Dépouillements

Preferences for Edible and Electronic Leisure Items: A Systematic Replication / Mindy C. SCHEITHAUER in Focus on Autism and Other Developmental Disabilities, 37-3 (September 2022)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 37-3 (September 2022) . - p.135-145 Titre : Preferences for Edible and Electronic Leisure Items: A Systematic Replication Type de document : Texte imprimé et/ou numérique Auteurs : Mindy C. SCHEITHAUER, Auteur ; Clarissa MARTIN, Auteur ; Summer BOTTINI, Auteur Article en page(s) : p.135-145 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  developmental disability  preference assessment  electronics  displacement Index. décimale : PER Périodiques Résumé : Early studies evaluating the relative preference for leisure compared with edible items suggested that, for most participants (>80%), edible items are more preferred than leisure items. Recent studies suggest more variability in the percentage of participants with this preference. The rationale for this variability could be sampling, setting, availability of items outside of the study, or the items included. As a systematic replication, we conducted preference assessments of leisure, edible, and leisure/edible items combined of 13 children with developmental disabilities. As an inclusion criterion, all participants had an electronic item as the top-preferred leisure item. An edible item ranked first in the combined assessment for 46.2% of participants. This replicates recent findings while accounting for access to edibles outside of the study. These outcomes are important to guide use of preference assessments across reinforcer classes in clinical and school settings. En ligne : http://dx.doi.org/10.1177/10883576221081084 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 [article] Preferences for Edible and Electronic Leisure Items: A Systematic Replication [Texte imprimé et/ou numérique] / Mindy C. SCHEITHAUER, Auteur ; Clarissa MARTIN, Auteur ; Summer BOTTINI, Auteur . - p.135-145. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 37-3 (September 2022) . - p.135-145 Mots-clés : autism spectrum disorder  developmental disability  preference assessment  electronics  displacement Index. décimale : PER Périodiques Résumé : Early studies evaluating the relative preference for leisure compared with edible items suggested that, for most participants (>80%), edible items are more preferred than leisure items. Recent studies suggest more variability in the percentage of participants with this preference. The rationale for this variability could be sampling, setting, availability of items outside of the study, or the items included. As a systematic replication, we conducted preference assessments of leisure, edible, and leisure/edible items combined of 13 children with developmental disabilities. As an inclusion criterion, all participants had an electronic item as the top-preferred leisure item. An edible item ranked first in the combined assessment for 46.2% of participants. This replicates recent findings while accounting for access to edibles outside of the study. These outcomes are important to guide use of preference assessments across reinforcer classes in clinical and school settings. En ligne : http://dx.doi.org/10.1177/10883576221081084 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485

Step It Up: Increasing Physical Activity for Adults With Autism Spectrum Disorder and Intellectual Disability Using Supported Self-Management and Fitbit Technology / Melissa N. SAVAGE in Focus on Autism and Other Developmental Disabilities, 37-3 (September 2022)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 37-3 (September 2022) . - p.146-157 Titre : Step It Up: Increasing Physical Activity for Adults With Autism Spectrum Disorder and Intellectual Disability Using Supported Self-Management and Fitbit Technology Type de document : Texte imprimé et/ou numérique Auteurs : Melissa N. SAVAGE, Auteur ; Brianne T. TOMASZEWSKI, Auteur ; Kara A. HUME, Auteur Article en page(s) : p.146-157 Langues : Anglais (eng) Mots-clés : self-management  technology  adults  autism spectrum disorder  intellectual disability  physical activity  community and family support Index. décimale : PER Périodiques Résumé : Adults with autism spectrum disorder and intellectual disability often do not engage in healthy levels of physical activity despite its many benefits. We conducted a randomized control trial to evaluate the effectiveness and feasibility of the Step It Up program, which used supported self-management strategies, on daily step counts, health measures, and perceived quality of life for adults with autism spectrum disorder and intellectual disability. Forty participants, ages 18 to 57, were randomly assigned to a control or intervention group. Males accounted for 70.6% of participant gender. Both groups received Fitbits and Fitbit training, and they participated in pre- and post-assessments. The intervention group participated in the Step It Up program. Participants in the intervention group had significantly higher step counts and lost more weight. Feasibility and acceptability were also high. This study provides valuable data on using a supported self-managed exercise program as well as insight into its feasibility in home settings. En ligne : http://dx.doi.org/10.1177/10883576211073700 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 [article] Step It Up: Increasing Physical Activity for Adults With Autism Spectrum Disorder and Intellectual Disability Using Supported Self-Management and Fitbit Technology [Texte imprimé et/ou numérique] / Melissa N. SAVAGE, Auteur ; Brianne T. TOMASZEWSKI, Auteur ; Kara A. HUME, Auteur . - p.146-157. