Attributions, causal beliefs, and help-seeking behavior of parents of children with autism spectrum disorder and sleep problems / Laurie MCLAY in Autism, 24-7 (October 2020)  

Public ISBD [article]  inAutism > 24-7 (October 2020) . - p.1829-1840 Titre : Attributions, causal beliefs, and help-seeking behavior of parents of children with autism spectrum disorder and sleep problems Type de document : Texte imprimé et/ou numérique Auteurs : Laurie MCLAY, Auteur ; Sarah G. HANSEN, Auteur ; Amarie CARNETT, Auteur ; Karyn G. FRANCE, Auteur ; Neville M. BLAMPIED, Auteur Article en page(s) : p.1829-1840 Langues : Anglais (eng) Mots-clés : *autism spectrum disorder  *help-seeking  *parent attributions  *parental beliefs  *seep  *sleep treatment Index. décimale : PER Périodiques Résumé : Sleep problems are commonly reported among parents of children with autism spectrum disorder (ASD). Without effective treatment, such problems are unlikely to resolve. To date, we know very little about how and why parents of children with ASD seek help for sleep disturbance. Via an online survey, we gathered information about how parents make sense of their children's sleep problems, beliefs about their causes, sources of information, and help-seeking behavior. The analysis of responses from 244 parents revealed that parents commonly view sleep problems (a) as a consequence of their child's ASD, and unlikely to change over time (stable), and (b) as located within the child (intrinsic), stable over time, and difficult to treat. Despite this, parents also rated sleep problems as being important to treat. Eighty-two percent of parents surveyed reported seeking some kind of help for their child's sleep disturbance, and the average parent had tried six different treatment strategies, most commonly medical approaches (e.g. melatonin). The alignment between parents' treatment choices and those strategies that are supported by research was poor, but belief in the effectiveness of treatments was closely related to how often the treatment was used. These findings have important implications for parental education and clinical practice in the treatment of sleep problems in children with ASD. En ligne : http://dx.doi.org/10.1177/1362361320924216 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] Attributions, causal beliefs, and help-seeking behavior of parents of children with autism spectrum disorder and sleep problems [Texte imprimé et/ou numérique] / Laurie MCLAY, Auteur ; Sarah G. HANSEN, Auteur ; Amarie CARNETT, Auteur ; Karyn G. FRANCE, Auteur ; Neville M. BLAMPIED, Auteur . - p.1829-1840. Langues : Anglais (eng) in Autism > 24-7 (October 2020) . - p.1829-1840 Mots-clés : *autism spectrum disorder  *help-seeking  *parent attributions  *parental beliefs  *seep  *sleep treatment Index. décimale : PER Périodiques Résumé : Sleep problems are commonly reported among parents of children with autism spectrum disorder (ASD). Without effective treatment, such problems are unlikely to resolve. To date, we know very little about how and why parents of children with ASD seek help for sleep disturbance. Via an online survey, we gathered information about how parents make sense of their children's sleep problems, beliefs about their causes, sources of information, and help-seeking behavior. The analysis of responses from 244 parents revealed that parents commonly view sleep problems (a) as a consequence of their child's ASD, and unlikely to change over time (stable), and (b) as located within the child (intrinsic), stable over time, and difficult to treat. Despite this, parents also rated sleep problems as being important to treat. Eighty-two percent of parents surveyed reported seeking some kind of help for their child's sleep disturbance, and the average parent had tried six different treatment strategies, most commonly medical approaches (e.g. melatonin). The alignment between parents' treatment choices and those strategies that are supported by research was poor, but belief in the effectiveness of treatments was closely related to how often the treatment was used. These findings have important implications for parental education and clinical practice in the treatment of sleep problems in children with ASD. En ligne : http://dx.doi.org/10.1177/1362361320924216 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431

Challenging Behavior / Wendy MACHALICEK  

Public ISBD in Comorbid Conditions Among Children with Autism Spectrum Disorders / Johnny L. MATSON Titre : Challenging Behavior Type de document : Texte imprimé et/ou numérique Auteurs : Wendy MACHALICEK, Auteur ; Tracy RAULSTON, Auteur ; Christen KNOWLES, Auteur ; Traci RUPPERT, Auteur ; Amarie CARNETT, Auteur ; Fahad ALRESHEED, Auteur Année de publication : 2016 Importance : p.137-170 Langues : Anglais (eng) Index. décimale : TRO-F TRO-F - Autres Troubles En ligne : http://dx.doi.org/10.1007/978-3-319-19183-6_6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300 in Comorbid Conditions Among Children with Autism Spectrum Disorders / Johnny L. MATSON Challenging Behavior [Texte imprimé et/ou numérique] / Wendy MACHALICEK, Auteur ; Tracy RAULSTON, Auteur ; Christen KNOWLES, Auteur ; Traci RUPPERT, Auteur ; Amarie CARNETT, Auteur ; Fahad ALRESHEED, Auteur . - 2016 . - p.137-170. Langues : Anglais (eng) Index. décimale : TRO-F TRO-F - Autres Troubles En ligne : http://dx.doi.org/10.1007/978-3-319-19183-6_6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300

