Dépouillements

Early Interventionists’ Knowledge of Evidence-Based Practices for Autism / Cindy GEVARTER in Focus on Autism and Other Developmental Disabilities, 37-4 (December 2022)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 37-4 (December 2022) . - p.203-214 Titre : Early Interventionists’ Knowledge of Evidence-Based Practices for Autism Type de document : Texte imprimé et/ou numérique Auteurs : Cindy GEVARTER, Auteur ; Mariah G. SICILIANO, Auteur ; Erin STONE, Auteur Article en page(s) : p.203-214 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This online survey study examined early intervention providers? knowledge and training needs surrounding evidence-based practices for autism spectrum disorder (ASD). The researchers analyzed data from 87 early intervention providers (speech-language pathologists and developmental specialists) in a rural Southwestern U.S. state. The survey included both quantitative (i.e., rating and multiple-choice questions) and qualitative (open-ended) components. Survey sections included demographics, self-ratings of knowledge of evidence-based practices/self-reported training needs and barriers to working with children with ASD, and directly assessed knowledge of evidence-based practices. Findings support specific knowledge gaps and training needs (e.g., practices for addressing challenging behaviors, strategies for working with children with limited communication skills) and suggest developmental specialists who provided special instruction services may have greater training needs than speech-language pathologists. Findings have important implications for professional development and training programs for early intervention providers. En ligne : https://doi.org/10.1177/10883576221099895 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489 [article] Early Interventionists’ Knowledge of Evidence-Based Practices for Autism [Texte imprimé et/ou numérique] / Cindy GEVARTER, Auteur ; Mariah G. SICILIANO, Auteur ; Erin STONE, Auteur . - p.203-214. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 37-4 (December 2022) . - p.203-214 Index. décimale : PER Périodiques Résumé : This online survey study examined early intervention providers? knowledge and training needs surrounding evidence-based practices for autism spectrum disorder (ASD). The researchers analyzed data from 87 early intervention providers (speech-language pathologists and developmental specialists) in a rural Southwestern U.S. state. The survey included both quantitative (i.e., rating and multiple-choice questions) and qualitative (open-ended) components. Survey sections included demographics, self-ratings of knowledge of evidence-based practices/self-reported training needs and barriers to working with children with ASD, and directly assessed knowledge of evidence-based practices. Findings support specific knowledge gaps and training needs (e.g., practices for addressing challenging behaviors, strategies for working with children with limited communication skills) and suggest developmental specialists who provided special instruction services may have greater training needs than speech-language pathologists. Findings have important implications for professional development and training programs for early intervention providers. En ligne : https://doi.org/10.1177/10883576221099895 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489

Social Validity and Preliminary Outcomes of a Mentoring Intervention for Adolescents and Adults With Autism / Lindsey M. WEILER in Focus on Autism and Other Developmental Disabilities, 37-4 (December 2022)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 37-4 (December 2022) . - p.215-226 Titre : Social Validity and Preliminary Outcomes of a Mentoring Intervention for Adolescents and Adults With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Lindsey M. WEILER, Auteur ; Annie K. GOERDT, Auteur ; Kalli B. KREMER, Auteur ; Emily GOLDBERG, Auteur ; Rebekah L. HUDOCK, Auteur Article en page(s) : p.215-226 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Adolescents with autism spectrum disorder (ASD) are vulnerable to declines in social connections and an increase in depression, anxiety, and other co-occurring conditions. This study introduces a novel intervention that matches adolescents and adults with ASD in one-to-one mentoring relationships in an afterschool setting and examines its social validity. In this single-group, mixed-method pilot study, participants were seven adolescent mentees (14?18 years old; 100% male), seven adult mentors (19?33 years old; 71% male), and eight parents of mentees. A combination of project-specific and standardized assessments was used to describe the participants? perceptions of the program and to assess well-being, self-concept, and social-emotional and behavioral outcomes. Results showed high uptake, program satisfaction, positive ratings of mentoring relationship quality, and desirable pre- to post-test change on several targeted outcomes. This study provides preliminary evidence to support the applicability and utility of a mentoring program for adolescents with ASD by adults with ASD. En ligne : https://doi.org/10.1177/10883576211073687 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489 [article] Social Validity and Preliminary Outcomes of a Mentoring Intervention for Adolescents and Adults With Autism [Texte imprimé et/ou numérique] / Lindsey M. WEILER, Auteur ; Annie K. GOERDT, Auteur ; Kalli B. KREMER, Auteur ; Emily GOLDBERG, Auteur ; Rebekah L. HUDOCK, Auteur . - p.215-226. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 37-4 (December 2022) . - p.215-226 Index. décimale : PER Périodiques Résumé : Adolescents with autism spectrum disorder (ASD) are vulnerable to declines in social connections and an increase in depression, anxiety, and other co-occurring conditions. This study introduces a novel intervention that matches adolescents and adults with ASD in one-to-one mentoring relationships in an afterschool setting and examines its social validity. In this single-group, mixed-method pilot study, participants were seven adolescent mentees (14?18 years old; 100% male), seven adult mentors (19?33 years old; 71% male), and eight parents of mentees. A combination of project-specific and standardized assessments was used to describe the participants? perceptions of the program and to assess well-being, self-concept, and social-emotional and behavioral outcomes. Results showed high uptake, program satisfaction, positive ratings of mentoring relationship quality, and desirable pre- to post-test change on several targeted outcomes. This study provides preliminary evidence to support the applicability and utility of a mentoring program for adolescents with ASD by adults with ASD. En ligne : https://doi.org/10.1177/10883576211073687 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489

Paraprofessionals’ Perceived Skills and Needs in Supporting Students With Autism Spectrum Disorder / Christan Grygas COOGLE in Focus on Autism and Other Developmental Disabilities, 37-4 (December 2022)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 37-4 (December 2022) . - p.227-238 Titre : Paraprofessionals’ Perceived Skills and Needs in Supporting Students With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Christan Grygas COOGLE, Auteur ; Virginia L. WALKER, Auteur ; Jennifer OTTLEY, Auteur ; Darcey ALLAN, Auteur ; Daniel IRWIN, Auteur Article en page(s) : p.227-238 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : There is a research-to-practice gap in the identification and use of evidence-based practices in special education. One way to better understand the persistent gap between research and practice and to inform professional development efforts is through gaining an understanding of teacher and paraprofessional perceptions. We conducted a survey study to identify paraprofessionals? perceived skills and needs regarding categories of practices aligning with evidence-based practices for students with autism spectrum disorder. A total of 768 paraprofessionals completed the survey. We used descriptive statistics, one-way analyses of variance (ANOVAs), post hoc analyses, and chi-square tests to analyze paraprofessionals? responses. Paraprofessionals reported a range of responses and several of their responses differed significantly in relation to their experience and the population of students they supported. Findings suggest there is a need to individualize professional development based on both classroom and paraprofessional training needs. Future research is needed to determine how paraprofessionals? perceptions align with their practice. En ligne : https://doi.org/10.1177/10883576211073699 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489 [article] Paraprofessionals’ Perceived Skills and Needs in Supporting Students With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Christan Grygas COOGLE, Auteur ; Virginia L. WALKER, Auteur ; Jennifer OTTLEY, Auteur ; Darcey ALLAN, Auteur ; Daniel IRWIN, Auteur . - p.227-238. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 37-4 (December 2022) . - p.227-238 Index. décimale : PER Périodiques Résumé : There is a research-to-practice gap in the identification and use of evidence-based practices in special education. One way to better understand the persistent gap between research and practice and to inform professional development efforts is through gaining an understanding of teacher and paraprofessional perceptions. We conducted a survey study to identify paraprofessionals? perceived skills and needs regarding categories of practices aligning with evidence-based practices for students with autism spectrum disorder. A total of 768 paraprofessionals completed the survey. We used descriptive statistics, one-way analyses of variance (ANOVAs), post hoc analyses, and chi-square tests to analyze paraprofessionals? responses. Paraprofessionals reported a range of responses and several of their responses differed significantly in relation to their experience and the population of students they supported. Findings suggest there is a need to individualize professional development based on both classroom and paraprofessional training needs. Future research is needed to determine how paraprofessionals? perceptions align with their practice. En ligne : https://doi.org/10.1177/10883576211073699 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489