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 37-3 (September 2022) . - p.146-157 Mots-clés : self-management  technology  adults  autism spectrum disorder  intellectual disability  physical activity  community and family support Index. décimale : PER Périodiques Résumé : Adults with autism spectrum disorder and intellectual disability often do not engage in healthy levels of physical activity despite its many benefits. We conducted a randomized control trial to evaluate the effectiveness and feasibility of the Step It Up program, which used supported self-management strategies, on daily step counts, health measures, and perceived quality of life for adults with autism spectrum disorder and intellectual disability. Forty participants, ages 18 to 57, were randomly assigned to a control or intervention group. Males accounted for 70.6% of participant gender. Both groups received Fitbits and Fitbit training, and they participated in pre- and post-assessments. The intervention group participated in the Step It Up program. Participants in the intervention group had significantly higher step counts and lost more weight. Feasibility and acceptability were also high. This study provides valuable data on using a supported self-managed exercise program as well as insight into its feasibility in home settings. En ligne : http://dx.doi.org/10.1177/10883576211073700 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485

Parent Coaching in a Multimodal Communication Intervention for Children with Autism / Ching-Yi LIAO in Focus on Autism and Other Developmental Disabilities, 37-3 (September 2022)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 37-3 (September 2022) . - p.158-168 Titre : Parent Coaching in a Multimodal Communication Intervention for Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Ching-Yi LIAO, Auteur ; J. B. GANZ, Auteur ; Sanikan WATTANAWONGWAN, Auteur ; April N. HAAS, Auteur ; Sarah K. URA, Auteur ; Kimberly J. VANNEST, Auteur ; Kristi L. MORIN, Auteur Article en page(s) : p.158-168 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  multimodal communication intervention  parent coaching  behavioral strategies  augmentative and alternative communication Index. décimale : PER Périodiques Résumé : Social-communication deficits associated with autism spectrum disorder often lead to undesirable outcomes in other domains, such as interpersonal relationships, employment, and participation in community activities. Parents may be ideal implementers of interventions to address these deficits when provided with instruction that is efficacious and feasible. This study evaluated a web-based group training and multimodal communication protocol of individualized parent coaching to improve parent implementation of communication intervention components. Results indicated a moderate functional relation between the parent-coaching intervention and parent implementation of the instructional behaviors. Implications and suggestions for future research are discussed. En ligne : http://dx.doi.org/10.1177/10883576221099896 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 [article] Parent Coaching in a Multimodal Communication Intervention for Children with Autism [Texte imprimé et/ou numérique] / Ching-Yi LIAO, Auteur ; J. B. GANZ, Auteur ; Sanikan WATTANAWONGWAN, Auteur ; April N. HAAS, Auteur ; Sarah K. URA, Auteur ; Kimberly J. VANNEST, Auteur ; Kristi L. MORIN, Auteur . - p.158-168. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 37-3 (September 2022) . - p.158-168 Mots-clés : autism spectrum disorder  multimodal communication intervention  parent coaching  behavioral strategies  augmentative and alternative communication Index. décimale : PER Périodiques Résumé : Social-communication deficits associated with autism spectrum disorder often lead to undesirable outcomes in other domains, such as interpersonal relationships, employment, and participation in community activities. Parents may be ideal implementers of interventions to address these deficits when provided with instruction that is efficacious and feasible. This study evaluated a web-based group training and multimodal communication protocol of individualized parent coaching to improve parent implementation of communication intervention components. Results indicated a moderate functional relation between the parent-coaching intervention and parent implementation of the instructional behaviors. Implications and suggestions for future research are discussed. En ligne : http://dx.doi.org/10.1177/10883576221099896 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485

