Dépouillements

Aggression Is Associated With Social Adaptive Functioning in Children With ASD and Anxiety / Carla B. KALVIN in Focus on Autism and Other Developmental Disabilities, 38-3 (September 2023)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 38-3 (September 2023) . - p.168-176 Titre : Aggression Is Associated With Social Adaptive Functioning in Children With ASD and Anxiety Type de document : Texte imprimé et/ou numérique Auteurs : Carla B. KALVIN, Auteur ; Rebecca JORDAN, Auteur ; Sonia ROWLEY, Auteur ; Anna L. WEIS, Auteur ; Karim IBRAHIM, Auteur ; Denis G. SUKHODOLSKY, Auteur Article en page(s) : p.168-176 Langues : Anglais (eng) Mots-clés : autism spectrum disorders;functional skills;independence;social skills;socialization Index. décimale : PER Périodiques Résumé : Social adaptive functioning is notably compromised and may be further impaired by aggressive behavior in children with autism spectrum disorder (ASD). This study examined the association between aggressive behavior and social adaptive skills in children with ASD and the contribution of aggressive behavior to social adaptive skills in a combined sample of children with and without ASD. Participants consisted of children, ages 8 to 15 years, with ASD (n = 52) and who were typically developing (n = 29). Results indicate that aggressive behavior is negatively associated with social adaptive skills in children with ASD and that it contributes to reduced social adaptive functioning above and beyond ASD diagnosis. Findings underscore the importance of considering the role of aggressive behavior when evaluating and promoting social functioning in children with ASD. En ligne : http://dx.doi.org/10.1177/10883576231165265 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509 [article] Aggression Is Associated With Social Adaptive Functioning in Children With ASD and Anxiety [Texte imprimé et/ou numérique] / Carla B. KALVIN, Auteur ; Rebecca JORDAN, Auteur ; Sonia ROWLEY, Auteur ; Anna L. WEIS, Auteur ; Karim IBRAHIM, Auteur ; Denis G. SUKHODOLSKY, Auteur . - p.168-176. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 38-3 (September 2023) . - p.168-176 Mots-clés : autism spectrum disorders;functional skills;independence;social skills;socialization Index. décimale : PER Périodiques Résumé : Social adaptive functioning is notably compromised and may be further impaired by aggressive behavior in children with autism spectrum disorder (ASD). This study examined the association between aggressive behavior and social adaptive skills in children with ASD and the contribution of aggressive behavior to social adaptive skills in a combined sample of children with and without ASD. Participants consisted of children, ages 8 to 15 years, with ASD (n = 52) and who were typically developing (n = 29). Results indicate that aggressive behavior is negatively associated with social adaptive skills in children with ASD and that it contributes to reduced social adaptive functioning above and beyond ASD diagnosis. Findings underscore the importance of considering the role of aggressive behavior when evaluating and promoting social functioning in children with ASD. En ligne : http://dx.doi.org/10.1177/10883576231165265 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509

An Evidence-Based Practice Synthesis of Virtual Manipulatives for Students With ASD and IDD / Holly M. LONG in Focus on Autism and Other Developmental Disabilities, 38-3 (September 2023)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 38-3 (September 2023) . - p.147-157 Titre : An Evidence-Based Practice Synthesis of Virtual Manipulatives for Students With ASD and IDD Type de document : Texte imprimé et/ou numérique Auteurs : Holly M. LONG, Auteur ; Emily C. BOUCK, Auteur ; Hailey KELLY, Auteur Article en page(s) : p.147-157 Langues : Anglais (eng) Mots-clés : autism spectrum disorders;evidence-based practices;special education Index. décimale : PER Périodiques Résumé : Virtual manipulatives are increasingly being used to support students with autism spectrum disorder and intellectual and developmental disability (ASD/IDD), in mathematics. However, to date, virtual manipulatives have not been examined or classified as an evidence-based practice for students with ASD/IDD, despite classifications of virtual manipulatives as evidence-based for students with learning disabilities (LD; Park, Bouck, & Fisher, 2021) and concrete manipulatives as evidence-based for students with ASD/IDD (Spooner et al., 2019). The purpose of this review was to assess the current state of the literature on virtual manipulatives and determine whether virtual manipulatives are an evidence-based practice for students with ASD/IDD. Eighteen of the 24 articles located for the review met quality indicators according to Cook et al. (2014) and presented positive results for the 42 students. The authors of this synthesis concluded virtual manipulatives broadly-and virtual manipulative-based instructional sequences disaggregated-are evidence-based practices in mathematics for students with ASD/IDD. En ligne : http://dx.doi.org/10.1177/10883576221121654 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509 [article] An Evidence-Based Practice Synthesis of Virtual Manipulatives for Students With ASD and IDD [Texte imprimé et/ou numérique] / Holly M. LONG, Auteur ; Emily C. BOUCK, Auteur ; Hailey KELLY, Auteur . - p.147-157. