Dépouillements

Early Reading Outcomes in Response to a Comprehensive Reading Curriculum for Students With Autism Spectrum Disorder and Intellectual Disability / Jill H. ALLOR ; Stephanie AL OTAIBA ; Paul YOVANOFF ; Lauren LEJEUNE in Focus on Autism and Other Developmental Disabilities, 39-2 (June 2024)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 39-2 (June 2024) . - p.71-83 Titre : Early Reading Outcomes in Response to a Comprehensive Reading Curriculum for Students With Autism Spectrum Disorder and Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : Jill H. ALLOR, Auteur ; Stephanie AL OTAIBA, Auteur ; Paul YOVANOFF, Auteur ; Lauren LEJEUNE, Auteur Article en page(s) : p.71-83 Langues : Anglais (eng) Mots-clés : literacy  autism spectrum disorder  comprehensive reading program  reading intervention Index. décimale : PER Périodiques Résumé : This study examined the response of two students in the Southwestern United States with autism spectrum disorder and IQ in the intellectual disability range to a comprehensive, text-based reading intervention. The intervention, Friends on the Block, includes multiple strands of literacy providing explicit instruction in phonics, phonemic awareness, high-frequency irregular or temporarily irregular words, decoding, vocabulary, oral language, and comprehension. Multiple supports for students with intensive needs are embedded within the intervention, such as specially designed multi-criteria books, extensive scaffolding, and intensive cumulative review. Teachers customize the program to address the varying needs of students. We used single-case multiple baselines across levels of instruction design to assess growth on a measure of reading (words read correctly). Results indicated a positive, functional relation between reading intervention and word reading. Both students also demonstrated modest growth on measures of phonemic awareness, letter-sound knowledge, and word identification from pre- to post-intervention. En ligne : https://dx.doi.org/10.1177/10883576221137905 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=528 [article] Early Reading Outcomes in Response to a Comprehensive Reading Curriculum for Students With Autism Spectrum Disorder and Intellectual Disability [Texte imprimé et/ou numérique] / Jill H. ALLOR, Auteur ; Stephanie AL OTAIBA, Auteur ; Paul YOVANOFF, Auteur ; Lauren LEJEUNE, Auteur . - p.71-83. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 39-2 (June 2024) . - p.71-83 Mots-clés : literacy  autism spectrum disorder  comprehensive reading program  reading intervention Index. décimale : PER Périodiques Résumé : This study examined the response of two students in the Southwestern United States with autism spectrum disorder and IQ in the intellectual disability range to a comprehensive, text-based reading intervention. The intervention, Friends on the Block, includes multiple strands of literacy providing explicit instruction in phonics, phonemic awareness, high-frequency irregular or temporarily irregular words, decoding, vocabulary, oral language, and comprehension. Multiple supports for students with intensive needs are embedded within the intervention, such as specially designed multi-criteria books, extensive scaffolding, and intensive cumulative review. Teachers customize the program to address the varying needs of students. We used single-case multiple baselines across levels of instruction design to assess growth on a measure of reading (words read correctly). Results indicated a positive, functional relation between reading intervention and word reading. Both students also demonstrated modest growth on measures of phonemic awareness, letter-sound knowledge, and word identification from pre- to post-intervention. En ligne : https://dx.doi.org/10.1177/10883576221137905 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=528

Matrix Training With and Without Instructive Feedback / Jason C. VLADESCU ; Samantha L. BREEMAN ; Sharon A. REEVE ; Danielle L. GUREGHIAN in Focus on Autism and Other Developmental Disabilities, 39-2 (June 2024)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 39-2 (June 2024) . - p.84-95 Titre : Matrix Training With and Without Instructive Feedback Type de document : Texte imprimé et/ou numérique Auteurs : Jason C. VLADESCU, Auteur ; Samantha L. BREEMAN, Auteur ; Sharon A. REEVE, Auteur ; Danielle L. GUREGHIAN, Auteur Article en page(s) : p.84-95 Langues : Anglais (eng) Mots-clés : instructive feedback  matrix training  recombinative generalization  secondary targets  tacts Index. décimale : PER Périodiques Résumé : The current study examined the efficacy and efficiency of incorporating instructive feedback within matrix training to teach children with autism spectrum disorder (ASD) to label common characters and cities. Experimenters taught one set of responses using a non-overlapping matrix, a second set of responses using an overlapping matrix, and a third set of responses using a non-overlapping matrix along with secondary targets to three individuals with ASD. The results demonstrated that all teaching methods were effective, and all trained and untrained responses