Brief Report: An Evaluation of TAGteach Components to Decrease Toe-Walking in a 4-Year-Old Child with Autism / Angela PERSICKE in Journal of Autism and Developmental Disorders, 44-4 (April 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-4 (April 2014) . - p.965-968 Titre : Brief Report: An Evaluation of TAGteach Components to Decrease Toe-Walking in a 4-Year-Old Child with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Angela PERSICKE, Auteur ; Marianne JACKSON, Auteur ; Amanda N. ADAMS, Auteur Année de publication : 2014 Article en page(s) : p.965-968 Langues : Anglais (eng) Mots-clés : Toe-walking  TAGteach  Autism  Conditioned reinforcement Index. décimale : PER Périodiques Résumé : The current study evaluated the effectiveness of using a modified TAGteach™ procedure and correction to decrease toe-walking in a 4-year-old boy with autism. Two conditions were analyzed: correction alone and correction with an audible conditioned reinforcing stimulus. Correction alone produced minimal and inconsistent decreases in toe-walking but correction with an audible conditioned stimulus proved most effective in reducing this behavior. This has implications for decreasing toe-walking in other children with autism and may be easily used by teachers and parents. En ligne : http://dx.doi.org/10.1007/s10803-013-1934-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=228 [article] Brief Report: An Evaluation of TAGteach Components to Decrease Toe-Walking in a 4-Year-Old Child with Autism [Texte imprimé et/ou numérique] / Angela PERSICKE, Auteur ; Marianne JACKSON, Auteur ; Amanda N. ADAMS, Auteur . - 2014 . - p.965-968. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-4 (April 2014) . - p.965-968 Mots-clés : Toe-walking  TAGteach  Autism  Conditioned reinforcement Index. décimale : PER Périodiques Résumé : The current study evaluated the effectiveness of using a modified TAGteach™ procedure and correction to decrease toe-walking in a 4-year-old boy with autism. Two conditions were analyzed: correction alone and correction with an audible conditioned reinforcing stimulus. Correction alone produced minimal and inconsistent decreases in toe-walking but correction with an audible conditioned stimulus proved most effective in reducing this behavior. This has implications for decreasing toe-walking in other children with autism and may be easily used by teachers and parents. En ligne : http://dx.doi.org/10.1007/s10803-013-1934-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=228

Evaluation of the concurrent validity of a skills assessment for autism treatment / Angela PERSICKE in Research in Autism Spectrum Disorders, 8-3 (March 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-3 (March 2014) . - p.281-285 Titre : Evaluation of the concurrent validity of a skills assessment for autism treatment Type de document : Texte imprimé et/ou numérique Auteurs : Angela PERSICKE, Auteur ; Michele R. BISHOP, Auteur ; Christine M. COFFMAN, Auteur ; Adel C. NAJDOWSKI, Auteur ; Jonathan TARBOX, Auteur ; Kellee CHI, Auteur ; Dennis R. DIXON, Auteur ; Doreen GRANPEESHEH, Auteur ; Amanda N. ADAMS, Auteur ; Jina JANG, Auteur ; Jennifer RANICK, Auteur ; Megan ST. CLAIR, Auteur ; Amy KENZER, Auteur ; Sara S. SHARAF, Auteur ; Amanda DEERING, Auteur Article en page(s) : p.281-285 Langues : Anglais (eng) Mots-clés : Skills assessment  Curriculum  Validity Index. décimale : PER Périodiques Résumé : Abstract Accurate assessment is a critical prerequisite to meaningful curriculum programming for skill acquisition with children with autism spectrum disorder. The purpose of this study was to determine the validity of an indirect skills assessment. Concurrent validity of the assessment was evaluated by contrasting parent responses to participants’ abilities, as indicated by direct observation of those skills. The degree to which parent report and direct observation were in agreement was measured by Pearson correlation coefficient for each curriculum area. Results indicated moderate to very high levels of agreement between parent report and direct observation of the behaviors. Results are discussed in terms of implications for efficiency of assessment and treatment. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.12.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=224 [article] Evaluation of the concurrent validity of a skills assessment for autism treatment [Texte imprimé et/ou numérique] / Angela PERSICKE, Auteur ; Michele R. BISHOP, Auteur ; Christine M. COFFMAN, Auteur ; Adel C. NAJDOWSKI, Auteur ; Jonathan TARBOX, Auteur ; Kellee CHI, Auteur ; Dennis R. DIXON, Auteur ; Doreen GRANPEESHEH, Auteur ; Amanda N. ADAMS, Auteur ; Jina JANG, Auteur ; Jennifer RANICK, Auteur ; Megan ST. CLAIR, Auteur ; Amy KENZER, Auteur ; Sara S. SHARAF, Auteur ; Amanda DEERING, Auteur . - p.281-285. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-3 (March 2014) . - p.281-285 Mots-clés : Skills assessment  Curriculum  Validity Index. décimale : PER Périodiques Résumé : Abstract Accurate assessment is a critical prerequisite to meaningful curriculum programming for skill acquisition with children with autism spectrum disorder. The purpose of this study was to determine the validity of an indirect skills assessment. Concurrent validity of the assessment was evaluated by contrasting parent responses to participants’ abilities, as indicated by direct observation of those skills. The degree to which parent report and direct observation were in agreement was measured by Pearson correlation coefficient for each curriculum area. Results indicated moderate to very high levels of agreement between parent report and direct observation of the behaviors. Results are discussed in terms of implications for efficiency of assessment and treatment. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.12.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=224

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