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 38-3 (September 2023) . - p.147-157 Mots-clés : autism spectrum disorders;evidence-based practices;special education Index. décimale : PER Périodiques Résumé : Virtual manipulatives are increasingly being used to support students with autism spectrum disorder and intellectual and developmental disability (ASD/IDD), in mathematics. However, to date, virtual manipulatives have not been examined or classified as an evidence-based practice for students with ASD/IDD, despite classifications of virtual manipulatives as evidence-based for students with learning disabilities (LD; Park, Bouck, & Fisher, 2021) and concrete manipulatives as evidence-based for students with ASD/IDD (Spooner et al., 2019). The purpose of this review was to assess the current state of the literature on virtual manipulatives and determine whether virtual manipulatives are an evidence-based practice for students with ASD/IDD. Eighteen of the 24 articles located for the review met quality indicators according to Cook et al. (2014) and presented positive results for the 42 students. The authors of this synthesis concluded virtual manipulatives broadly-and virtual manipulative-based instructional sequences disaggregated-are evidence-based practices in mathematics for students with ASD/IDD. En ligne : http://dx.doi.org/10.1177/10883576221121654 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509

Impact of an IEP Goal Builder on Social Goals for Autistic Students / Eve MULLER in Focus on Autism and Other Developmental Disabilities, 38-3 (September 2023)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 38-3 (September 2023) . - p.177-187 Titre : Impact of an IEP Goal Builder on Social Goals for Autistic Students Type de document : Texte imprimé et/ou numérique Auteurs : Eve MULLER, Auteur ; Caitlin WOOD, Auteur ; Lynn CANNON, Auteur ; Deb CHILDRESS, Auteur Article en page(s) : p.177-187 Langues : Anglais (eng) Mots-clés : autism;social cognition;social and emotional learning;assessment;IEP goals Index. décimale : PER Périodiques Résumé : This pilot study examined (a) the perceived barriers to creating high-quality social and emotional learning (SEL) IEP goals for autistic students without intellectual disabilities, and (b) the impact of using a data-driven SEL IEP goal builder-a key component of the Ivymount Social Cognition Instructional Package (IvySCIP)-on the quality of SEL IEP goals. Based on data from 40 instructor/student dyads, we found the following: First, based on phone interviews, instructors identified a number of significant barriers to the creation of SEL IEP goals for this population, including lack of ability to reliably assess students' SEL strengths and needs, lack of a goal builder/goal bank, and lack of comprehensive, data-driven support for generating SEL goals and tracking progress toward goal mastery. Interviewees agreed that IvySCIP effectively addressed these barriers. Second, based on a comparison of pre-intervention SEL IEP goals and those created using the IvySCIP goal builder, the quality of instructors' IEP goals appeared to improve after introduction of the goal builder, with post-intervention goals significantly more likely to include settings, givens, specific/demonstrable behavior being targeted, and measurement criteria to ensure meaningful progress monitoring. Post-intervention goals also drew more equitably from a range of SEL domains. En ligne : http://dx.doi.org/10.1177/10883576221125488 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509 [article] Impact of an IEP Goal Builder on Social Goals for Autistic Students [Texte imprimé et/ou numérique] / Eve MULLER, Auteur ; Caitlin WOOD, Auteur ; Lynn CANNON, Auteur ; Deb CHILDRESS, Auteur . - p.177-187. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 38-3 (September 2023) . - p.177-187 Mots-clés : autism;social cognition;social and emotional learning;assessment;IEP goals Index. décimale : PER Périodiques Résumé : This pilot study examined (a) the perceived barriers to creating high-quality social and emotional learning (SEL) IEP goals for autistic students without intellectual disabilities, and (b) the impact of using a data-driven SEL IEP goal builder-a key component of the Ivymount Social Cognition Instructional Package (IvySCIP)-on the quality of SEL IEP goals. Based on data from 40 instructor/student dyads, we found the following: First, based on phone interviews, instructors identified a number of significant barriers to the creation of SEL IEP goals for this population, including lack of ability to reliably assess students' SEL strengths and needs, lack of a goal builder/goal bank, and lack of comprehensive, data-driven support for generating SEL goals and tracking progress toward goal mastery. Interviewees agreed that IvySCIP effectively addressed these barriers. Second, based on a comparison of pre-intervention SEL IEP goals and those created using the IvySCIP goal builder, the quality of instructors' IEP goals appeared to improve after introduction of the goal builder, with post-intervention goals significantly more likely to include settings, givens, specific/demonstrable behavior being targeted, and measurement criteria to ensure meaningful progress monitoring. Post-intervention goals also drew more equitably from a range of SEL domains. En ligne : http://dx.doi.org/10.1177/10883576221125488 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509