were acquired. Matrix training with instructive feedback was equally as efficient as non-overlapping matrix training and overlapping matrix training, requiring about the same number of sessions for each participant to acquire the responses. The findings demonstrated that establishing recombinative generalization through matrix training and instructive feedback is equally and maybe even more effective and efficient than matrix training in isolation in some circumstances. En ligne : https://dx.doi.org/10.1177/10883576231163522 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=528 [article] Matrix Training With and Without Instructive Feedback [Texte imprimé et/ou numérique] / Jason C. VLADESCU, Auteur ; Samantha L. BREEMAN, Auteur ; Sharon A. REEVE, Auteur ; Danielle L. GUREGHIAN, Auteur . - p.84-95. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 39-2 (June 2024) . - p.84-95 Mots-clés : instructive feedback  matrix training  recombinative generalization  secondary targets  tacts Index. décimale : PER Périodiques Résumé : The current study examined the efficacy and efficiency of incorporating instructive feedback within matrix training to teach children with autism spectrum disorder (ASD) to label common characters and cities. Experimenters taught one set of responses using a non-overlapping matrix, a second set of responses using an overlapping matrix, and a third set of responses using a non-overlapping matrix along with secondary targets to three individuals with ASD. The results demonstrated that all teaching methods were effective, and all trained and untrained responses were acquired. Matrix training with instructive feedback was equally as efficient as non-overlapping matrix training and overlapping matrix training, requiring about the same number of sessions for each participant to acquire the responses. The findings demonstrated that establishing recombinative generalization through matrix training and instructive feedback is equally and maybe even more effective and efficient than matrix training in isolation in some circumstances. En ligne : https://dx.doi.org/10.1177/10883576231163522 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=528

Effects of Brief Parent Coaching on the Communication Skills of Preschoolers With Autism Spectrum Disorder and Limited Verbal Ability / Helen FLANAGAN ; Dorothy CHITTY ; Isabel M. SMITH in Focus on Autism and Other Developmental Disabilities, 39-2 (June 2024)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 39-2 (June 2024) . - p.96-105 Titre : Effects of Brief Parent Coaching on the Communication Skills of Preschoolers With Autism Spectrum Disorder and Limited Verbal Ability Type de document : Texte imprimé et/ou numérique Auteurs : Helen FLANAGAN, Auteur ; Dorothy CHITTY, Auteur ; Isabel M. SMITH, Auteur Article en page(s) : p.96-105 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  limited verbal ability  pivotal response treatment  parent coaching Index. décimale : PER Périodiques Résumé : The publicly funded early intervention program for preschoolers with autism spectrum disorder (ASD) in Nova Scotia, Canada, uses the pivotal response treatment (PRT) model. Parents are coached in use of PRT strategies during their children?s first week of treatment. We explored whether parents of older preschoolers with limited verbal ability learned to implement PRT strategies with fidelity after brief coaching and whether PRT strategy use was associated with gains in children?s communication skills. We coded precoaching and postcoaching parent-child play episodes of 39 children (4.4-5.5 years) with limited verbal skills for parents' PRT fidelity and children?s correct responding to language opportunities and frequency of initiations. Parents' use of PRT strategies significantly improved, as did children?s responsiveness to parent-provided language opportunities. This study provides evidence for the utility of brief parent coaching in PRT for older preschoolers with ASD whose verbal skills are limited. En ligne : https://dx.doi.org/10.1177/10883576241228592 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=528 [article] Effects of Brief Parent Coaching on the Communication Skills of Preschoolers With Autism Spectrum Disorder and Limited Verbal Ability [Texte imprimé et/ou numérique] / Helen FLANAGAN, Auteur ; Dorothy CHITTY, Auteur ; Isabel M. SMITH, Auteur . - p.96-105. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 39-2 (June 2024) . - p.96-105 Mots-clés : autism spectrum disorder  limited verbal ability  pivotal response treatment  parent coaching Index. décimale : PER Périodiques Résumé : The publicly funded early intervention program for preschoolers with autism spectrum disorder (ASD) in Nova Scotia, Canada, uses the pivotal response treatment (PRT) model. Parents are coached in use of PRT strategies during their children?s first week of treatment. We explored whether parents of older preschoolers with limited verbal ability learned to implement PRT strategies with fidelity after brief coaching and whether PRT strategy use was associated with gains in children?s communication skills. We coded precoaching and postcoaching parent-child play episodes of 39 children (4.4-5.5 years) with limited verbal skills for parents' PRT fidelity and children?s correct responding to language opportunities and frequency of initiations. Parents' use of PRT strategies significantly improved, as did children?s responsiveness to parent-provided language opportunities. This study provides evidence for the utility of brief parent coaching in PRT for older preschoolers with ASD whose verbal skills are limited. En ligne : https://dx.doi.org/10.1177/10883576241228592 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=528

