Evaluation of the concurrent validity of a skills assessment for autism treatment / Angela PERSICKE in Research in Autism Spectrum Disorders, 8-3 (March 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-3 (March 2014) . - p.281-285 Titre : Evaluation of the concurrent validity of a skills assessment for autism treatment Type de document : Texte imprimé et/ou numérique Auteurs : Angela PERSICKE, Auteur ; Michele R. BISHOP, Auteur ; Christine M. COFFMAN, Auteur ; Adel C. NAJDOWSKI, Auteur ; Jonathan TARBOX, Auteur ; Kellee CHI, Auteur ; Dennis R. DIXON, Auteur ; Doreen GRANPEESHEH, Auteur ; Amanda N. ADAMS, Auteur ; Jina JANG, Auteur ; Jennifer RANICK, Auteur ; Megan ST. CLAIR, Auteur ; Amy KENZER, Auteur ; Sara S. SHARAF, Auteur ; Amanda DEERING, Auteur Article en page(s) : p.281-285 Langues : Anglais (eng) Mots-clés : Skills assessment  Curriculum  Validity Index. décimale : PER Périodiques Résumé : Abstract Accurate assessment is a critical prerequisite to meaningful curriculum programming for skill acquisition with children with autism spectrum disorder. The purpose of this study was to determine the validity of an indirect skills assessment. Concurrent validity of the assessment was evaluated by contrasting parent responses to participants’ abilities, as indicated by direct observation of those skills. The degree to which parent report and direct observation were in agreement was measured by Pearson correlation coefficient for each curriculum area. Results indicated moderate to very high levels of agreement between parent report and direct observation of the behaviors. Results are discussed in terms of implications for efficiency of assessment and treatment. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.12.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=224 [article] Evaluation of the concurrent validity of a skills assessment for autism treatment [Texte imprimé et/ou numérique] / Angela PERSICKE, Auteur ; Michele R. BISHOP, Auteur ; Christine M. COFFMAN, Auteur ; Adel C. NAJDOWSKI, Auteur ; Jonathan TARBOX, Auteur ; Kellee CHI, Auteur ; Dennis R. DIXON, Auteur ; Doreen GRANPEESHEH, Auteur ; Amanda N. ADAMS, Auteur ; Jina JANG, Auteur ; Jennifer RANICK, Auteur ; Megan ST. CLAIR, Auteur ; Amy KENZER, Auteur ; Sara S. SHARAF, Auteur ; Amanda DEERING, Auteur . - p.281-285. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-3 (March 2014) . - p.281-285 Mots-clés : Skills assessment  Curriculum  Validity Index. décimale : PER Périodiques Résumé : Abstract Accurate assessment is a critical prerequisite to meaningful curriculum programming for skill acquisition with children with autism spectrum disorder. The purpose of this study was to determine the validity of an indirect skills assessment. Concurrent validity of the assessment was evaluated by contrasting parent responses to participants’ abilities, as indicated by direct observation of those skills. The degree to which parent report and direct observation were in agreement was measured by Pearson correlation coefficient for each curriculum area. Results indicated moderate to very high levels of agreement between parent report and direct observation of the behaviors. Results are discussed in terms of implications for efficiency of assessment and treatment. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.12.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=224

Teaching children with autism to attend to socially relevant stimuli / Angela PERSICKE in Research in Autism Spectrum Disorders, 7-12 (December 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-12 (December 2013) . - p.1551-1557 Titre : Teaching children with autism to attend to socially relevant stimuli Type de document : Texte imprimé et/ou numérique Auteurs : Angela PERSICKE, Auteur ; Megan ST. CLAIR, Auteur ; Jonathan TARBOX, Auteur ; Adel NAJDOWSKI, Auteur ; Jennifer RANICK, Auteur ; Yue YU, Auteur ; Yanicka L. DE NOCKER, Auteur Article en page(s) : p.1551-1557 Langues : Anglais (eng) Mots-clés : Autism  Attention  Shifting attention  Executive function  Social stimuli Index. décimale : PER Périodiques Résumé : Abstract Research has shown that children with autism often fail to attend to relevant stimuli in social situations, likely resulting in unsuccessful or absent social interactions. The purpose of this study was to teach children with autism to attend to stimuli with socially relevant features. Specifically, this study evaluated a teaching package including rules, modeling, role play, and specific feedback across multiple exemplars to teach children with autism to attend and respond to others’ bids for social attention (e.g., “Whoa!” or “Ouch!”). Three participants successfully learned to shift attention toward others and emit a response to gain more information in response to a socially relevant stimulus. Furthermore, generalization was observed across novel exemplars and people. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.09.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219 [article] Teaching children with autism to attend to socially relevant stimuli [Texte imprimé et/ou numérique] / Angela PERSICKE, Auteur ; Megan ST. CLAIR, Auteur ; Jonathan TARBOX, Auteur ; Adel NAJDOWSKI, Auteur ; Jennifer RANICK, Auteur ; Yue YU, Auteur ; Yanicka L. DE NOCKER, Auteur . - p.1551-1557. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-12 (December 2013) . - p.1551-1557 Mots-clés : Autism  Attention  Shifting attention  Executive function  Social stimuli Index. décimale : PER Périodiques Résumé : Abstract Research has shown that children with autism often fail to attend to relevant stimuli in social situations, likely resulting in unsuccessful or absent social interactions. The purpose of this study was to teach children with autism to attend to stimuli with socially relevant features. Specifically, this study evaluated a teaching package including rules, modeling, role play, and specific feedback across multiple exemplars to teach children with autism to attend and respond to others’ bids for social attention (e.g., “Whoa!” or “Ouch!”). Three participants successfully learned to shift attention toward others and emit a response to gain more information in response to a socially relevant stimulus. Furthermore, generalization was observed across novel exemplars and people. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.09.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219

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