Teacher-Reported Classroom Strategies and Techniques for Students With Autism Spectrum Disorder / Courtney A. PAISLEY in Focus on Autism and Other Developmental Disabilities, 38-3 (September 2023)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 38-3 (September 2023) . - p.158-167 Titre : Teacher-Reported Classroom Strategies and Techniques for Students With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Courtney A. PAISLEY, Auteur ; Sophia W. ELDRED, Auteur ; Ashley CAWLEY, Auteur ; Theodore S. TOMENY, Auteur Article en page(s) : p.158-167 Langues : Anglais (eng) Mots-clés : autism spectrum disorders;teacher training;personnel preparation;intervention;educational;evidence-based practices;special education Index. décimale : PER Périodiques Résumé : Teachers' training in and knowledge of autism spectrum disorder (ASD)-specific evidence-based practices (EBPs) vary widely. While researchers continue to develop and disseminate evidence-based interventions, the research-to-practice gap between these interventions and implementation within school settings remains an ongoing challenge. This study examined qualitative responses from teachers regarding their knowledge of ASD-specific EBPs and the strategies used in their own classrooms. Results found that about a quarter of the sample of teachers surveyed correctly identified at least one ASD-specific EBP and reported using at least one ASD-specific EBP in their classrooms. While just more than half of a subsample of teachers reported using at least one ASD-specific EBP in their classrooms, just less than half accurately identified and categorized these practices as such. These findings highlight gaps and discrepancies in teachers' reported knowledge and application of ASD-specific EBPs and point to the importance of continued education to increase evidence-based classroom practices. En ligne : http://dx.doi.org/10.1177/10883576221125485 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509 [article] Teacher-Reported Classroom Strategies and Techniques for Students With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Courtney A. PAISLEY, Auteur ; Sophia W. ELDRED, Auteur ; Ashley CAWLEY, Auteur ; Theodore S. TOMENY, Auteur . - p.158-167. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 38-3 (September 2023) . - p.158-167 Mots-clés : autism spectrum disorders;teacher training;personnel preparation;intervention;educational;evidence-based practices;special education Index. décimale : PER Périodiques Résumé : Teachers' training in and knowledge of autism spectrum disorder (ASD)-specific evidence-based practices (EBPs) vary widely. While researchers continue to develop and disseminate evidence-based interventions, the research-to-practice gap between these interventions and implementation within school settings remains an ongoing challenge. This study examined qualitative responses from teachers regarding their knowledge of ASD-specific EBPs and the strategies used in their own classrooms. Results found that about a quarter of the sample of teachers surveyed correctly identified at least one ASD-specific EBP and reported using at least one ASD-specific EBP in their classrooms. While just more than half of a subsample of teachers reported using at least one ASD-specific EBP in their classrooms, just less than half accurately identified and categorized these practices as such. These findings highlight gaps and discrepancies in teachers' reported knowledge and application of ASD-specific EBPs and point to the importance of continued education to increase evidence-based classroom practices. En ligne : http://dx.doi.org/10.1177/10883576221125485 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509

Use of an App With Embedded Video Modeling to Increase Eye Contact / Shamby C. POLYCHRONIS in Focus on Autism and Other Developmental Disabilities, 38-3 (September 2023)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 38-3 (September 2023) . - p.199-208 Titre : Use of an App With Embedded Video Modeling to Increase Eye Contact Type de document : Texte imprimé et/ou numérique Auteurs : Shamby C. POLYCHRONIS, Auteur ; Andrea JOHNSON, Auteur ; Russell J. THELIN, Auteur ; Dennis L. EGGETT, Auteur ; Jaime CHRISTENSEN, Auteur Article en page(s) : p.199-208 Langues : Anglais (eng) Mots-clés : autism spectrum disorder;eye contact;video modeling;mobile apps Index. décimale : PER Périodiques Résumé : The use of mobile applications (apps) is popular among parents and teachers due to their cost-effectiveness and ease of implementation, and the number of apps with the specific aim to increase eye contact for children with autism is growing rapidly. However, research is limited to assess the efficiency of the majority of the apps available for educational purposes. This study was conducted to determine whether the addition of video modeling via an app to ongoing classroom instruction could increase eye contact with familiar and unfamiliar people in children with autism spectrum disorder (ASD). An experimental pretest-posttest control group design was applied with a full intervention group, a partial intervention group, and a control group. Forty-four U.S. students diagnosed with ASD, in kindergarten through third grade, engaged with social skill modules using an iPad app called We Are Friends. The frequency and duration of eye contact were measured. A 3-month follow-up test was given to determine maintenance. Results suggest the addition of the app was effective in increasing eye contact in children with ASD with both familiar and unfamiliar individuals. En ligne : http://dx.doi.org/10.1177/10883576221124805 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509 [article] Use of an App With Embedded Video Modeling to Increase Eye Contact [Texte imprimé et/ou numérique] / Shamby C. POLYCHRONIS, Auteur ; Andrea JOHNSON, Auteur ; Russell J. THELIN, Auteur ; Dennis L. EGGETT, Auteur ; Jaime CHRISTENSEN, Auteur . - p.199-208. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 38-3 (September 2023) . - p.199-208 Mots-clés : autism spectrum disorder;eye contact;video modeling;mobile apps Index. décimale : PER Périodiques Résumé : The use of mobile applications (apps) is popular among parents and teachers due to their cost-effectiveness and ease of implementation, and the number of apps with the specific aim to increase eye contact for children with autism is growing rapidly. However, research is limited to assess the efficiency of the majority of the apps available for educational purposes. This study was conducted to determine whether the addition of video modeling via an app to ongoing classroom instruction could increase eye contact with familiar and unfamiliar people in children with autism spectrum disorder (ASD). An experimental pretest-posttest control group design was applied with a full intervention group, a partial intervention group, and a control group. Forty-four U.S. students diagnosed with ASD, in kindergarten through third grade, engaged with social skill modules using an iPad app called We Are Friends. The frequency and duration of eye contact were measured. A 3-month follow-up test was given to determine maintenance. Results suggest the addition of the app was effective in increasing eye contact in children with ASD with both familiar and unfamiliar individuals. En ligne : http://dx.doi.org/10.1177/10883576221124805 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509

Effects of Behavioral Skills Training With Video Modeling and In Situ Training on Workplace Conversational Skills of Students With Autism / Holly N. WHITTENBURG in Focus on Autism and Other Developmental Disabilities, 38-3 (September 2023)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 38-3 (September 2023) . - p.188-198 Titre : Effects of Behavioral Skills Training With Video Modeling and In Situ Training on Workplace Conversational Skills of Students With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Holly N. WHITTENBURG, Auteur ; Yaoying XU, Auteur ; Colleen A. THOMA, Auteur ; Carol SCHALL, Auteur ; Whitney HAM, Auteur Article en page(s) : p.188-198 Langues : Anglais (eng) Mots-clés : autism;transition;employment;behavioral skills training;in situ training;social communication skills Index. décimale : PER Périodiques Résumé : This study investigated the effects of behavioral skills training (BST) with video modeling and in situ training on workplace conversational skills of four transition-age students with autism enrolled in a U.S. community-based internship program. Intervention sessions began with BST, which included direct instruction, video modeling, conversational practice, and feedback on practice performance, and concluded with in situ training, during which participants conversed with coworkers in their internship settings. Data were collected on participants' accuracy in conversing with coworkers through mock conversations and in situ trials in internship settings. Findings demonstrated a functional relation between the implementation of the intervention package and increases in skill accuracy on in situ trials for all participants. Substantive improvements in participants' mock conversation scores within training settings were also noted. Findings highlight the importance of in situ training and how video modeling can be incorporated within a BST instructional sequence. En ligne : http://dx.doi.org/10.1177/10883576221127971 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509 [article] Effects of Behavioral Skills Training With Video Modeling and In Situ Training on Workplace Conversational Skills of Students With Autism [Texte imprimé et/ou numérique] / Holly N. WHITTENBURG, Auteur ; Yaoying XU, Auteur ; Colleen A. THOMA, Auteur ; Carol SCHALL, Auteur ; Whitney HAM, Auteur . - p.188-198. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 38-3 (September 2023) . - p.188-198 Mots-clés : autism;transition;employment;behavioral skills training;in situ training;social communication skills Index. décimale : PER Périodiques Résumé : This study investigated the effects of behavioral skills training (BST) with video modeling and in situ training on workplace conversational skills of four transition-age students with autism enrolled in a U.S. community-based internship program. Intervention sessions began with BST, which included direct instruction, video modeling, conversational practice, and feedback on practice performance, and concluded with in situ training, during which participants conversed with coworkers in their internship settings. Data were collected on participants' accuracy in conversing with coworkers through mock conversations and in situ trials in internship settings. Findings demonstrated a functional relation between the implementation of the intervention package and increases in skill accuracy on in situ trials for all participants. Substantive improvements in participants' mock conversation scores within training settings were also noted. Findings highlight the importance of in situ training and how video modeling can be incorporated within a BST instructional sequence. En ligne : http://dx.doi.org/10.1177/10883576221127971 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509