performance. The present data-based case study investigated whether two elementary students with ASD could learn to follow six-step written directions when they were given access to high-preference items as they completed the final step in the directions. It was anticipated that as the number of directions increased, there would need to be adjustments to the intervention, especially as working memory was taxed and students were reliant on understanding the written text to successfully follow the written directions. At baseline, neither student could follow the six-step directions. After participating in the multiple phases of the intervention, both students learned to read and follow six-step directions without a high preference reward following the last step in the directions. Teaching students to follow written directions by creating opportunities to access preferred items through reading text may provide the origins of making text mediate independent and self-regulated behavior, but it is not sufficient for all students when they lack executive skills. This study discusses implications for research and classroom practice. En ligne : http://dx.doi.org/10.1177/1088357620943501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=441 [article] Teaching Early Learners With Autism to Follow Written Directions: Making Text Mediate Action to Promote Independence [Texte imprimé et/ou numérique] / Troy V. MARIAGE, Auteur ; Carol Sue ENGLERT, Auteur ; Joshua B. PLAVNICK, Auteur . - p.36-46. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 36-1 (March 2021) . - p.36-46 Mots-clés : autism spectrum disorder  reading comprehension  following written directions  literacy Index. décimale : PER Périodiques Résumé : Many individuals with autism spectrum disorder (ASD) can effectively decode and read words fluently, but have significantly below-average understanding of text. Following written directions may hold unique potential as it requires a reader to convert a written text into a goal-directed and observable performance. The present data-based case study investigated whether two elementary students with ASD could learn to follow six-step written directions when they were given access to high-preference items as they completed the final step in the directions. It was anticipated that as the number of directions increased, there would need to be adjustments to the intervention, especially as working memory was taxed and students were reliant on understanding the written text to successfully follow the written directions. At baseline, neither student could follow the six-step directions. After participating in the multiple phases of the intervention, both students learned to read and follow six-step directions without a high preference reward following the last step in the directions. Teaching students to follow written directions by creating opportunities to access preferred items through reading text may provide the origins of making text mediate independent and self-regulated behavior, but it is not sufficient for all students when they lack executive skills. This study discusses implications for research and classroom practice. En ligne : http://dx.doi.org/10.1177/1088357620943501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=441

Examination of Stimulus Over-Selectivity in Children With Autism Spectrum Disorder and Its Relationship to Stereotyped Behaviors and Cognitive Flexibility / M. P. KELLY in Focus on Autism and Other Developmental Disabilities, 36-1 (March 2021)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 36-1 (March 2021) . - p.47-56 Titre : Examination of Stimulus Over-Selectivity in Children With Autism Spectrum Disorder and Its Relationship to Stereotyped Behaviors and Cognitive Flexibility Type de document : Texte imprimé et/ou numérique Auteurs : M. P. KELLY, Auteur ; P. REED, Auteur Article en page(s) : p.47-56 Langues : Anglais (eng) Mots-clés : stimulus over-selectivity  stereotyped behavior  cognitive flexibility  set shifting  intellectual impairment Index. décimale : PER Périodiques Résumé : Stimulus over-selectivity describes a phenomenon in which an individual responds only to a subset of the stimuli present in the environment and, thus, may restrict learning. This study aimed to develop understanding of the nature and role of over-selectivity in autism spectrum disorder (ASD) by analyzing the relationship of over-selectivity to core deficits of ASD: stereotyped responding and inflexibility. Over-selectivity was investigated in a visual discrimination task in 24 children, 12 diagnosed with ASD and 12 mental-age-matched typically developing children. In addition, the participants’ levels of intellectual functioning, stereotypy, and cognitive flexibility were assessed using established tools. Results showed that over-selectivity was associated with IQ and stereotyped behavior but was not related to levels of cognitive flexibility nor did cognitive flexibility significantly correlate with stereotyped behavior in individuals with ASD. The current findings require consideration when designing behavioral interventions for individuals with ASD. En ligne : http://dx.doi.org/10.1177/1088357620943504 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=441 [article] Examination of Stimulus Over-Selectivity in Children With Autism Spectrum Disorder and Its Relationship to Stereotyped Behaviors and Cognitive Flexibility [Texte imprimé et/ou numérique] / M. P. KELLY, Auteur ; P. REED, Auteur . - p.47-56. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 36-1 (March 2021) . - p.47-56 Mots-clés : stimulus over-selectivity  stereotyped behavior  cognitive flexibility  set shifting  intellectual impairment Index. décimale : PER Périodiques Résumé : Stimulus over-selectivity describes a phenomenon in which an individual responds only to a subset of the stimuli present in the environment and, thus, may restrict learning. This study aimed to develop understanding of the nature and role of over-selectivity in autism spectrum disorder (ASD) by analyzing the relationship of over-selectivity to core deficits of ASD: stereotyped responding and inflexibility. Over-selectivity was investigated in a visual discrimination task in 24 children, 12 diagnosed with ASD and 12 mental-age-matched typically developing children. In addition, the participants’ levels of intellectual functioning, stereotypy, and cognitive flexibility were assessed using established tools. Results showed that over-selectivity was associated with IQ and stereotyped behavior but was not related to levels of cognitive flexibility nor did cognitive flexibility significantly correlate with stereotyped behavior in individuals with ASD. The current findings require consideration when designing behavioral interventions for individuals with ASD. En ligne : http://dx.doi.org/10.1177/1088357620943504 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=441

Relationship Between Symptom Severity and Caregiver Burden Experienced by Parents of Adults With Autism / Christina N. MARSACK-TOPOLEWSKI in Focus on Autism and Other Developmental Disabilities, 36-1 (March 2021)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 36-1 (March 2021) . - p.57-65 Titre : Relationship Between Symptom Severity and Caregiver Burden Experienced by Parents of Adults With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Christina N. MARSACK-TOPOLEWSKI, Auteur ; Alexandros MARAGAKIS, Auteur Article en page(s) : p.57-65 Langues : Anglais (eng) Mots-clés : caregiver burden  severity  aging caregivers  adults with autism spectrum disorder  activities of daily living Index. décimale : PER Périodiques Résumé : This study examined the relationship between the severity of autism spectrum disorder (ASD) and caregiver burden among parents of adult children with ASD. Using a mixed-methods study, 320 parents of adults with ASD participated in the web-based survey, with 51 parents participating in follow-up interviews. The quantitative analysis was used to determine whether caregiver burden could be predicted from the severity of ASD factors (communication, behavior, and socialization) and basic and instrumental activities of daily living (BADLs and IADLs). Results indicated that caregiver burden was predicted from BADLs, IADLs, and adult child behavior. Interview themes that emerged from qualitative analyses supported quantitative findings. Behavior was the strongest predictor of caregiver burden and discussed by parents during interviews. Professionals should develop behavioral support programs for adults with ASD to continue to reinforce positive behavior and support parents who are managing their adult child’s difficult behaviors. En ligne : http://dx.doi.org/10.1177/1088357620956927 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=441 [article] Relationship Between Symptom Severity and Caregiver Burden Experienced by Parents of Adults With Autism [Texte imprimé et/ou numérique] / Christina N. MARSACK-TOPOLEWSKI, Auteur ; Alexandros MARAGAKIS, Auteur . - p.57-65. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 36-1 (March 2021) . - p.57-65 Mots-clés : caregiver burden  severity  aging caregivers  adults with autism spectrum disorder  activities of daily living Index. décimale : PER Périodiques Résumé : This study examined the relationship between the severity of autism spectrum disorder (ASD) and caregiver burden among parents of adult children with ASD. Using a mixed-methods study, 320 parents of adults with ASD participated in the web-based survey, with 51 parents participating in follow-up interviews. The quantitative analysis was used to determine whether caregiver burden could be predicted from the severity of ASD factors (communication, behavior, and socialization) and basic and instrumental activities of daily living (BADLs and IADLs). Results indicated that caregiver burden was predicted from BADLs, IADLs, and adult child behavior. Interview themes that emerged from qualitative analyses supported quantitative findings. Behavior was the strongest predictor of caregiver burden and discussed by parents during interviews. Professionals should develop behavioral support programs for adults with ASD to continue to reinforce positive behavior and support parents who are managing their adult child’s difficult behaviors. En ligne : http://dx.doi.org/10.1177/1088357620956927 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=441