Early Intensive Behavioral Intervention Program for Children With Autism in Syria / Wissam MOUNZER in Focus on Autism and Other Developmental Disabilities, 37-3 (September 2022)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 37-3 (September 2022) . - p.169-178 Titre : Early Intensive Behavioral Intervention Program for Children With Autism in Syria Type de document : Texte imprimé et/ou numérique Auteurs : Wissam MOUNZER, Auteur ; Donald M. STENHOFF, Auteur Article en page(s) : p.169-178 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  ASD  effect  early intensive behavioral intervention  Syria  FC-EIBI Index. décimale : PER Périodiques Résumé : In this study, we evaluated the effect of the Future Center Early Intensive Behavioral Intervention program on children’s skills longitudinally by sex, age, and diagnoses as dependent variables. Sixty-seven children ages 1 “6 years and diagnosed with autism spectrum disorder were followed up for 2 years in Syria. They were assessed twice across the 2-year program: at their first visit and at the end of the program. Assessments included the Autism Behavior Checklist, Childhood Autism Rating Scale, and Adaptive Behavioral Scale “Arabic version. Results showed that the changes in participants’ scores from pre- to post-test were statistically significant, and the treatment group showed significantly larger gains on all scales. No significant differences were found by sex and age between the pre- and post-test on all scales, while there were significant differences regarding diagnoses. The limitations of this study and suggestions for future research are described. En ligne : http://dx.doi.org/10.1177/10883576211073686 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 [article] Early Intensive Behavioral Intervention Program for Children With Autism in Syria [Texte imprimé et/ou numérique] / Wissam MOUNZER, Auteur ; Donald M. STENHOFF, Auteur . - p.169-178. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 37-3 (September 2022) . - p.169-178 Mots-clés : autism spectrum disorders  ASD  effect  early intensive behavioral intervention  Syria  FC-EIBI Index. décimale : PER Périodiques Résumé : In this study, we evaluated the effect of the Future Center Early Intensive Behavioral Intervention program on children’s skills longitudinally by sex, age, and diagnoses as dependent variables. Sixty-seven children ages 1 “6 years and diagnosed with autism spectrum disorder were followed up for 2 years in Syria. They were assessed twice across the 2-year program: at their first visit and at the end of the program. Assessments included the Autism Behavior Checklist, Childhood Autism Rating Scale, and Adaptive Behavioral Scale “Arabic version. Results showed that the changes in participants’ scores from pre- to post-test were statistically significant, and the treatment group showed significantly larger gains on all scales. No significant differences were found by sex and age between the pre- and post-test on all scales, while there were significant differences regarding diagnoses. The limitations of this study and suggestions for future research are described. En ligne : http://dx.doi.org/10.1177/10883576211073686 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485

Autism Assessment in Low- and Middle-Income Countries: Feasibility and Usability of Western Tools / Kathleen BAUER in Focus on Autism and Other Developmental Disabilities, 37-3 (September 2022)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 37-3 (September 2022) . - p.179-188 Titre : Autism Assessment in Low- and Middle-Income Countries: Feasibility and Usability of Western Tools Type de document : Texte imprimé et/ou numérique Auteurs : Kathleen BAUER, Auteur ; Kristi L. MORIN, Auteur ; Theodore E. RENZ, Auteur ; Sinenhlanhla ZUNGU, Auteur Article en page(s) : p.179-188 Langues : Anglais (eng) Mots-clés : assessment  autism spectrum disorders  multicultural issues Index. décimale : PER Périodiques Résumé : The research on autism spectrum disorder (ASD) disproportionately originates from high-income countries, indicating a disparity of research in low- and middle-income countries (LMIC). One possible reason for this disparity is a lack of culturally appropriate screening and diagnostic tools for use in LMIC. Although a number of tools are commonly used in the United States, it is likely that using these tools in contexts in which they were not intended may be problematic. As such, this study examined factors that may inhibit the feasibility and usability of common ASD assessment tools in LMIC. Assessments were analyzed for readability, initial and continued cost, training required, restrictions on purchasing, materials required, and presence of items assessing expressive and receptive language. Results of the study indicated that the majority of validated ASD assessment tools present a multitude of barriers for use in LMIC. Implications for research and practice are discussed. En ligne : http://dx.doi.org/10.1177/10883576211073691 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 [article] Autism Assessment in Low- and Middle-Income Countries: Feasibility and Usability of Western Tools [Texte imprimé et/ou numérique] / Kathleen BAUER, Auteur ; Kristi L. MORIN, Auteur ; Theodore E. RENZ, Auteur ; Sinenhlanhla ZUNGU, Auteur . - p.179-188. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 37-3 (September 2022) . - p.179-188 Mots-clés : assessment  autism spectrum disorders  multicultural issues Index. décimale : PER Périodiques Résumé : The research on autism spectrum disorder (ASD) disproportionately originates from high-income countries, indicating a disparity of research in low- and middle-income countries (LMIC). One possible reason for this disparity is a lack of culturally appropriate screening and diagnostic tools for use in LMIC. Although a number of tools are commonly used in the United States, it is likely that using these tools in contexts in which they were not intended may be problematic. As such, this study examined factors that may inhibit the feasibility and usability of common ASD assessment tools in LMIC. Assessments were analyzed for readability, initial and continued cost, training required, restrictions on purchasing, materials required, and presence of items assessing expressive and receptive language. Results of the study indicated that the majority of validated ASD assessment tools present a multitude of barriers for use in LMIC. Implications for research and practice are discussed. En ligne : http://dx.doi.org/10.1177/10883576211073691 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485