Training Individuals to Implement Discrete Trials with Fidelity: A Meta-Analysis / Joelle FINGERHUT in Focus on Autism and Other Developmental Disabilities, 37-4 (December 2022)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 37-4 (December 2022) . - p.239-250 Titre : Training Individuals to Implement Discrete Trials with Fidelity: A Meta-Analysis Type de document : Texte imprimé et/ou numérique Auteurs : Joelle FINGERHUT, Auteur ; Mariola MOEYAERT, Auteur Article en page(s) : p.239-250 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Discrete trial training is a popular teaching method for individuals with autism, but it is not easily implemented with fidelity due to its complexity. This is the first meta-analysis of single-case experimental design studies to quantify the impact of behavioral skills training on individuals? ability to implement discrete trials with fidelity. Furthermore, this meta-analysis examines the four training methods that make up behavioral skills training?feedback, instruction, modeling, and rehearsal?to determine the ?active ingredients? of behavioral skills training. A total of 46 single-case experimental design studies are included in this meta-analysis. Hierarchical linear modeling, which has the ability to analyze clustered data, is the meta-analytic technique used to estimate the effectiveness of behavioral skills training across studies. Results show that behavioral skills training has a statistically significant positive effect on discrete trial training implementation fidelity; therefore, behavior skills training is recommended for discrete trial training implementation instruction. En ligne : https://doi.org/10.1177/10883576221081076 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489 [article] Training Individuals to Implement Discrete Trials with Fidelity: A Meta-Analysis [Texte imprimé et/ou numérique] / Joelle FINGERHUT, Auteur ; Mariola MOEYAERT, Auteur . - p.239-250. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 37-4 (December 2022) . - p.239-250 Index. décimale : PER Périodiques Résumé : Discrete trial training is a popular teaching method for individuals with autism, but it is not easily implemented with fidelity due to its complexity. This is the first meta-analysis of single-case experimental design studies to quantify the impact of behavioral skills training on individuals? ability to implement discrete trials with fidelity. Furthermore, this meta-analysis examines the four training methods that make up behavioral skills training?feedback, instruction, modeling, and rehearsal?to determine the ?active ingredients? of behavioral skills training. A total of 46 single-case experimental design studies are included in this meta-analysis. Hierarchical linear modeling, which has the ability to analyze clustered data, is the meta-analytic technique used to estimate the effectiveness of behavioral skills training across studies. Results show that behavioral skills training has a statistically significant positive effect on discrete trial training implementation fidelity; therefore, behavior skills training is recommended for discrete trial training implementation instruction. En ligne : https://doi.org/10.1177/10883576221081076 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489

Evaluation of Telehealth Delivery of Group Parent-Led Cognitive-Behavioral Therapy During COVID-19: A Pilot Study / Gary BYRNE in Focus on Autism and Other Developmental Disabilities, 37-4 (December 2022)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 37-4 (December 2022) . - p.251-256 Titre : Evaluation of Telehealth Delivery of Group Parent-Led Cognitive-Behavioral Therapy During COVID-19: A Pilot Study Type de document : Texte imprimé et/ou numérique Auteurs : Gary BYRNE, Auteur ; Louise VICKERS, Auteur ; Eithne NI LONGPHUIRT, Auteur ; Roisin CUNNINGHAM, Auteur Article en page(s) : p.251-256 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The COVID-19 pandemic has led to governments around the world imposing varying levels of restrictions and lockdowns leading to home confinement and closure of schools. Children with autism spectrum disorder (ASD) and their families may be particularly susceptible to increased anxiety. A growing evidence base has developed for parent-led cognitive-behavioral therapy (CBT) for child anxiety disorders. The current pilot study aimed to evaluate the preliminary clinical utility (acceptability, feasibility, and efficacy) of a parent-led CBT program in Dublin, Ireland, through an online format. Parents of nine children completed the program. The child did not participate in any part of the online program. Acceptability was strong, and although technical issues were problematic at times, all families completed the program. Preliminary efficacy analysis is mixed, with significant reductions on youth anxiety as measured by clinician-administered questionnaire but no reduction in parent-report measures. Findings suggest that the online program is acceptance, feasible, and effective. En ligne : https://doi.org/10.1177/10883576221121280 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489 [article] Evaluation of Telehealth Delivery of Group Parent-Led Cognitive-Behavioral Therapy During COVID-19: A Pilot Study [Texte imprimé et/ou numérique] / Gary BYRNE, Auteur ; Louise VICKERS, Auteur ; Eithne NI LONGPHUIRT, Auteur ; Roisin CUNNINGHAM, Auteur . - p.251-256. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 37-4 (December 2022) . - p.251-256 Index. décimale : PER Périodiques Résumé : The COVID-19 pandemic has led to governments around the world imposing varying levels of restrictions and lockdowns leading to home confinement and closure of schools. Children with autism spectrum disorder (ASD) and their families may be particularly susceptible to increased anxiety. A growing evidence base has developed for parent-led cognitive-behavioral therapy (CBT) for child anxiety disorders. The current pilot study aimed to evaluate the preliminary clinical utility (acceptability, feasibility, and efficacy) of a parent-led CBT program in Dublin, Ireland, through an online format. Parents of nine children completed the program. The child did not participate in any part of the online program. Acceptability was strong, and although technical issues were problematic at times, all families completed the program. Preliminary efficacy analysis is mixed, with significant reductions on youth anxiety as measured by clinician-administered questionnaire but no reduction in parent-report measures. Findings suggest that the online program is acceptance, feasible, and effective. En ligne : https://doi.org/10.1177/10883576221121280 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489

Physical Fitness and Maternal Psychosocial Status in Children With Autism Attending a Regular Physical Activity Program / Ayse Kubra SAHAN in Focus on Autism and Other Developmental Disabilities, 37-4 (December 2022)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 37-4 (December 2022) . - p.257-266 Titre : Physical Fitness and Maternal Psychosocial Status in Children With Autism Attending a Regular Physical Activity Program Type de document : Texte imprimé et/ou numérique Auteurs : Ayse Kubra SAHAN, Auteur ; Nazan OZTURK, Auteur ; Ebru CALIK-KUTUKCU, Auteur ; Hatice AKSU, Auteur ; Mustafa Tolga TUNAGUR, Auteur ; Hulya ARIKAN, Auteur Article en page(s) : p.257-266 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The aim of this study was to compare physical fitness-related parameters in Turkish children with mild to moderate autism and their typically developing (TD) peers to determine maternal anxiety level and quality of life. Children with autism had significantly worse scores for all Munich Fitness Test (MFT) parameters except step test heart rate and had lower physical activity levels compared to the TD children (p< .05). There was no difference between groups in terms of postural deviations or maternal anxiety scores (p> .05). The MFT total score was associated with higher maternal quality of life scores (r = .605, p = .006). This study showed that despite participating in a regular physical activity program, children with mild to moderate autism have lower physical fitness and activity levels compared to their TD peers, whereas better physical fitness in children with autism has a positive effect on their mothers? quality of life. En ligne : https://doi.org/10.1177/10883576221108110 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489 [article] Physical Fitness and Maternal Psychosocial Status in Children With Autism Attending a Regular Physical Activity Program [Texte imprimé et/ou numérique] / Ayse Kubra SAHAN, Auteur ; Nazan OZTURK, Auteur ; Ebru CALIK-KUTUKCU, Auteur ; Hatice AKSU, Auteur ; Mustafa Tolga TUNAGUR, Auteur ; Hulya ARIKAN, Auteur . - p.257-266. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 37-4 (December 2022) . - p.257-266 Index. décimale : PER Périodiques Résumé : The aim of this study was to compare physical fitness-related parameters in Turkish children with mild to moderate autism and their typically developing (TD) peers to determine maternal anxiety level and quality of life. Children with autism had significantly worse scores for all Munich Fitness Test (MFT) parameters except step test heart rate and had lower physical activity levels compared to the TD children (p< .05). There was no difference between groups in terms of postural deviations or maternal anxiety scores (p> .05). The MFT total score was associated with higher maternal quality of life scores (r = .605, p = .006). This study showed that despite participating in a regular physical activity program, children with mild to moderate autism have lower physical fitness and activity levels compared to their TD peers, whereas better physical fitness in children with autism has a positive effect on their mothers? quality of life. En ligne : https://doi.org/10.1177/10883576221108110 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489