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

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

Efficacy of the ASAP Intervention for Preschoolers with ASD: A Cluster Randomized Controlled Trial / Brian A. BOYD in Journal of Autism and Developmental Disorders, 48-9 (September 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-9 (September 2018) . - p.3144-3162 Titre : Efficacy of the ASAP Intervention for Preschoolers with ASD: A Cluster Randomized Controlled Trial Type de document : texte imprimé Auteurs : Brian A. BOYD, Auteur ; Linda R. WATSON, Auteur ; Stephanie S. RESZKA, Auteur ; John SIDERIS, Auteur ; Michael ALESSANDRI, Auteur ; Grace T. BARANEK, Auteur ; Elizabeth R. CRAIS, Auteur ; Amy L. DONALDSON, Auteur ; Anibal GUTIERREZ, Auteur ; LeAnne JOHNSON, Auteur ; Katie BELARDI, Auteur Article en page(s) : p.3144-3162 Langues : Anglais (eng) Mots-clés : Asap  Autism spectrum disorder  Engagement  Randomized controlled trial  School interventions  Social-communication Index. décimale : PER Périodiques Résumé : The advancing social-communication and play (ASAP) intervention was designed as a classroom-based intervention, in which the educational teams serving preschool-aged children with autism spectrum disorder are trained to implement the intervention in order to improve these children's social-communication and play skills. In this 4-year, multi-site efficacy trial, classrooms were randomly assigned to ASAP or a business-as-usual control condition. A total of 78 classrooms, including 161 children, enrolled in this study. No significant group differences were found for the primary outcomes of children's social-communication and play. However, children in the ASAP group showed increased classroom engagement. Additionally, participation in ASAP seemed to have a protective effect for one indicator of teacher burnout. Implications for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-018-3584-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367 [article] Efficacy of the ASAP Intervention for Preschoolers with ASD: A Cluster Randomized Controlled Trial [texte imprimé] / Brian A. BOYD, Auteur ; Linda R. WATSON, Auteur ; Stephanie S. RESZKA, Auteur ; John SIDERIS, Auteur ; Michael ALESSANDRI, Auteur ; Grace T. BARANEK, Auteur ; Elizabeth R. CRAIS, Auteur ; Amy L. DONALDSON, Auteur ; Anibal GUTIERREZ, Auteur ; LeAnne JOHNSON, Auteur ; Katie BELARDI, Auteur . - p.3144-3162. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-9 (September 2018) . - p.3144-3162 Mots-clés : Asap  Autism spectrum disorder  Engagement  Randomized controlled trial  School interventions  Social-communication Index. décimale : PER Périodiques Résumé : The advancing social-communication and play (ASAP) intervention was designed as a classroom-based intervention, in which the educational teams serving preschool-aged children with autism spectrum disorder are trained to implement the intervention in order to improve these children's social-communication and play skills. In this 4-year, multi-site efficacy trial, classrooms were randomly assigned to ASAP or a business-as-usual control condition. A total of 78 classrooms, including 161 children, enrolled in this study. No significant group differences were found for the primary outcomes of children's social-communication and play. However, children in the ASAP group showed increased classroom engagement. Additionally, participation in ASAP seemed to have a protective effect for one indicator of teacher burnout. Implications for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-018-3584-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367

Research in Autism Education: Current Issues and Future Directions / Brian A. BOYD

Public ISBD in The SAGE Handbook of Autism and Education / Rita JORDAN Titre : Research in Autism Education: Current Issues and Future Directions Type de document : texte imprimé Auteurs : Brian A. BOYD, Auteur ; Jessica R. DYKSTRA STEINBRENNER, Auteur ; Stephanie S. RESZKA, Auteur ; Abigail CARROLL, Auteur Année de publication : 2019 Importance : p.593-605 Langues : Anglais (eng) Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417 in The SAGE Handbook of Autism and Education / Rita JORDAN Research in Autism Education: Current Issues and Future Directions [texte imprimé] / Brian A. BOYD, Auteur ; Jessica R. DYKSTRA STEINBRENNER, Auteur ; Stephanie S. RESZKA, Auteur ; Abigail CARROLL, Auteur . - 2019 . - p.593-605. Langues : Anglais (eng) Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417

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The Association between Adult Participation and the Engagement of Preschoolers with ASD / Ann M. SAM in Autism Research and Treatment, 2016 (2016)  

Public ISBD [article]  inAutism Research and Treatment > 2016 (2016) Titre : The Association between Adult Participation and the Engagement of Preschoolers with ASD Type de document : texte imprimé Auteurs : Ann M. SAM, Auteur ; Stephanie S. RESZKA, Auteur ; Brian A. BOYD, Auteur ; Yi PAN, Auteur ; Kara HUME, Auteur ; Samuel L. ODOM, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The ability for a child to engage in the classroom is associated with better academic outcomes. Yet, there is limited information on how child characteristics of autism and adult behavior impact engagement. This study examined (1) the pattern of adult participation and child engagement in preschool classrooms that serve children with ASD, (2) the associations between child engagement and adult participation, and (3) how characteristics of ASD (autism severity, language ability, and challenging behavior) moderate the relationship between adult participation and child engagement. Overall, children were less likely to be engaged when adults were actively or passively participating with them. Moderators impacted this relationship. Children with higher levels of autism severity were more likely to be engaged when adults were actively or passively participating with them. Similarly, children with lower language abilities were more likely to be engaged when adults were actively or passively participating with them. Finally, children with higher levels of challenging behaviors were less likely to be engaged when adults were actively or passively participating with them. These findings have important implications for how adults can best support the engagement of children with ASD. En ligne : http://dx.doi.org/10.1155/2016/6029837 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=332 [article] The Association between Adult Participation and the Engagement of Preschoolers with ASD [texte imprimé] / Ann M. SAM, Auteur ; Stephanie S. RESZKA, Auteur ; Brian A. BOYD, Auteur ; Yi PAN, Auteur ; Kara HUME, Auteur ; Samuel L. ODOM, Auteur. Langues : Anglais (eng) in Autism Research and Treatment > 2016 (2016) Index. décimale : PER Périodiques Résumé : The ability for a child to engage in the classroom is associated with better academic outcomes. Yet, there is limited information on how child characteristics of autism and adult behavior impact engagement. This study examined (1) the pattern of adult participation and child engagement in preschool classrooms that serve children with ASD, (2) the associations between child engagement and adult participation, and (3) how characteristics of ASD (autism severity, language ability, and challenging behavior) moderate the relationship between adult participation and child engagement. Overall, children were less likely to be engaged when adults were actively or passively participating with them. Moderators impacted this relationship. Children with higher levels of autism severity were more likely to be engaged when adults were actively or passively participating with them. Similarly, children with lower language abilities were more likely to be engaged when adults were actively or passively participating with them. Finally, children with higher levels of challenging behaviors were less likely to be engaged when adults were actively or passively participating with them. These findings have important implications for how adults can best support the engagement of children with ASD. En ligne : http://dx.doi.org/10.1155/2016/6029837 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=332

The Classroom Practice Inventory: Psychometric evaluation of a rating scale of intervention practices for children with autism spectrum disorder / Stephanie S. RESZKA in Research in Autism Spectrum Disorders, 8-6 (June 2014)  

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