An Examination of Education Professionals’ Beliefs About Causes of Autism and Their Perceptions of Practices / Veronica P. FLEURY in Focus on Autism and Other Developmental Disabilities, 37-3 (September 2022)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 37-3 (September 2022) . - p.189-198 Titre : An Examination of Education Professionals’ Beliefs About Causes of Autism and Their Perceptions of Practices Type de document : Texte imprimé et/ou numérique Auteurs : Veronica P. FLEURY, Auteur ; Talya KEMPER, Auteur Article en page(s) : p.189-198 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  evidence-based practices  special education teachers  survey Index. décimale : PER Périodiques Résumé : The quantity and quality of research focused on autism spectrum disorder (ASD) have grown over the past several decades. Ensuring that research findings are accessible and understood by education professionals is essential for improving outcomes for individuals with ASD. In this study, we evaluated education professionals’ knowledge about ASD, specifically (a) beliefs about causes of ASD, (b) their familiarity with evidence-based practices (EBPs) and non-EBPs, (c) the likelihood of using or recommending EBPs compared with non-EBPs, and (d) the extent to which source credibility influenced the likelihood of using or recommending different types of practices. Education professionals (N = 62) completed a paper survey. Responses on a modified version of the Illness Perception Questionnaire “Revised (Moss-Morris et al., 2002) were used to evaluate participants’ beliefs regarding causal attributes of ASD. Educators were also asked to read texts describing four EBPs and four non-EBPs. The text presentation was based on a 2 × 2 within-subjects factorial design with practice status (EBP or non-EBP) and source credibility (credible or not credible) as the independent variables. After reading each text, participants reported on whether they were (a) familiar with the practice and (b) the extent to which they would use or recommend the practice. Results indicate that school personnel were highly confident that neurobiological factors were a causal attribute of ASD. In addition, respondents were more familiar with, and more likely to recommend or use, EBPs as compared with non-EBPs. Source credibility did not significantly affect participants’ likelihood of using or recommending practices. En ligne : http://dx.doi.org/10.1177/10883576211073685 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 [article] An Examination of Education Professionals’ Beliefs About Causes of Autism and Their Perceptions of Practices [Texte imprimé et/ou numérique] / Veronica P. FLEURY, Auteur ; Talya KEMPER, Auteur . - p.189-198. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 37-3 (September 2022) . - p.189-198 Mots-clés : autism spectrum disorder  evidence-based practices  special education teachers  survey Index. décimale : PER Périodiques Résumé : The quantity and quality of research focused on autism spectrum disorder (ASD) have grown over the past several decades. Ensuring that research findings are accessible and understood by education professionals is essential for improving outcomes for individuals with ASD. In this study, we evaluated education professionals’ knowledge about ASD, specifically (a) beliefs about causes of ASD, (b) their familiarity with evidence-based practices (EBPs) and non-EBPs, (c) the likelihood of using or recommending EBPs compared with non-EBPs, and (d) the extent to which source credibility influenced the likelihood of using or recommending different types of practices. Education professionals (N = 62) completed a paper survey. Responses on a modified version of the Illness Perception Questionnaire “Revised (Moss-Morris et al., 2002) were used to evaluate participants’ beliefs regarding causal attributes of ASD. Educators were also asked to read texts describing four EBPs and four non-EBPs. The text presentation was based on a 2 × 2 within-subjects factorial design with practice status (EBP or non-EBP) and source credibility (credible or not credible) as the independent variables. After reading each text, participants reported on whether they were (a) familiar with the practice and (b) the extent to which they would use or recommend the practice. Results indicate that school personnel were highly confident that neurobiological factors were a causal attribute of ASD. In addition, respondents were more familiar with, and more likely to recommend or use, EBPs as compared with non-EBPs. Source credibility did not significantly affect participants’ likelihood of using or recommending practices. En ligne : http://dx.doi.org/10.1177/10883576211073685 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485