Evaluation of the concurrent validity of a skills assessment for autism treatment / Angela PERSICKE in Research in Autism Spectrum Disorders, 8-3 (March 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-3 (March 2014) . - p.281-285 Titre : Evaluation of the concurrent validity of a skills assessment for autism treatment Type de document : Texte imprimé et/ou numérique Auteurs : Angela PERSICKE, Auteur ; Michele R. BISHOP, Auteur ; Christine M. COFFMAN, Auteur ; Adel C. NAJDOWSKI, Auteur ; Jonathan TARBOX, Auteur ; Kellee CHI, Auteur ; Dennis R. DIXON, Auteur ; Doreen GRANPEESHEH, Auteur ; Amanda N. ADAMS, Auteur ; Jina JANG, Auteur ; Jennifer RANICK, Auteur ; Megan ST. CLAIR, Auteur ; Amy KENZER, Auteur ; Sara S. SHARAF, Auteur ; Amanda DEERING, Auteur Article en page(s) : p.281-285 Langues : Anglais (eng) Mots-clés : Skills assessment  Curriculum  Validity Index. décimale : PER Périodiques Résumé : Abstract Accurate assessment is a critical prerequisite to meaningful curriculum programming for skill acquisition with children with autism spectrum disorder. The purpose of this study was to determine the validity of an indirect skills assessment. Concurrent validity of the assessment was evaluated by contrasting parent responses to participants’ abilities, as indicated by direct observation of those skills. The degree to which parent report and direct observation were in agreement was measured by Pearson correlation coefficient for each curriculum area. Results indicated moderate to very high levels of agreement between parent report and direct observation of the behaviors. Results are discussed in terms of implications for efficiency of assessment and treatment. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.12.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=224 [article] Evaluation of the concurrent validity of a skills assessment for autism treatment [Texte imprimé et/ou numérique] / Angela PERSICKE, Auteur ; Michele R. BISHOP, Auteur ; Christine M. COFFMAN, Auteur ; Adel C. NAJDOWSKI, Auteur ; Jonathan TARBOX, Auteur ; Kellee CHI, Auteur ; Dennis R. DIXON, Auteur ; Doreen GRANPEESHEH, Auteur ; Amanda N. ADAMS, Auteur ; Jina JANG, Auteur ; Jennifer RANICK, Auteur ; Megan ST. CLAIR, Auteur ; Amy KENZER, Auteur ; Sara S. SHARAF, Auteur ; Amanda DEERING, Auteur . - p.281-285. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-3 (March 2014) . - p.281-285 Mots-clés : Skills assessment  Curriculum  Validity Index. décimale : PER Périodiques Résumé : Abstract Accurate assessment is a critical prerequisite to meaningful curriculum programming for skill acquisition with children with autism spectrum disorder. The purpose of this study was to determine the validity of an indirect skills assessment. Concurrent validity of the assessment was evaluated by contrasting parent responses to participants’ abilities, as indicated by direct observation of those skills. The degree to which parent report and direct observation were in agreement was measured by Pearson correlation coefficient for each curriculum area. Results indicated moderate to very high levels of agreement between parent report and direct observation of the behaviors. Results are discussed in terms of implications for efficiency of assessment and treatment. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.12.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=224

Using stimulus fading without escape extinction to increase compliance with toothbrushing in children with autism / Michele R. BISHOP in Research in Autism Spectrum Disorders, 7-6 (June 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-6 (June 2013) . - p.680-686 Titre : Using stimulus fading without escape extinction to increase compliance with toothbrushing in children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Michele R. BISHOP, Auteur ; Amy KENZER, Auteur ; Christine M. COFFMAN, Auteur ; Courtney M. TARBOX, Auteur ; Jonathan TARBOX, Auteur ; Taira M. LANAGAN, Auteur Article en page(s) : p.680-686 Langues : Anglais (eng) Mots-clés : Toothbrushing  Daily living skill  Autism  Stimulus fading  Dental compliance Index. décimale : PER Périodiques Résumé : Routine toothbrushing is an essential part of good oral hygiene. This study investigated the use of stimulus fading without escape extinction to increase compliance with toothbrushing with three children with autism spectrum disorder (ASD). A 30-step stimulus fading hierarchy was implemented; gradually increasing the proximity of the toothbrush to the child's mouth, the duration of exposure to the toothbrush, and finally the duration of toothbrushing. Results demonstrated increased compliance with clinician implemented toothbrushing and generalization to caregivers for all participants. Systematic probes, conducted throughout the intervention, eliminated approximately 50% of the stimulus fading steps for each participant, with the specific steps omitted varying across participants. This study extends the generality of stimulus fading without escape extinction to oral hygiene practices for children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199 [article] Using stimulus fading without escape extinction to increase compliance with toothbrushing in children with autism [Texte imprimé et/ou numérique] / Michele R. BISHOP, Auteur ; Amy KENZER, Auteur ; Christine M. COFFMAN, Auteur ; Courtney M. TARBOX, Auteur ; Jonathan TARBOX, Auteur ; Taira M. LANAGAN, Auteur . - p.680-686. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.680-686 Mots-clés : Toothbrushing  Daily living skill  Autism  Stimulus fading  Dental compliance Index. décimale : PER Périodiques Résumé : Routine toothbrushing is an essential part of good oral hygiene. This study investigated the use of stimulus fading without escape extinction to increase compliance with toothbrushing with three children with autism spectrum disorder (ASD). A 30-step stimulus fading hierarchy was implemented; gradually increasing the proximity of the toothbrush to the child's mouth, the duration of exposure to the toothbrush, and finally the duration of toothbrushing. Results demonstrated increased compliance with clinician implemented toothbrushing and generalization to caregivers for all participants. Systematic probes, conducted throughout the intervention, eliminated approximately 50% of the stimulus fading steps for each participant, with the specific steps omitted varying across participants. This study extends the generality of stimulus fading without escape extinction to oral hygiene practices for children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199

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