Dépouillements

The Exploration of a Low-Intensity Paraprofessional-Delivered Peer Training in Inclusive High School Classrooms / Karen H. DOUGLAS in Focus on Autism and Other Developmental Disabilities, 38-4 (December 2023)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 38-4 (December 2023) . - p.223-233 Titre : The Exploration of a Low-Intensity Paraprofessional-Delivered Peer Training in Inclusive High School Classrooms Type de document : Texte imprimé et/ou numérique Auteurs : Karen H. DOUGLAS, Auteur Article en page(s) : p.223-233 Langues : Anglais (eng) Mots-clés : paraprofessional  peer training  social communication  inclusion  high school Index. décimale : PER Périodiques Résumé : Social competence is an essential skill that can be promoted in inclusive high school classrooms. For high school students with developmental disabilities, peer-mediated interventions have shown promise for increasing social communication with feasible implementation. This study focused on increasing the appropriate peer interactions of three high school students with autism or intellectual disabilities in inclusive general education classrooms. We used a single-case multiple probe design to evaluate the effectiveness of a low-intensity peer-mediated intervention delivered by a paraprofessional to six peer partners. Our visual analysis of the data resulted in determining a functional relation between the intervention and students' appropriate peer interactions. The peer partners and educators found the goals, procedures, and outcomes to be beneficial, important, and practical. We also discuss the implications, limitations, and ideas for future research. En ligne : https://dx.doi.org/10.1177/10883576221137906 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515 [article] The Exploration of a Low-Intensity Paraprofessional-Delivered Peer Training in Inclusive High School Classrooms [Texte imprimé et/ou numérique] / Karen H. DOUGLAS, Auteur . - p.223-233. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 38-4 (December 2023) . - p.223-233 Mots-clés : paraprofessional  peer training  social communication  inclusion  high school Index. décimale : PER Périodiques Résumé : Social competence is an essential skill that can be promoted in inclusive high school classrooms. For high school students with developmental disabilities, peer-mediated interventions have shown promise for increasing social communication with feasible implementation. This study focused on increasing the appropriate peer interactions of three high school students with autism or intellectual disabilities in inclusive general education classrooms. We used a single-case multiple probe design to evaluate the effectiveness of a low-intensity peer-mediated intervention delivered by a paraprofessional to six peer partners. Our visual analysis of the data resulted in determining a functional relation between the intervention and students' appropriate peer interactions. The peer partners and educators found the goals, procedures, and outcomes to be beneficial, important, and practical. We also discuss the implications, limitations, and ideas for future research. En ligne : https://dx.doi.org/10.1177/10883576221137906 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515

Teaching Cartesian Product Problem Solving to Students With Autism Spectrum Disorder Using a Conceptual Model-Based Approach / Irene POLO-BLANCO ; Rocío BLANCO ; Juncal GOÑI-CERVERA in Focus on Autism and Other Developmental Disabilities, 38-4 (December 2023)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 38-4 (December 2023) . - p.245-257 Titre : Teaching Cartesian Product Problem Solving to Students With Autism Spectrum Disorder Using a Conceptual Model-Based Approach Type de document : Texte imprimé et/ou numérique Auteurs : Irene POLO-BLANCO, Auteur ; Rocío BLANCO, Auteur ; Juncal GOÑI-CERVERA, Auteur Article en page(s) : p.245-257 Langues : Anglais (eng) Mots-clés : Cartesian product problems  autism spectrum disorder  COMPS  conceptual model-based mathematics problems solving Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder frequently face challenges when learning mathematical concepts. For example, they may have difficulties solving mathematical word problems, in particular Cartesian product problems. This research is a case study with a multiple probe design in which the participants were three Spanish students diagnosed with autism spectrum disorder. A conceptual model-based problem-solving approach adapted to the characteristics of the participants was used to teach them how to solve Cartesian product word problems introduced sequentially in the instruction (first multiplication, then division, and finally both operations). The results show a functional relationship between the intervention and the students' performance. The three participants generalized their learning to two-operation Cartesian product problems (an addition and a multiplication). Moreover, two of them retained what they learned 6 weeks after completing the instruction. The implications for teaching this and other mathematical content to students with autism are discussed. En ligne : https://dx.doi.org/10.1177/10883576221121806 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515 [article] Teaching Cartesian Product Problem Solving to Students With Autism Spectrum Disorder Using a Conceptual Model-Based Approach [Texte imprimé et/ou numérique] / Irene POLO-BLANCO, Auteur ; Rocío BLANCO, Auteur ; Juncal GOÑI-CERVERA, Auteur . - p.245-257. