Assessing implementation of comprehensive treatment models for young children with ASD: Reliability and validity of two measures / Kara HUME in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1430-1440 Titre : Assessing implementation of comprehensive treatment models for young children with ASD: Reliability and validity of two measures Type de document : texte imprimé Auteurs : Kara HUME, Auteur ; Brian A. BOYD, Auteur ; Matt MCBEE, Auteur ; Drew C. COMAN, Auteur ; Anibal GUTIERREZ, Auteur ; Evelyn SHAW, Auteur ; Laurie SPERRY, Auteur ; Michael ALESSANDRI, Auteur ; Samuel L. ODOM, Auteur Année de publication : 2011 Article en page(s) : p.1430-1440 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Comprehensive treatment models  Treatment implementation  Treatment integrity Index. décimale : PER Périodiques Résumé : Treatment implementation is an under-studied and under-reported aspect of intervention studies involving individuals with autism spectrum disorder (ASD). One primary area of concern is the lack of reliable and valid implementation measures, which allows a conclusive association to be drawn between the intervention and participant outcomes. This study examined the psychometric properties of two implementation measures developed for comprehensive treatment models serving preschoolers with ASD (i.e., LEAP and TEACCH). Both of the measures were completed in classrooms using LEAP or TEACCH instructional approaches as well as in classrooms in which a business-as-usual or non-model specific treatment approach was used. Across four months of one school year, a maximum of 4 observations were conducted in each of the 34 classrooms involved in the study. Results indicated that both implementation tools are reliable and valid, and that particular subscales of these measures allowed for discrimination of the three types of classrooms from each other. This step of psychometrically validating implementation measures as part of conducting efficacy studies may yield more robust associations between implementation and intervention effects. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Assessing implementation of comprehensive treatment models for young children with ASD: Reliability and validity of two measures [texte imprimé] / Kara HUME, Auteur ; Brian A. BOYD, Auteur ; Matt MCBEE, Auteur ; Drew C. COMAN, Auteur ; Anibal GUTIERREZ, Auteur ; Evelyn SHAW, Auteur ; Laurie SPERRY, Auteur ; Michael ALESSANDRI, Auteur ; Samuel L. ODOM, Auteur . - 2011 . - p.1430-1440. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1430-1440 Mots-clés : Autism spectrum disorder  Comprehensive treatment models  Treatment implementation  Treatment integrity Index. décimale : PER Périodiques Résumé : Treatment implementation is an under-studied and under-reported aspect of intervention studies involving individuals with autism spectrum disorder (ASD). One primary area of concern is the lack of reliable and valid implementation measures, which allows a conclusive association to be drawn between the intervention and participant outcomes. This study examined the psychometric properties of two implementation measures developed for comprehensive treatment models serving preschoolers with ASD (i.e., LEAP and TEACCH). Both of the measures were completed in classrooms using LEAP or TEACCH instructional approaches as well as in classrooms in which a business-as-usual or non-model specific treatment approach was used. Across four months of one school year, a maximum of 4 observations were conducted in each of the 34 classrooms involved in the study. Results indicated that both implementation tools are reliable and valid, and that particular subscales of these measures allowed for discrimination of the three types of classrooms from each other. This step of psychometrically validating implementation measures as part of conducting efficacy studies may yield more robust associations between implementation and intervention effects. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Assessing Quality of Program Environments for Children and Youth with Autism: Autism Program Environment Rating Scale (APERS) / Samuel L. ODOM in Journal of Autism and Developmental Disorders, 48-3 (March 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.913-924 Titre : Assessing Quality of Program Environments for Children and Youth with Autism: Autism Program Environment Rating Scale (APERS) Type de document : texte imprimé Auteurs : Samuel L. ODOM, Auteur ; Ann COX, Auteur ; John SIDERIS, Auteur ; Kara HUME, Auteur ; Susan H. HEDGES, Auteur ; Suzanne KUCHARCZYK, Auteur ; Evelyn SHAW, Auteur ; Brian A. BOYD, Auteur ; Stephanie S. RESZKA, Auteur ; Jennifer NEITZEL, Auteur Année de publication : 2018 Article en page(s) : p.913-924 Langues : Anglais (eng) Mots-clés : Autism  Psychometrics  Quality  Rating scale Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine the psychometric properties of the Autism Program Environment Rating Scale (APERS), an instrument designed to assess quality of program environments for students with autism spectrum disorder. Data sets from two samples of public school programs that provided services to children and youth with autism spectrum disorder were utilized. Cronbach alpha analyses indicated high coefficients of internal consistency for the total APERS and moderate levels for item domains for the first data set, which was replicated with the second data set. A factor analysis of the first data set indicated that all domain scores loaded on one main factor, in alignment with the conceptual model, with this finding being replicated in the second data set. Also, the APERS was sensitive to changes resulting from a professional development program designed to promote program quality. En ligne : https://doi.org/10.1007/s10803-017-3379-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339 [article] Assessing Quality of Program Environments for Children and Youth with Autism: Autism Program Environment Rating Scale (APERS) [texte imprimé] / Samuel L. ODOM, Auteur ; Ann COX, Auteur ; John SIDERIS, Auteur ; Kara HUME, Auteur ; Susan H. HEDGES, Auteur ; Suzanne KUCHARCZYK, Auteur ; Evelyn SHAW, Auteur ; Brian A. BOYD, Auteur ; Stephanie S. RESZKA, Auteur ; Jennifer NEITZEL, Auteur . - 2018 . - p.913-924. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.913-924 Mots-clés : Autism  Psychometrics  Quality  Rating scale Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine the psychometric properties of the Autism Program Environment Rating Scale (APERS), an instrument designed to assess quality of program environments for students with autism spectrum disorder. Data sets from two samples of public school programs that provided services to children and youth with autism spectrum disorder were utilized. Cronbach alpha analyses indicated high coefficients of internal consistency for the total APERS and moderate levels for item domains for the first data set, which was replicated with the second data set. A factor analysis of the first data set indicated that all domain scores loaded on one main factor, in alignment with the conceptual model, with this finding being replicated in the second data set. Also, the APERS was sensitive to changes resulting from a professional development program designed to promote program quality. En ligne : https://doi.org/10.1007/s10803-017-3379-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339