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Effects of a Peer-Mediated Joint Attention Intervention in an Inclusive Preschool Setting / Sarah G. HANSEN in Focus on Autism and Other Developmental Disabilities, 38-2 (June 2023)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 38-2 (June 2023) . - p.71-79 Titre : Effects of a Peer-Mediated Joint Attention Intervention in an Inclusive Preschool Setting Type de document : Texte imprimé et/ou numérique Auteurs : Sarah G. HANSEN, Auteur ; Megan MOWBRAY, Auteur ; Tracy RAULSTON, Auteur ; Amarie CARNETT, Auteur ; Christopher TULLIS, Auteur Article en page(s) : p.71-79 Langues : Anglais (eng) Mots-clés : autism spectrum disorder;joint attention;peer-mediated intervention;preschool Index. décimale : PER Périodiques Résumé : Joint attention, or shared attention to an object or event, is a pivotal skill for the development of social interactions and social communication. Joint attention typically develops in natural contexts within the first year of life. Children with autism spectrum disorder (ASD) and related developmental disabilities often experience difficulty developing joint attention. Clinical interventions to increase joint attention exist. However, there are limited studies investigating methods to incorporate joint attention interventions in inclusive preschool classrooms with peers as social partners. For young children in preschool settings, peer-mediated social skills interventions reflect natural contingencies and may promote generalization. In this study, we employed a single-case multiple baseline across child-peer dyads design to evaluate the effects of a peer-mediated joint attention intervention for children with or at risk for ASD on response to joint attention (RJA) from peer bids and initiations of joint attention (IJA) from target children with ASD. The intervention included direct instruction with a social narrative to teach three peers to initiate bids for joint attention to measure target children?s responses. Target children later received the same direct instruction to increase IJA to same-age-peers. Results indicate increased target child RJA and IJA to peers. Limitations and implications for research and practice are discussed. En ligne : http://dx.doi.org/10.1177/10883576221108111 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504 [article] Effects of a Peer-Mediated Joint Attention Intervention in an Inclusive Preschool Setting [Texte imprimé et/ou numérique] / Sarah G. HANSEN, Auteur ; Megan MOWBRAY, Auteur ; Tracy RAULSTON, Auteur ; Amarie CARNETT, Auteur ; Christopher TULLIS, Auteur . - p.71-79. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 38-2 (June 2023) . - p.71-79 Mots-clés : autism spectrum disorder;joint attention;peer-mediated intervention;preschool Index. décimale : PER Périodiques Résumé : Joint attention, or shared attention to an object or event, is a pivotal skill for the development of social interactions and social communication. Joint attention typically develops in natural contexts within the first year of life. Children with autism spectrum disorder (ASD) and related developmental disabilities often experience difficulty developing joint attention. Clinical interventions to increase joint attention exist. However, there are limited studies investigating methods to incorporate joint attention interventions in inclusive preschool classrooms with peers as social partners. For young children in preschool settings, peer-mediated social skills interventions reflect natural contingencies and may promote generalization. In this study, we employed a single-case multiple baseline across child-peer dyads design to evaluate the effects of a peer-mediated joint attention intervention for children with or at risk for ASD on response to joint attention (RJA) from peer bids and initiations of joint attention (IJA) from target children with ASD. The intervention included direct instruction with a social narrative to teach three peers to initiate bids for joint attention to measure target children?s responses. Target children later received the same direct instruction to increase IJA to same-age-peers. Results indicate increased target child RJA and IJA to peers. Limitations and implications for research and practice are discussed. En ligne : http://dx.doi.org/10.1177/10883576221108111 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504

