Dépouillements

Observations of Students With and Without Severe Disabilities in General Education Classes: A Portrait of Inclusion? / Michael TUTTLE ; Jennifer M. ASMUS ; Colleen K. MOSS ; Blair P. LLOYD in Focus on Autism and Other Developmental Disabilities, 39-1 (March 2024)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 39-1 (March 2024) . - p.3?13 Titre : Observations of Students With and Without Severe Disabilities in General Education Classes: A Portrait of Inclusion? Type de document : Texte imprimé et/ou numérique Auteurs : Michael TUTTLE, Auteur ; Jennifer M. ASMUS, Auteur ; Colleen K. MOSS, Auteur ; Blair P. LLOYD, Auteur Article en page(s) : p.3?13 Mots-clés : inclusion  adolescents  intellectual disability  autism  social interactions Index. décimale : PER Périodiques Résumé : Inclusive education is now advocated as best practice in schools. However, the extent to which adolescents with severe disabilities access the abundant social and academic experiences available in general education classes remains uncertain. We conducted multiple observations of 146 U.S. high school students with severe disabilities (including intellectual disability, autism, or multiple disabilities), who were enrolled in at least one general education class. Peer interactions with classmates tended to be very infrequent for most students with severe disabilities. Moreover, rates of peer interaction were the lowest during large-group instruction and when students were sitting next to paraprofessionals or special educators rather than with their peers. Academic engagement also varied across students and was highest during small-group instruction, during 1-on-1 work with adults, and when students sat near their peers. Observations of a comparison sample of peers attending these same classes revealed striking overall differences in social and academic participation. We offer recommendations for research and practice aimed at bolstering inclusive education in high schools. En ligne : https://dx.doi.org/10.1177/10883576231178268 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519 [article] Observations of Students With and Without Severe Disabilities in General Education Classes: A Portrait of Inclusion? [Texte imprimé et/ou numérique] / Michael TUTTLE, Auteur ; Jennifer M. ASMUS, Auteur ; Colleen K. MOSS, Auteur ; Blair P. LLOYD, Auteur . - p.3?13. in Focus on Autism and Other Developmental Disabilities > 39-1 (March 2024) . - p.3?13 Mots-clés : inclusion  adolescents  intellectual disability  autism  social interactions Index. décimale : PER Périodiques Résumé : Inclusive education is now advocated as best practice in schools. However, the extent to which adolescents with severe disabilities access the abundant social and academic experiences available in general education classes remains uncertain. We conducted multiple observations of 146 U.S. high school students with severe disabilities (including intellectual disability, autism, or multiple disabilities), who were enrolled in at least one general education class. Peer interactions with classmates tended to be very infrequent for most students with severe disabilities. Moreover, rates of peer interaction were the lowest during large-group instruction and when students were sitting next to paraprofessionals or special educators rather than with their peers. Academic engagement also varied across students and was highest during small-group instruction, during 1-on-1 work with adults, and when students sat near their peers. Observations of a comparison sample of peers attending these same classes revealed striking overall differences in social and academic participation. We offer recommendations for research and practice aimed at bolstering inclusive education in high schools. En ligne : https://dx.doi.org/10.1177/10883576231178268 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519

Effects on Speech Development With Modifications to Picture Exchange Communication System / Rachel R. CAGLIANI ; Kelsie M. TYSON in Focus on Autism and Other Developmental Disabilities, 39-1 (March 2024)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 39-1 (March 2024) . - p.14?23 Titre : Effects on Speech Development With Modifications to Picture Exchange Communication System Type de document : Texte imprimé et/ou numérique Auteurs : Rachel R. CAGLIANI, Auteur ; Kelsie M. TYSON, Auteur Article en page(s) : p.14?23 Mots-clés : autism spectrum disorder  Picture Exchange Communication System (PECS)  preschool  vocalizations  vocal model Index. décimale : PER Périodiques Résumé : The current study examined vocalizations that occurred during training of the Picture Exchange Communication System for three U.S. preschool-age participants with autism spectrum disorder. In Phase IV, the protocol incorporates a delay to reinforcement in an effort to encourage vocalizations; however, the manual does not suggest additional strategies to try when vocalizations do not occur during the delay to reinforcement. Researchers evaluated a vocal model prompt following the delay to reinforcement and continued to measure vocalizations