Campus-Based Autism Spectrum Disorder Support Programs: Predictors of College Students' Intentions to Participate / Sara E. LOWMASTER in Focus on Autism and Other Developmental Disabilities, 39-2 (June 2024)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 39-2 (June 2024) . - p.106-115 Titre : Campus-Based Autism Spectrum Disorder Support Programs: Predictors of College Students' Intentions to Participate Type de document : Texte imprimé et/ou numérique Auteurs : Sara E. LOWMASTER, Auteur Article en page(s) : p.106-115 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  transition  inclusion  peer Index. décimale : PER Périodiques Résumé : Peer mentors play a crucial role in campus-based living and support programs that assist autistic students in their transition to U.S. colleges. However, limited research has examined the characteristics of potential peer mentors and incentives that may be necessary to staff such programs. The present study evaluated the relationship between the characteristics of college students and their intention to participate in an autism spectrum disorder-specific living and support program. Undergraduate students (N = 210; 83% females, Mage = 18.9 years, SD = 1.2) completed questionnaires assessing personality characteristics, acceptance of individuals with disabilities, and intrinsic and extrinsic motives for potential participation. Results suggest that participants would be highly motivated to participate if course credit toward their major or monetary incentives were offered. In addition, a history of contact with autistic individuals and agreeableness emerged as the most robust predictors of students' intention to participate. Findings from this study may improve inclusivity on college campuses. En ligne : https://dx.doi.org/10.1177/10883576231221781 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=528 [article] Campus-Based Autism Spectrum Disorder Support Programs: Predictors of College Students' Intentions to Participate [Texte imprimé et/ou numérique] / Sara E. LOWMASTER, Auteur . - p.106-115. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 39-2 (June 2024) . - p.106-115 Mots-clés : autism spectrum disorders  transition  inclusion  peer Index. décimale : PER Périodiques Résumé : Peer mentors play a crucial role in campus-based living and support programs that assist autistic students in their transition to U.S. colleges. However, limited research has examined the characteristics of potential peer mentors and incentives that may be necessary to staff such programs. The present study evaluated the relationship between the characteristics of college students and their intention to participate in an autism spectrum disorder-specific living and support program. Undergraduate students (N = 210; 83% females, Mage = 18.9 years, SD = 1.2) completed questionnaires assessing personality characteristics, acceptance of individuals with disabilities, and intrinsic and extrinsic motives for potential participation. Results suggest that participants would be highly motivated to participate if course credit toward their major or monetary incentives were offered. In addition, a history of contact with autistic individuals and agreeableness emerged as the most robust predictors of students' intention to participate. Findings from this study may improve inclusivity on college campuses. En ligne : https://dx.doi.org/10.1177/10883576231221781 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=528

Mixed Friendships in the Classroom: Perspectives of Neurotypical Children on Their Friends With ASD / Esther Y. SCHEINER in Focus on Autism and Other Developmental Disabilities, 39-2 (June 2024)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 39-2 (June 2024) . - p.116-126 Titre : Mixed Friendships in the Classroom: Perspectives of Neurotypical Children on Their Friends With ASD Type de document : Texte imprimé et/ou numérique Auteurs : Esther Y. SCHEINER, Auteur Article en page(s) : p.116-126 Langues : Anglais (eng) Mots-clés : mixed friendships  neurotypical children  children with ASD  instrumental partnerships Index. décimale : PER Périodiques Résumé : This case study of an inclusive classroom examined neurotypical (NT) children?s perspectives on their relationships with their classmates with autism spectrum disorder (ASD). Data were collected through observations and interviews. Findings showed that social relationships between NT children and their classmates with ASD in integrated classrooms presented in two distinct forms, either as friendships or as instrumental partnerships. We also examined four naturally occurring mixed friendships between young children with and without disabilities. In these mixed dyads, several factors influenced the quality of the friendships, including the opportunity to engage in similar activities, the social status of the NT child, and the social skills of both children. Educational implications and suggestions for further research are included. En ligne : https://dx.doi.org/10.1177/10883576231221760 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=528 [article] Mixed Friendships in the Classroom: Perspectives of Neurotypical Children on Their Friends With ASD [Texte imprimé et/ou numérique] / Esther Y. SCHEINER, Auteur . - p.116-126. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 39-2 (June 2024) . - p.116-126 Mots-clés : mixed friendships  neurotypical children  children with ASD  instrumental partnerships Index. décimale : PER Périodiques Résumé : This case study of an inclusive classroom examined neurotypical (NT) children?s perspectives on their relationships with their classmates with autism spectrum disorder (ASD). Data were collected through observations and interviews. Findings showed that social relationships between NT children and their classmates with ASD in integrated classrooms presented in two distinct forms, either as friendships or as instrumental partnerships. We also examined four naturally occurring mixed friendships between young children with and without disabilities. In these mixed dyads, several factors influenced the quality of the friendships, including the opportunity to engage in similar activities, the social status of the NT child, and the social skills of both children. Educational implications and suggestions for further research are included. En ligne : https://dx.doi.org/10.1177/10883576231221760 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=528

Affiliate Stigma and Parental Stress Among Parents of Children With Autism Spectrum Disorder: The Mediating Role of Shame / Dejan STEVANOVI? ; Violeta ENEA in Focus on Autism and Other Developmental Disabilities, 39-2 (June 2024)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 39-2 (June 2024) . - p.127-135 Titre : Affiliate Stigma and Parental Stress Among Parents of Children With Autism Spectrum Disorder: The Mediating Role of Shame Type de document : Texte imprimé et/ou numérique Auteurs : Dejan STEVANOVI?, Auteur ; Violeta ENEA, Auteur Article en page(s) : p.127-135 Langues : Anglais (eng) Mots-clés : parental stress  autism spectrum disorder  affiliate stigma  shame Index. décimale : PER Périodiques Résumé : Parental stress among parents of children with autism spectrum disorder (ASD) is well-documented in the literature. This study used the mediation model to investigate the relationship between the phenomenon of affiliate stigma and parental stress among parents of children diagnosed with ASD. This cross-sectional study involved 196 parents between 22 and 65 years of age with a child diagnosed with ASD whose age was between 2 and 22 years. The correlations between affiliate stigma, shame, and parental stress were confirmed. Therefore, affiliate stigma was positively associated with shame and parental stress. The results also indicated that the relationship between the phenomenon of affiliate stigma and parental stress is mediated by shame. A practical implication of our findings is that parents of children with ASD participating in stress-reducing interventions should be trained on how to cope with feelings of shame. En ligne : https://dx.doi.org/10.1177/10883576231221751 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=528 [article] Affiliate Stigma and Parental Stress Among Parents of Children With Autism Spectrum Disorder: The Mediating Role of Shame [Texte imprimé et/ou numérique] / Dejan STEVANOVI?, Auteur ; Violeta ENEA, Auteur . - p.127-135. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 39-2 (June 2024) . - p.127-135 Mots-clés : parental stress  autism spectrum disorder  affiliate stigma  shame Index. décimale : PER Périodiques Résumé : Parental stress among parents of children with autism spectrum disorder (ASD) is well-documented in the literature. This study used the mediation model to investigate the relationship between the phenomenon of affiliate stigma and parental stress among parents of children diagnosed with ASD. This cross-sectional study involved 196 parents between 22 and 65 years of age with a child diagnosed with ASD whose age was between 2 and 22 years. The correlations between affiliate stigma, shame, and parental stress were confirmed. Therefore, affiliate stigma was positively associated with shame and parental stress. The results also indicated that the relationship between the phenomenon of affiliate stigma and parental stress is mediated by shame. A practical implication of our findings is that parents of children with ASD participating in stress-reducing interventions should be trained on how to cope with feelings of shame. En ligne : https://dx.doi.org/10.1177/10883576231221751 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=528