Social Validation of the New England Center for Children-Core Skills Assessment / Chata A. DICKSON in Journal of Autism and Developmental Disorders, 44-1 (January 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-1 (January 2014) . - p.65-74 Titre : Social Validation of the New England Center for Children-Core Skills Assessment Type de document : Texte imprimé et/ou numérique Auteurs : Chata A. DICKSON, Auteur ; Rebecca P. F. MACDONALD, Auteur ; Renee MANSFIELD, Auteur ; Paulo GUILHARDI, Auteur ; Cammarie JOHNSON, Auteur ; William H. AHEARN, Auteur Article en page(s) : p.65-74 Langues : Anglais (eng) Mots-clés : Autism  Assessment  Social validation  Foundational skills  Goal selection  Evidence-based practices Index. décimale : PER Périodiques Résumé : We investigated the social validity of the NECC Core Skills Assessment (NECC-CSA) with parents and professionals as participants. The NECC-CSA is a measurement tool consisting of direct and indirect measures of skills important to all individuals with autism, across the lifespan. Participants (N = 245) were provided with a list of 66 skills, 47 of which were Core Skills from the NECC-CSA, and were asked to indicate which items they considered to be foundational. Participants endorsed items from the NECC-CSA as foundational skills, more than they endorsed the other items. Differences between parents and professionals are described and detailed with respect to individual assessment items. The NECC-CSA consists of socially validated skills that can be taken as a starting point for programs of instruction for individuals with ASDs. En ligne : http://dx.doi.org/10.1007/s10803-013-1852-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=220 [article] Social Validation of the New England Center for Children-Core Skills Assessment [Texte imprimé et/ou numérique] / Chata A. DICKSON, Auteur ; Rebecca P. F. MACDONALD, Auteur ; Renee MANSFIELD, Auteur ; Paulo GUILHARDI, Auteur ; Cammarie JOHNSON, Auteur ; William H. AHEARN, Auteur . - p.65-74. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-1 (January 2014) . - p.65-74 Mots-clés : Autism  Assessment  Social validation  Foundational skills  Goal selection  Evidence-based practices Index. décimale : PER Périodiques Résumé : We investigated the social validity of the NECC Core Skills Assessment (NECC-CSA) with parents and professionals as participants. The NECC-CSA is a measurement tool consisting of direct and indirect measures of skills important to all individuals with autism, across the lifespan. Participants (N = 245) were provided with a list of 66 skills, 47 of which were Core Skills from the NECC-CSA, and were asked to indicate which items they considered to be foundational. Participants endorsed items from the NECC-CSA as foundational skills, more than they endorsed the other items. Differences between parents and professionals are described and detailed with respect to individual assessment items. The NECC-CSA consists of socially validated skills that can be taken as a starting point for programs of instruction for individuals with ASDs. En ligne : http://dx.doi.org/10.1007/s10803-013-1852-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=220

Teaching Joint Attention: Assessing Generalization and Maintenance of Effects using Multiple Exemplar Training / Brianne M. FREDERICKS in Journal of Autism and Developmental Disorders, 53-3 (March 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-3 (March 2023) . - p.1117-1129 Titre : Teaching Joint Attention: Assessing Generalization and Maintenance of Effects using Multiple Exemplar Training Type de document : Texte imprimé et/ou numérique Auteurs : Brianne M. FREDERICKS, Auteur ; Sylvia Sze Ya SNG, Auteur ; Diana PARRY-CRUWYS, Auteur ; Rebecca P. F. MACDONALD, Auteur Article en page(s) : p.1117-1129 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The purpose of the present study was to evaluate the effects of multiple exemplar training and social reinforcement on the maintenance and generalization of joint attention initiations across toy classes. Three children with autism spectrum disorder (ASD) participated. After analyzing samples of joint attention initiations from neurotypical peers, a composite score was developed and used to evaluate joint attention initiations of the children with ASD. Gaze shifting and commenting were taught using social reinforcement in a multiple exemplar format. Training sessions were followed by probes of untrained stimuli both within and across toy classes. Results showed that the participants acquired both gaze shifting and commenting using social consequences as reinforcers. Following training, participants initiated joint attention with a frequency within the range of their typically developing peers. Multiple exemplar training was also effective in facilitating acquisition within classes and joint attention maintenance during follow-up probes. Additionally, all participants generalized the acquired skills to a class of untrained stimuli. En ligne : https://doi.org/10.1007/s10803-022-05615-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500 [article] Teaching Joint Attention: Assessing Generalization and Maintenance of Effects using Multiple Exemplar Training [Texte imprimé et/ou numérique] / Brianne M. FREDERICKS, Auteur ; Sylvia Sze Ya SNG, Auteur ; Diana PARRY-CRUWYS, Auteur ; Rebecca P. F. MACDONALD, Auteur . - p.1117-1129. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-3 (March 2023) . - p.1117-1129 Index. décimale : PER Périodiques Résumé : The purpose of the present study was to evaluate the effects of multiple exemplar training and social reinforcement on the maintenance and generalization of joint attention initiations across toy classes. Three children with autism spectrum disorder (ASD) participated. After analyzing samples of joint attention initiations from neurotypical peers, a composite score was developed and used to evaluate joint attention initiations of the children with ASD. Gaze shifting and commenting were taught using social reinforcement in a multiple exemplar format. Training sessions were followed by probes of untrained stimuli both within and across toy classes. Results showed that the participants acquired both gaze shifting and commenting using social consequences as reinforcers. Following training, participants initiated joint attention with a frequency within the range of their typically developing peers. Multiple exemplar training was also effective in facilitating acquisition within classes and joint attention maintenance during follow-up probes. Additionally, all participants generalized the acquired skills to a class of untrained stimuli. En ligne : https://doi.org/10.1007/s10803-022-05615-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500

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