when the delay to reinforcement alone did not increase vocalizations. Two of the three participants increased independent vocalizations after the addition of the vocal model. Implications for practitioners and future research are discussed. En ligne : https://dx.doi.org/10.1177/10883576231178266 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519 [article] Effects on Speech Development With Modifications to Picture Exchange Communication System [Texte imprimé et/ou numérique] / Rachel R. CAGLIANI, Auteur ; Kelsie M. TYSON, Auteur . - p.14?23. in Focus on Autism and Other Developmental Disabilities > 39-1 (March 2024) . - p.14?23 Mots-clés : autism spectrum disorder  Picture Exchange Communication System (PECS)  preschool  vocalizations  vocal model Index. décimale : PER Périodiques Résumé : The current study examined vocalizations that occurred during training of the Picture Exchange Communication System for three U.S. preschool-age participants with autism spectrum disorder. In Phase IV, the protocol incorporates a delay to reinforcement in an effort to encourage vocalizations; however, the manual does not suggest additional strategies to try when vocalizations do not occur during the delay to reinforcement. Researchers evaluated a vocal model prompt following the delay to reinforcement and continued to measure vocalizations when the delay to reinforcement alone did not increase vocalizations. Two of the three participants increased independent vocalizations after the addition of the vocal model. Implications for practitioners and future research are discussed. En ligne : https://dx.doi.org/10.1177/10883576231178266 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519

A Preliminary Investigation of a Model for Training Public School Practitioners in Positive Behavioral Technologies for Students With Autism Spectrum Disorder / Taryn TRAYLOR ; Susan PALKO ; Paul WEHMAN ; Valerie BROOKE ; Whitney HAM ; Katherine LEWIS ; Carol SCHALL in Focus on Autism and Other Developmental Disabilities, 39-1 (March 2024)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 39-1 (March 2024) . - p.24?34 Titre : A Preliminary Investigation of a Model for Training Public School Practitioners in Positive Behavioral Technologies for Students With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Taryn TRAYLOR, Auteur ; Susan PALKO, Auteur ; Paul WEHMAN, Auteur ; Valerie BROOKE, Auteur ; Whitney HAM, Auteur ; Katherine LEWIS, Auteur ; Carol SCHALL, Auteur Article en page(s) : p.24?34 Mots-clés : behavior training  autism spectrum disorder  positive behavior support  school practitioners  social validity Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder (ASD) often display serious problem behavior that hinders educational and social progress. Educators in public schools are often untrained in the use of intensive evidence-based positive behavior technologies. This study describes the preliminary investigation of a coaching and consulting model for increasing staff?s ability within U.S. public schools to effectively reduce problem behavior in students with ASD. Public school practitioners who were enrolled in the Customized Behavior Application Training (CBAT) program during the 2020?2021 academic school year completed a survey regarding the social validity of the CBAT model and its impact on problem behavior in students with ASD. Initial findings indicate positive receptivity of CBAT as a useful training for helping school staff more confidently and independently address problem behavior in students with ASD in classroom settings. En ligne : https://dx.doi.org/10.1177/10883576231202697 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519 [article] A Preliminary Investigation of a Model for Training Public School Practitioners in Positive Behavioral Technologies for Students With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Taryn TRAYLOR, Auteur ; Susan PALKO, Auteur ; Paul WEHMAN, Auteur ; Valerie BROOKE, Auteur ; Whitney HAM, Auteur ; Katherine LEWIS, Auteur ; Carol SCHALL, Auteur . - p.24?34. in Focus on Autism and Other Developmental Disabilities > 39-1 (March 2024) . - p.24?34 Mots-clés : behavior training  autism spectrum disorder  positive behavior support  school practitioners  social validity Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder (ASD) often display serious problem behavior that hinders educational and social progress. Educators in public schools are often untrained in the use of intensive evidence-based positive behavior technologies. This study describes the preliminary investigation of a coaching and consulting model for increasing staff?s ability within U.S. public schools to effectively reduce problem behavior in students with ASD. Public school practitioners who were enrolled in the Customized Behavior Application Training (CBAT) program during the 2020?2021 academic school year completed a survey regarding the social validity of the CBAT model and its impact on problem behavior in students with ASD. Initial findings indicate positive receptivity of CBAT as a useful training for helping school staff more confidently and independently address problem behavior in students with ASD in classroom settings. En ligne : https://dx.doi.org/10.1177/10883576231202697 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519