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 38-4 (December 2023) . - p.245-257 Mots-clés : Cartesian product problems  autism spectrum disorder  COMPS  conceptual model-based mathematics problems solving Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder frequently face challenges when learning mathematical concepts. For example, they may have difficulties solving mathematical word problems, in particular Cartesian product problems. This research is a case study with a multiple probe design in which the participants were three Spanish students diagnosed with autism spectrum disorder. A conceptual model-based problem-solving approach adapted to the characteristics of the participants was used to teach them how to solve Cartesian product word problems introduced sequentially in the instruction (first multiplication, then division, and finally both operations). The results show a functional relationship between the intervention and the students' performance. The three participants generalized their learning to two-operation Cartesian product problems (an addition and a multiplication). Moreover, two of them retained what they learned 6 weeks after completing the instruction. The implications for teaching this and other mathematical content to students with autism are discussed. En ligne : https://dx.doi.org/10.1177/10883576221121806 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515

A Mixed-Methods Study to Examine Dietary Intake of Children With Autism Spectrum Disorder and Parental Perspectives on Nutrition in Florida / Acadia W. BURO ; Chantell ROBINSON ; Nicole SLYE ; Wei WANG ; Sweta SINHA ; Russell S. KIRBY ; Karen BERKMAN ; Heather AGAZZI ; Emily SHAFFER-HUDKINS ; Jennifer MARSHALL in Focus on Autism and Other Developmental Disabilities, 38-4 (December 2023)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 38-4 (December 2023) . - p.258-267 Titre : A Mixed-Methods Study to Examine Dietary Intake of Children With Autism Spectrum Disorder and Parental Perspectives on Nutrition in Florida Type de document : Texte imprimé et/ou numérique Auteurs : Acadia W. BURO, Auteur ; Chantell ROBINSON, Auteur ; Nicole SLYE, Auteur ; Wei WANG, Auteur ; Sweta SINHA, Auteur ; Russell S. KIRBY, Auteur ; Karen BERKMAN, Auteur ; Heather AGAZZI, Auteur ; Emily SHAFFER-HUDKINS, Auteur ; Jennifer MARSHALL, Auteur Article en page(s) : p.258-267 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  young children  diet  parent  feeding Index. décimale : PER Périodiques Résumé : This study aimed to examine dietary nutrient intake and parental perspectives on nutrition in a diverse sample (e.g., age, ethnicity) of children with autism spectrum disorder (ASD) in the U.S. state of Florida. Forty-one parents of children with ASD (ages 2-17 years) completed a food record, and 25 of these parents participated in semi-structured focus groups. Children with ASD were significantly less likely to meet the recommendation for calcium compared with children in the general population (66.7% vs. 53.1%, odds ratio [OR] = 3.1; p = .002). Riboflavin and vitamin B12 intakes were significantly lower among children with ASD (p < .001). Focus group results indicated parental concerns on children?s diet and mealtime behaviors. Parents discussed the quality of existing nutrition information to be a concern, reported wanting intervention content on effective feeding strategies and healthy eating specific to children with ASD, and wanted to receive a nutrition intervention in multiple delivery formats. These findings will be utilized in developing a nutrition education intervention. En ligne : https://dx.doi.org/10.1177/10883576221136449 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515 [article] A Mixed-Methods Study to Examine Dietary Intake of Children With Autism Spectrum Disorder and Parental Perspectives on Nutrition in Florida [Texte imprimé et/ou numérique] / Acadia W. BURO, Auteur ; Chantell ROBINSON, Auteur ; Nicole SLYE, Auteur ; Wei WANG, Auteur ; Sweta SINHA, Auteur ; Russell S. KIRBY, Auteur ; Karen BERKMAN, Auteur ; Heather AGAZZI, Auteur ; Emily SHAFFER-HUDKINS, Auteur ; Jennifer MARSHALL, Auteur . - p.258-267. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 38-4 (December 2023) . - p.258-267 Mots-clés : autism spectrum disorders  young children  diet  parent  feeding Index. décimale : PER Périodiques Résumé : This study aimed to examine dietary nutrient intake and parental perspectives on nutrition in a diverse sample (e.g., age, ethnicity) of children with autism spectrum disorder (ASD) in the U.S. state of Florida. Forty-one parents of children with ASD (ages 2-17 years) completed a food record, and 25 of these parents participated in semi-structured focus groups. Children with ASD were significantly less likely to meet the recommendation for calcium compared with children in the general population (66.7% vs. 53.1%, odds ratio [OR] = 3.1; p = .002). Riboflavin and vitamin B12 intakes were significantly lower among children with ASD (p < .001). Focus group results indicated parental concerns on children?s diet and mealtime behaviors. Parents discussed the quality of existing nutrition information to be a concern, reported wanting intervention content on effective feeding strategies and healthy eating specific to children with ASD, and wanted to receive a nutrition intervention in multiple delivery formats. These findings will be utilized in developing a nutrition education intervention. En ligne : https://dx.doi.org/10.1177/10883576221136449 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515