Function-Based Behavioral Interventions for Sleep Problems in Children and Adolescents with Autism: Summary of 41 Clinical Cases / Laurie MCLAY in Journal of Autism and Developmental Disorders, 51-2 (February 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-2 (February 2021) . - p.418-432 Titre : Function-Based Behavioral Interventions for Sleep Problems in Children and Adolescents with Autism: Summary of 41 Clinical Cases Type de document : Texte imprimé et/ou numérique Auteurs : Laurie MCLAY, Auteur ; Karyn FRANCE, Auteur ; Neville M. BLAMPIED, Auteur ; Jenna VAN DEURS, Auteur ; Jolene HUNTER, Auteur ; Jacqui KNIGHT, Auteur ; Brent HASTIE, Auteur ; Amarie CARNETT, Auteur ; Emma WOODFORD, Auteur ; Rosina GIBBS, Auteur ; Russell LANG, Auteur Article en page(s) : p.418-432 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Functional behavioral assessment  Intervention barriers  Sleep  Treatment Index. décimale : PER Périodiques Résumé : This case analysis involved 41 clinical cases wherein children and adolescents with autism spectrum disorder (ASD) received a behavioral intervention for sleep problems. This study intended to (a) evaluate the efficacy of function-based behavioral sleep treatments; (b) elucidate variables impacting response to such interventions; (c) inform practitioners addressing sleep problems without a robust evidence-base; and (d) suggest priorities for future sleep research. Interventions included antecedent- and consequence-based modifications, and the teaching of replacement behaviors. Data were analysed using modified Brinley Plots and effect size estimates. Outcomes suggest that multi-component, parent-delivered, function-based interventions may ameliorate sleep problems in children and adolescents with ASD. The need for future research utilizing rigorous experimental designs is supported. En ligne : http://dx.doi.org/10.1007/s10803-020-04548-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440 [article] Function-Based Behavioral Interventions for Sleep Problems in Children and Adolescents with Autism: Summary of 41 Clinical Cases [Texte imprimé et/ou numérique] / Laurie MCLAY, Auteur ; Karyn FRANCE, Auteur ; Neville M. BLAMPIED, Auteur ; Jenna VAN DEURS, Auteur ; Jolene HUNTER, Auteur ; Jacqui KNIGHT, Auteur ; Brent HASTIE, Auteur ; Amarie CARNETT, Auteur ; Emma WOODFORD, Auteur ; Rosina GIBBS, Auteur ; Russell LANG, Auteur . - p.418-432. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-2 (February 2021) . - p.418-432 Mots-clés : Autism spectrum disorder  Functional behavioral assessment  Intervention barriers  Sleep  Treatment Index. décimale : PER Périodiques Résumé : This case analysis involved 41 clinical cases wherein children and adolescents with autism spectrum disorder (ASD) received a behavioral intervention for sleep problems. This study intended to (a) evaluate the efficacy of function-based behavioral sleep treatments; (b) elucidate variables impacting response to such interventions; (c) inform practitioners addressing sleep problems without a robust evidence-base; and (d) suggest priorities for future sleep research. Interventions included antecedent- and consequence-based modifications, and the teaching of replacement behaviors. Data were analysed using modified Brinley Plots and effect size estimates. Outcomes suggest that multi-component, parent-delivered, function-based interventions may ameliorate sleep problems in children and adolescents with ASD. The need for future research utilizing rigorous experimental designs is supported. En ligne : http://dx.doi.org/10.1007/s10803-020-04548-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440

Interventions for Repetitive Behavior in Young Children with Autism: A Survey of Behavioral Practices / T. J. RAULSTON in Journal of Autism and Developmental Disorders, 49-8 (August 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3047-3059 Titre : Interventions for Repetitive Behavior in Young Children with Autism: A Survey of Behavioral Practices Type de document : Texte imprimé et/ou numérique Auteurs : T. J. RAULSTON, Auteur ; S. G. HANSEN, Auteur ; W. MACHALICEK, Auteur ; L. L. MCINTYRE, Auteur ; Amarie CARNETT, Auteur Article en page(s) : p.3047-3059 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Behavioral treatment  Repetitive behavior  Restricted interests  Stereotypy  Young children Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) display social-communication deficits and present with rigid and repetitive patterns of behavior and/or interests (RRBIs). Compared to interventions for social-communication skills, less attention has been given to RRBIs, especially with regard to interventions for young children. We surveyed 128 behavior analysts who implemented interventions for young children with ASD on their use of 16 practices and one assessment for the treatment of RRBIs. The majority of our sample perceived the practices to be effective in producing sustainable behavior change. Behavior analysts generally responded in the same way to items about reinforcement-based practices, punishment-based practices, and a group of commonly packaged antecedent and consequence-based package components. Implications and future directions are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04023-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Interventions for Repetitive Behavior in Young Children with Autism: A Survey of Behavioral Practices [Texte imprimé et/ou numérique] / T. J. RAULSTON, Auteur ; S. G. HANSEN, Auteur ; W. MACHALICEK, Auteur ; L. L. MCINTYRE, Auteur ; Amarie CARNETT, Auteur . - p.3047-3059. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3047-3059 Mots-clés : Autism spectrum disorder  Behavioral treatment  Repetitive behavior  Restricted interests  Stereotypy  Young children Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) display social-communication deficits and present with rigid and repetitive patterns of behavior and/or interests (RRBIs). Compared to interventions for social-communication skills, less attention has been given to RRBIs, especially with regard to interventions for young children. We surveyed 128 behavior analysts who implemented interventions for young children with ASD on their use of 16 practices and one assessment for the treatment of RRBIs. The majority of our sample perceived the practices to be effective in producing sustainable behavior change. Behavior analysts generally responded in the same way to items about reinforcement-based practices, punishment-based practices, and a group of commonly packaged antecedent and consequence-based package components. Implications and future directions are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04023-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

Teaching Functional Communication to Adults with Autism Spectrum Disorders / Russell LANG

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Teaching individuals with autism spectrum disorder to ask questions: A systematic review / Tracy RAULSTON in Research in Autism Spectrum Disorders, 7-7 (July 2013)  

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