Expectations of Transition-Age Students With Autism Spectrum Disorder Toward Postsecondary Education / Seunghee LEE ; David R. JOHNSON ; Yi-Chen WU in Focus on Autism and Other Developmental Disabilities, 39-1 (March 2024)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 39-1 (March 2024) . - p.35?44 Titre : Expectations of Transition-Age Students With Autism Spectrum Disorder Toward Postsecondary Education Type de document : Texte imprimé et/ou numérique Auteurs : Seunghee LEE, Auteur ; David R. JOHNSON, Auteur ; Yi-Chen WU, Auteur Article en page(s) : p.35?44 Mots-clés : autism spectrum disorder (ASD)  postsecondary education  expectations  goal setting Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine factors associated with expectations regarding postsecondary education of students with autism spectrum disorder between the ages of 16 and 21 years. We conducted logistic regressions using variables at the student, family, and school levels using the National Longitudinal Transition Study 2012. Logistic regression results showed that parental expectations for attending college was the only significant predictor of students? own educational expectations. Students? adaptive functioning, autonomy levels, demographic and family variables, parent involvement, and prior roles in Individualized Education Program/transition planning were not significant predictors. Future research needs to examine how schools can develop effective ways to increase both students? and parents? expectations toward postsecondary education. En ligne : https://dx.doi.org/10.1177/10883576231188331 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519 [article] Expectations of Transition-Age Students With Autism Spectrum Disorder Toward Postsecondary Education [Texte imprimé et/ou numérique] / Seunghee LEE, Auteur ; David R. JOHNSON, Auteur ; Yi-Chen WU, Auteur . - p.35?44. in Focus on Autism and Other Developmental Disabilities > 39-1 (March 2024) . - p.35?44 Mots-clés : autism spectrum disorder (ASD)  postsecondary education  expectations  goal setting Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine factors associated with expectations regarding postsecondary education of students with autism spectrum disorder between the ages of 16 and 21 years. We conducted logistic regressions using variables at the student, family, and school levels using the National Longitudinal Transition Study 2012. Logistic regression results showed that parental expectations for attending college was the only significant predictor of students? own educational expectations. Students? adaptive functioning, autonomy levels, demographic and family variables, parent involvement, and prior roles in Individualized Education Program/transition planning were not significant predictors. Future research needs to examine how schools can develop effective ways to increase both students? and parents? expectations toward postsecondary education. En ligne : https://dx.doi.org/10.1177/10883576231188331 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519

Preschoolers With ASD With and Without Elevated Attention Problems: Observed Parenting Differences / Marla R. BRASSARD ; Laudan B. JAHROMI ; R. Douglas GREER in Focus on Autism and Other Developmental Disabilities, 39-1 (March 2024)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 39-1 (March 2024) . - p.45?55 Titre : Preschoolers With ASD With and Without Elevated Attention Problems: Observed Parenting Differences Type de document : Texte imprimé et/ou numérique Auteurs : Marla R. BRASSARD, Auteur ; Laudan B. JAHROMI, Auteur ; R. Douglas GREER, Auteur Article en page(s) : p.45?55 Mots-clés : ASD  ADHD  attention problems  observed parenting  parenting stress  ABA Index. décimale : PER Périodiques Résumé : Few studies have examined the relationship between attention problems (AP) and observed parenting in families of children with autism spectrum disorder (ASD). Participants were 41 mother?child dyads with ASD recruited from an Applied Behavior Analysis (ABA) U.S. preschool and whose behaviors were observed during parent?child interactions. Children with ASD and elevated AP (n = 19) on the Child Behavior Checklist had significantly lower verbal ability, and mothers reported significantly more stress than children with ASD only (n = 22). Causal modeling was used to examine the directionality of the expected relationship between AP and parenting behavior as partially or wholly mediated by parenting stress. Mothers who exhibited less positive parenting experienced higher parenting stress and their children demonstrated increased AP and decreased engagement during dyadic interactions. The strength of this relationship varied according to child verbal ability. These findings have practical implications for identifying and implementing appropriate intervention. En ligne : https://dx.doi.org/10.1177/10883576231182896 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519 [article] Preschoolers With ASD With and Without Elevated Attention Problems: Observed Parenting Differences [Texte imprimé et/ou numérique] / Marla R. BRASSARD, Auteur ; Laudan B. JAHROMI, Auteur ; R. Douglas GREER, Auteur . - p.45?55. in Focus on Autism and Other Developmental Disabilities > 39-1 (March 2024) . - p.45?55 Mots-clés : ASD  ADHD  attention problems  observed parenting  parenting stress  ABA Index. décimale : PER Périodiques Résumé : Few studies have examined the relationship between attention problems (AP) and observed parenting in families of children with autism spectrum disorder (ASD). Participants were 41 mother?child dyads with ASD recruited from an Applied Behavior Analysis (ABA) U.S. preschool and whose behaviors were observed during parent?child interactions. Children with ASD and elevated AP (n = 19) on the Child Behavior Checklist had significantly lower verbal ability, and mothers reported significantly more stress than children with ASD only (n = 22). Causal modeling was used to examine the directionality of the expected relationship between AP and parenting behavior as partially or wholly mediated by parenting stress. Mothers who exhibited less positive parenting experienced higher parenting stress and their children demonstrated increased AP and decreased engagement during dyadic interactions. The strength of this relationship varied according to child verbal ability. These findings have practical implications for identifying and implementing appropriate intervention. En ligne : https://dx.doi.org/10.1177/10883576231182896 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519

The Contribution of Family-Centered Services to Enhanced Quality of Life and Reduced Distress in Families of Children With Disabilities During the COVID-19 Pandemic / Tali-Noy HINDI ; Lilach KRISI-KADOSH in Focus on Autism and Other Developmental Disabilities, 39-1 (March 2024)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 39-1 (March 2024) . - p.56?66 Titre : The Contribution of Family-Centered Services to Enhanced Quality of Life and Reduced Distress in Families of Children With Disabilities During the COVID-19 Pandemic Type de document : Texte imprimé et/ou numérique Auteurs : Tali-Noy HINDI, Auteur ; Lilach KRISI-KADOSH, Auteur Article en page(s) : p.56?66 Mots-clés : collaboration  family  support systems for families Index. décimale : PER Périodiques Résumé : This study examines family distress and quality of life among families of children with disabilities during the first wave of the COVID-19 pandemic in Israel. It considers the role of family resources, a sense of community, and the services provided by the Israeli family-centered program (IFCP). One hundred eighty-two parents of children with disabilities participated in this study through an online survey. Structural equation modeling showed that extensive family resources, better operation of the IFCP, and a sense of community were associated with a better quality of life. Lack of family resources was associated with family distress. A regression-based path analysis indicated that this association was moderated by components of the IFCP. Family-centered services were associated with a family?s quality of life and experience of distress in times of national crisis. The results highlight the importance of the partnership between parents of children with disabilities and service providers. En ligne : https://dx.doi.org/10.1177/10883576231202700 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519 [article] The Contribution of Family-Centered Services to Enhanced Quality of Life and Reduced Distress in Families of Children With Disabilities During the COVID-19 Pandemic [Texte imprimé et/ou numérique] / Tali-Noy HINDI, Auteur ; Lilach KRISI-KADOSH, Auteur . - p.56?66. in Focus on Autism and Other Developmental Disabilities > 39-1 (March 2024) . - p.56?66 Mots-clés : collaboration  family  support systems for families Index. décimale : PER Périodiques Résumé : This study examines family distress and quality of life among families of children with disabilities during the first wave of the COVID-19 pandemic in Israel. It considers the role of family resources, a sense of community, and the services provided by the Israeli family-centered program (IFCP). One hundred eighty-two parents of children with disabilities participated in this study through an online survey. Structural equation modeling showed that extensive family resources, better operation of the IFCP, and a sense of community were associated with a better quality of life. Lack of family resources was associated with family distress. A regression-based path analysis indicated that this association was moderated by components of the IFCP. Family-centered services were associated with a family?s quality of life and experience of distress in times of national crisis. The results highlight the importance of the partnership between parents of children with disabilities and service providers. En ligne : https://dx.doi.org/10.1177/10883576231202700 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519