Best Practice, Policy, and Future Directions: Behavioral and Psychosocial Interventions / Kara HUME

Public ISBD in Autism Spectrum Disorders / David G. AMARAL Titre : Best Practice, Policy, and Future Directions: Behavioral and Psychosocial Interventions Type de document : texte imprimé Auteurs : Kara HUME, Auteur ; Samuel L. ODOM, Auteur Année de publication : 2011 Importance : p.1295-1308 Langues : Anglais (eng) Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=140 in Autism Spectrum Disorders / David G. AMARAL Best Practice, Policy, and Future Directions: Behavioral and Psychosocial Interventions [texte imprimé] / Kara HUME, Auteur ; Samuel L. ODOM, Auteur . - 2011 . - p.1295-1308. Langues : Anglais (eng) Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=140

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Brief Report: Concurrent Validity of Autism Symptom Severity Measures / Stephanie S. RESZKA in Journal of Autism and Developmental Disorders, 44-2 (February 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-2 (February 2014) . - p.466-470 Titre : Brief Report: Concurrent Validity of Autism Symptom Severity Measures Type de document : texte imprimé Auteurs : Stephanie S. RESZKA, Auteur ; Brian A. BOYD, Auteur ; Matthew T. MCBEE, Auteur ; Kara HUME, Auteur ; Samuel L. ODOM, Auteur Article en page(s) : p.466-470 Langues : Anglais (eng) Mots-clés : Concurrent validity  Autism  Severity  Diagnostic classification Index. décimale : PER Périodiques Résumé : The autism spectrum disorder (ASD) diagnostic classifications, according to the DSM-5, include a severity rating. Several screening and/or diagnostic measures, such as the autism diagnostic and observation schedule (ADOS), Childhood Autism Rating Scale (CARS) and social responsiveness scale (SRS) (teacher and parent versions), include an assessment of symptom severity. The purpose of this study was to examine whether symptom severity and/or diagnostic status of preschool-aged children with ASD (N = 201) were similarly categorized on these measures. For half of the sample, children were similarly classified across the four measures, and scores on most measures were correlated, with the exception of the ADOS and SRS-P. While the ADOS, CARS, and SRS are reliable and valid measures, there is some disagreement between measures with regard to child classification and the categorization of autism symptom severity. En ligne : http://dx.doi.org/10.1007/s10803-013-1879-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=223 [article] Brief Report: Concurrent Validity of Autism Symptom Severity Measures [texte imprimé] / Stephanie S. RESZKA, Auteur ; Brian A. BOYD, Auteur ; Matthew T. MCBEE, Auteur ; Kara HUME, Auteur ; Samuel L. ODOM, Auteur . - p.466-470. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-2 (February 2014) . - p.466-470 Mots-clés : Concurrent validity  Autism  Severity  Diagnostic classification Index. décimale : PER Périodiques Résumé : The autism spectrum disorder (ASD) diagnostic classifications, according to the DSM-5, include a severity rating. Several screening and/or diagnostic measures, such as the autism diagnostic and observation schedule (ADOS), Childhood Autism Rating Scale (CARS) and social responsiveness scale (SRS) (teacher and parent versions), include an assessment of symptom severity. The purpose of this study was to examine whether symptom severity and/or diagnostic status of preschool-aged children with ASD (N = 201) were similarly categorized on these measures. For half of the sample, children were similarly classified across the four measures, and scores on most measures were correlated, with the exception of the ADOS and SRS-P. While the ADOS, CARS, and SRS are reliable and valid measures, there is some disagreement between measures with regard to child classification and the categorization of autism symptom severity. En ligne : http://dx.doi.org/10.1007/s10803-013-1879-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=223