The Effects of Community Preschool Characteristics on Developmental Outcomes for Students With Autism Spectrum Disorder / Samantha CRABBE ; Steven C. MARCUS ; David S. MANDELL in Focus on Autism and Other Developmental Disabilities, 38-4 (December 2023)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 38-4 (December 2023) . - p.268-282 Titre : The Effects of Community Preschool Characteristics on Developmental Outcomes for Students With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Samantha CRABBE, Auteur ; Steven C. MARCUS, Auteur ; David S. MANDELL, Auteur Article en page(s) : p.268-282 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  preschool  early intervention  inclusion Index. décimale : PER Périodiques Résumé : This study examined factors associated with 9-month outcomes of 78 preschoolers with autism spectrum disorder ([ASD]; 66 males, mean age = 44.8 [7.0] months) receiving preschool special education services. Use of recommended intervention practices was observed in each student?s primary educational setting: autism-only (n = 28), mixed-disability (n = 25), and general early education (n = 25). Recommended practice use across setting types and developmental changes were compared using generalized estimating equations. Autism-only settings had the highest implementation of classroom structure, classroom environment, and curriculum and instruction. General early education had greater implementation of practices to support social and peer relationships. Supporting social and peer relationships was the largest predictor of gains, controlling for setting type; the association was greater for children with lower initial receptive language or developmental skills. These findings highlight the importance of supporting and promoting peer engagement in students with ASD across preschool placement types. En ligne : https://dx.doi.org/10.1177/10883576221133495 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515 [article] The Effects of Community Preschool Characteristics on Developmental Outcomes for Students With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Samantha CRABBE, Auteur ; Steven C. MARCUS, Auteur ; David S. MANDELL, Auteur . - p.268-282. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 38-4 (December 2023) . - p.268-282 Mots-clés : autism spectrum disorders  preschool  early intervention  inclusion Index. décimale : PER Périodiques Résumé : This study examined factors associated with 9-month outcomes of 78 preschoolers with autism spectrum disorder ([ASD]; 66 males, mean age = 44.8 [7.0] months) receiving preschool special education services. Use of recommended intervention practices was observed in each student?s primary educational setting: autism-only (n = 28), mixed-disability (n = 25), and general early education (n = 25). Recommended practice use across setting types and developmental changes were compared using generalized estimating equations. Autism-only settings had the highest implementation of classroom structure, classroom environment, and curriculum and instruction. General early education had greater implementation of practices to support social and peer relationships. Supporting social and peer relationships was the largest predictor of gains, controlling for setting type; the association was greater for children with lower initial receptive language or developmental skills. These findings highlight the importance of supporting and promoting peer engagement in students with ASD across preschool placement types. En ligne : https://dx.doi.org/10.1177/10883576221133495 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515

Efficacy of Teachers Supporting Paraeducators to Implement Functional Communication Training / Virginia L. WALKER ; Melissa C. TAPP ; Megan E. CARPENTER in Focus on Autism and Other Developmental Disabilities, 38-4 (December 2023)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 38-4 (December 2023) . - p.211-222 Titre : Efficacy of Teachers Supporting Paraeducators to Implement Functional Communication Training Type de document : Texte imprimé et/ou numérique Auteurs : Virginia L. WALKER, Auteur ; Melissa C. TAPP, Auteur ; Megan E. CARPENTER, Auteur Article en page(s) : p.211-222 Langues : Anglais (eng) Mots-clés : paraeducators  functional communication training  autism spectrum disorder Index. décimale : PER Périodiques Résumé : Functional communication training (FCT) is an evidence-based practice for individuals with autism spectrum disorder (ASD) that can be implemented by practitioners in school settings. However, few studies have explored effective and sustainable training approaches to support paraeducators in their implementation of FCT. The purpose of this study was to evaluate the effectiveness of special education teacher-delivered training on paraeducator implementation of FCT for students with ASD. Paraeducator FCT implementation included delivery of a teacher-identified response prompting system to teach a predetermined functionally equivalent communicative response. All paraeducators delivered FCT with high levels of implementation after receiving training, with two paraeducators requiring additional follow-up coaching to meet the criteria for mastery. We present implications for practice and future research directions as it relates to developing effective training systems for paraeducators who support students with ASD. En ligne : https://dx.doi.org/10.1177/10883576221130715 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515 [article] Efficacy of Teachers Supporting Paraeducators to Implement Functional Communication Training [Texte imprimé et/ou numérique] / Virginia L. WALKER, Auteur ; Melissa C. TAPP, Auteur ; Megan E. CARPENTER, Auteur . - p.211-222. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 38-4 (December 2023) . - p.211-222 Mots-clés : paraeducators  functional communication training  autism spectrum disorder Index. décimale : PER Périodiques Résumé : Functional communication training (FCT) is an evidence-based practice for individuals with autism spectrum disorder (ASD) that can be implemented by practitioners in school settings. However, few studies have explored effective and sustainable training approaches to support paraeducators in their implementation of FCT. The purpose of this study was to evaluate the effectiveness of special education teacher-delivered training on paraeducator implementation of FCT for students with ASD. Paraeducator FCT implementation included delivery of a teacher-identified response prompting system to teach a predetermined functionally equivalent communicative response. All paraeducators delivered FCT with high levels of implementation after receiving training, with two paraeducators requiring additional follow-up coaching to meet the criteria for mastery. We present implications for practice and future research directions as it relates to developing effective training systems for paraeducators who support students with ASD. En ligne : https://dx.doi.org/10.1177/10883576221130715 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515

Adaptation of the PEERS for Young Adults Social Skills Curriculum for College Students With Autism Spectrum Disorder / Ashley A. PALLATHRA ; C. Teal RAFFAELE ; Caitlin ROTHWELL ; Brendan A. RICH in Focus on Autism and Other Developmental Disabilities, 38-4 (December 2023)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 38-4 (December 2023) . - p.234-244 Titre : Adaptation of the PEERS for Young Adults Social Skills Curriculum for College Students With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Ashley A. PALLATHRA, Auteur ; C. Teal RAFFAELE, Auteur ; Caitlin ROTHWELL, Auteur ; Brendan A. RICH, Auteur Article en page(s) : p.234-244 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  social skills  socialization  adult  age  intervention Index. décimale : PER Périodiques Résumé : Young adults with autism spectrum disorder (ASD) experience a variety of unique challenges that may be compounded for individuals pursuing postsecondary education. Particular difficulties identified for college students with ASD include variability in social skills, social isolation, and reduced access to appropriate support and services. Research on effective interventions supporting college students with ASD is considerably lacking. This pilot study sought to address this area of need by modifying the Program for the Education and Enrichment of Relational Skills (PEERS) for Young Adults, a social skills training program for young adults with autism, for use on a college campus. Following the intervention, participants showed improvements in areas of social functioning that are particularly important for college students with ASD, including overall social functioning, social awareness, social motivation, social cognition, and knowledge of social skills. This study is an important step toward the development of effective interventions that address social competence specifically for young adults with autism in postsecondary educational environments. En ligne : https://dx.doi.org/10.1177/10883576221133484 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515 [article] Adaptation of the PEERS for Young Adults Social Skills Curriculum for College Students With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Ashley A. PALLATHRA, Auteur ; C. Teal RAFFAELE, Auteur ; Caitlin ROTHWELL, Auteur ; Brendan A. RICH, Auteur . - p.234-244. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 38-4 (December 2023) . - p.234-244 Mots-clés : autism spectrum disorders  social skills  socialization  adult  age  intervention Index. décimale : PER Périodiques Résumé : Young adults with autism spectrum disorder (ASD) experience a variety of unique challenges that may be compounded for individuals pursuing postsecondary education. Particular difficulties identified for college students with ASD include variability in social skills, social isolation, and reduced access to appropriate support and services. Research on effective interventions supporting college students with ASD is considerably lacking. This pilot study sought to address this area of need by modifying the Program for the Education and Enrichment of Relational Skills (PEERS) for Young Adults, a social skills training program for young adults with autism, for use on a college campus. Following the intervention, participants showed improvements in areas of social functioning that are particularly important for college students with ASD, including overall social functioning, social awareness, social motivation, social cognition, and knowledge of social skills. This study is an important step toward the development of effective interventions that address social competence specifically for young adults with autism in postsecondary educational environments. En ligne : https://dx.doi.org/10.1177/10883576221133484 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515