A review of interventions to reduce challenging behavior in school settings for students with autism spectrum disorders / Wendy MACHALICEK in Research in Autism Spectrum Disorders, 1-3 (July/September 2007)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 1-3 (July/September 2007) . - p.229-246 Titre : A review of interventions to reduce challenging behavior in school settings for students with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Wendy MACHALICEK, Auteur ; Jeff SIGAFOOS, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur ; Natasha BERETVAS, Auteur Année de publication : 2007 Article en page(s) : p.229-246 Langues : Anglais (eng) Mots-clés : Challenging-behavior Autism-spectrum-disorders Schools Index. décimale : PER Périodiques Résumé : This review evaluates research on the treatment of challenging behavior in school settings for students with autism spectrum disorders (ASD). Electronic database searches were carried out to identify studies published between 1995 and 2005. Twenty-six studies were identified. A variety of procedures were implemented in these studies to decrease challenging behavior in classrooms. These procedures were classified into four groups: (a) antecedent manipulations, (b) change in instructional context, (c) differential reinforcement, and (d) self-management techniques. The results of these studies indicated that all four classes of procedures were generally effective in reducing challenging behavior. These results are discussed in relation to four issues: (a) the characteristics of the participants, (b) assessment procedures carried out prior to intervention, (c) the feasibility of classroom treatment, and (d) the social validity of intervention procedures. Surprisingly, the effectiveness of a procedure did not seem to be related to completion of a prior functional behavior assessment (FBA). Also, the reported measures of social validity in the studies reviewed here have elicited positive reports from stakeholders, but the utility of these measures, as they have been conceptualized, is questioned. The findings of this review suggest future research directions that are also examined. En ligne : http://dx.doi.org/10.1016/j.rasd.2006.10.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=148 [article] A review of interventions to reduce challenging behavior in school settings for students with autism spectrum disorders [Texte imprimé et/ou numérique] / Wendy MACHALICEK, Auteur ; Jeff SIGAFOOS, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur ; Natasha BERETVAS, Auteur . - 2007 . - p.229-246. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 1-3 (July/September 2007) . - p.229-246 Mots-clés : Challenging-behavior Autism-spectrum-disorders Schools Index. décimale : PER Périodiques Résumé : This review evaluates research on the treatment of challenging behavior in school settings for students with autism spectrum disorders (ASD). Electronic database searches were carried out to identify studies published between 1995 and 2005. Twenty-six studies were identified. A variety of procedures were implemented in these studies to decrease challenging behavior in classrooms. These procedures were classified into four groups: (a) antecedent manipulations, (b) change in instructional context, (c) differential reinforcement, and (d) self-management techniques. The results of these studies indicated that all four classes of procedures were generally effective in reducing challenging behavior. These results are discussed in relation to four issues: (a) the characteristics of the participants, (b) assessment procedures carried out prior to intervention, (c) the feasibility of classroom treatment, and (d) the social validity of intervention procedures. Surprisingly, the effectiveness of a procedure did not seem to be related to completion of a prior functional behavior assessment (FBA). Also, the reported measures of social validity in the studies reviewed here have elicited positive reports from stakeholders, but the utility of these measures, as they have been conceptualized, is questioned. The findings of this review suggest future research directions that are also examined. En ligne : http://dx.doi.org/10.1016/j.rasd.2006.10.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=148

A review of school-based instructional interventions for students with autism spectrum disorders / Wendy MACHALICEK in Research in Autism Spectrum Disorders, 2-3 (July / September 2008)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 2-3 (July / September 2008) . - p.395-416 Titre : A review of school-based instructional interventions for students with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Wendy MACHALICEK, Auteur ; Jeff SIGAFOOS, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur ; Natasha BERETVAS, Auteur ; Russell B. LANG, Auteur ; Audrey SORRELLS, Auteur ; Mandy RISPOLI, Auteur Année de publication : 2008 Article en page(s) : p.395-416 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This review evaluates school-based instructional research for students with autism spectrum disorders (ASD). Electronic database searches identified 45 studies (n = 118 participants) published between 1995 and 2005. These studies were classified into five curricular areas: (a) academic skills, (b) communication skills, (c) functional life skills, (d) play, and (e) social skills. The results of the reviewed studies indicated effective instructional methods and several trends across curricular areas. Fewer than half of the studies (n = 20) assessed the generalization of skills to different settings and stimuli. A minority of the studies (n = 19) assessed the maintenance of skills. Very few studies reported student characteristics, such as cultural background. Additionally, many studies did not address the social validity of instructional interventions or have used inadequate procedures to judge the perceptions of stakeholders. In light of these findings, several relevant areas for future research are proposed. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.07.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546 [article] A review of school-based instructional interventions for students with autism spectrum disorders [Texte imprimé et/ou numérique] / Wendy MACHALICEK, Auteur ; Jeff SIGAFOOS, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur ; Natasha BERETVAS, Auteur ; Russell B. LANG, Auteur ; Audrey SORRELLS, Auteur ; Mandy RISPOLI, Auteur . - 2008 . - p.395-416. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 2-3 (July / September 2008) . - p.395-416 Index. décimale : PER Périodiques Résumé : This review evaluates school-based instructional research for students with autism spectrum disorders (ASD). Electronic database searches identified 45 studies (n = 118 participants) published between 1995 and 2005. These studies were classified into five curricular areas: (a) academic skills, (b) communication skills, (c) functional life skills, (d) play, and (e) social skills. The results of the reviewed studies indicated effective instructional methods and several trends across curricular areas. Fewer than half of the studies (n = 20) assessed the generalization of skills to different settings and stimuli. A minority of the studies (n = 19) assessed the maintenance of skills. Very few studies reported student characteristics, such as cultural background. Additionally, many studies did not address the social validity of instructional interventions or have used inadequate procedures to judge the perceptions of stakeholders. In light of these findings, several relevant areas for future research are proposed. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.07.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546

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