Child and classroom characteristics associated with the adult language provided to preschoolers with autism spectrum disorder / Dwight W. IRVIN in Research in Autism Spectrum Disorders, 7-8 (August 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-8 (August 2013) . - p.947-955 Titre : Child and classroom characteristics associated with the adult language provided to preschoolers with autism spectrum disorder Type de document : texte imprimé Auteurs : Dwight W. IRVIN, Auteur ; Kara HUME, Auteur ; Brian A. BOYD, Auteur ; Matthew T. MCBEE, Auteur ; Samuel L. ODOM, Auteur Année de publication : 2013 Article en page(s) : p.947-955 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Preschool  Adult language  Natural environment  LENA system Index. décimale : PER Périodiques Résumé : Abstract The aim of this study was to examine associations between the automated Language ENvironment Analysis (LENA) system adult word count (AWC) variable and characteristics of classrooms (e.g., teacher burnout) and preschoolers with autism spectrum disorder (ASD) (e.g., autism severity). The AWC samples from 67 preschoolers with ASD were collected during typical morning classroom routines (e.g., center time). Results indicated that AWC was positively associated with children's cognitive ability and negatively associated teacher burnout and adult to student with ASD ratio. Lower adult to children with ASD ratio (i.e., fewer adults relative to students with ASD) resulted in preschoolers receiving less adult language. Additional factors thought to be related to child and classroom characteristics affecting the adult language directed at children with ASD are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.04.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202 [article] Child and classroom characteristics associated with the adult language provided to preschoolers with autism spectrum disorder [texte imprimé] / Dwight W. IRVIN, Auteur ; Kara HUME, Auteur ; Brian A. BOYD, Auteur ; Matthew T. MCBEE, Auteur ; Samuel L. ODOM, Auteur . - 2013 . - p.947-955. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-8 (August 2013) . - p.947-955 Mots-clés : Autism spectrum disorder  Preschool  Adult language  Natural environment  LENA system Index. décimale : PER Périodiques Résumé : Abstract The aim of this study was to examine associations between the automated Language ENvironment Analysis (LENA) system adult word count (AWC) variable and characteristics of classrooms (e.g., teacher burnout) and preschoolers with autism spectrum disorder (ASD) (e.g., autism severity). The AWC samples from 67 preschoolers with ASD were collected during typical morning classroom routines (e.g., center time). Results indicated that AWC was positively associated with children's cognitive ability and negatively associated teacher burnout and adult to student with ASD ratio. Lower adult to children with ASD ratio (i.e., fewer adults relative to students with ASD) resulted in preschoolers receiving less adult language. Additional factors thought to be related to child and classroom characteristics affecting the adult language directed at children with ASD are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.04.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202

Child and family factors associated with the use of services for preschoolers with autism spectrum disorder / Dwight W. IRVIN in Research in Autism Spectrum Disorders, 6-1 (January-March 2012)  

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Commitment to Classroom Model Philosophy and Burnout Symptoms Among High Fidelity Teachers Implementing Preschool Programs for Children with Autism Spectrum Disorders / Drew C. COMAN in Journal of Autism and Developmental Disorders, 43-2 (February 2013)  

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Comparative Efficacy of LEAP, TEACCH and Non-Model-Specific Special Education Programs for Preschoolers with Autism Spectrum Disorders / Brian A. BOYD in Journal of Autism and Developmental Disorders, 44-2 (February 2014)  

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Correction to: Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation / Kara HUME in Journal of Autism and Developmental Disorders, 53-1 (January 2023)  

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Curriculum Balance: Access to Academic Learning and the Therapeutic Curriculum / Whitney GRIFFIN

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Educational Interventions for Children and Youth with Autism: A 40-Year Perspective / Samuel L. ODOM in Journal of Autism and Developmental Disorders, 51-12 (December 2021)  

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Effects of an Individual Work System on the Independent Functioning of Students with Autism / Kara HUME in Journal of Autism and Developmental Disorders, 37-6 (July 2007)  

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Erratum to: Evaluation of Comprehensive Treatment Models for Individuals with Autism Spectrum Disorders / Samuel L. ODOM in Journal of Autism and Developmental Disorders, 40-4 (April 2010)  

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Evaluation of Comprehensive Treatment Models for Individuals with Autism Spectrum Disorders / Samuel L. ODOM in Journal of Autism and Developmental Disorders, 40-4 (April 2010)  

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Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder: A Comprehensive Review / Connie S. WONG in Journal of Autism and Developmental Disorders, 45-7 (July 2015)  

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