Dépouillements

Effects of Embedding Special Interest Area in Instruction on the Engagement and Out-of-Seat Behaviors of Children With Autism Spectrum Disorder / Gospel Y. KIM in Focus on Autism and Other Developmental Disabilities, 39-4 (December 2024)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 39-4 (December 2024) . - p.203-215 Titre : Effects of Embedding Special Interest Area in Instruction on the Engagement and Out-of-Seat Behaviors of Children With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Gospel Y. KIM, Auteur ; SoHyun LEE, Auteur ; Kathleen N. TUCK, Auteur ; Jose R. MARTINEZ, Auteur Article en page(s) : p.203-215 Langues : Anglais (eng) Mots-clés : out-of-seat behavior  special interest areas  behavior change Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine the effects of embedding special interest areas (SIAs) in whole-group (WG) instruction on engagement and out-of-seat (OOS) behaviors for young children with autism spectrum disorder (ASD) in general education classrooms. A multiple baseline across participants design was used to evaluate the functional relation between the SIA-embedded instruction and engagement and OOS behaviors of all three children. Non-targeted probes were conducted after every intervention session to investigate whether there was behavioral change when the SIAs were removed from instruction. Results indicated that embedding SIAs in WG instruction may increase the engagement behavior and decrease the OOS behavior of children with ASD; behavioral changes were maintained over time for all children. En ligne : https://dx.doi.org/10.1177/10883576241232894 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=539 [article] Effects of Embedding Special Interest Area in Instruction on the Engagement and Out-of-Seat Behaviors of Children With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Gospel Y. KIM, Auteur ; SoHyun LEE, Auteur ; Kathleen N. TUCK, Auteur ; Jose R. MARTINEZ, Auteur . - p.203-215. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 39-4 (December 2024) . - p.203-215 Mots-clés : out-of-seat behavior  special interest areas  behavior change Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine the effects of embedding special interest areas (SIAs) in whole-group (WG) instruction on engagement and out-of-seat (OOS) behaviors for young children with autism spectrum disorder (ASD) in general education classrooms. A multiple baseline across participants design was used to evaluate the functional relation between the SIA-embedded instruction and engagement and OOS behaviors of all three children. Non-targeted probes were conducted after every intervention session to investigate whether there was behavioral change when the SIAs were removed from instruction. Results indicated that embedding SIAs in WG instruction may increase the engagement behavior and decrease the OOS behavior of children with ASD; behavioral changes were maintained over time for all children. En ligne : https://dx.doi.org/10.1177/10883576241232894 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=539

The Utility of the R-ABC in Assessing Risk for Autism Compared With the M-CHAT: An Exploratory Study / Sidni A. JUSTUS in Focus on Autism and Other Developmental Disabilities, 39-4 (December 2024)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 39-4 (December 2024) . - p.216-226 Titre : The Utility of the R-ABC in Assessing Risk for Autism Compared With the M-CHAT: An Exploratory Study Type de document : Texte imprimé et/ou numérique Auteurs : Sidni A. JUSTUS, Auteur ; Jenny L. SINGLETON, Auteur ; Agata ROZGA, Auteur Article en page(s) : p.216-226 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  ASD  developmental screening Index. décimale : PER Périodiques Résumé : Over the past 20+ years, researchers have worked toward identifying early behavioral predictors of autism spectrum disorder (ASD) and developing observation-based screeners to supplement existing parent-report methods. This study is a follow-up, 3 to 8 years later, with parents/caregivers of 57 children previously enrolled in a U.S. university-based study evaluating early ASD-risk. The original study evaluated infants' (ages 15-35 months) ASD-risk through both observation-based and parent-report screeners. At follow-up, caregivers completed a phone interview inquiring about their child?s developmental progress and diagnostic outcomes. Results indicated screener at-risk status agreement in infancy predicted only one of the four parent-reported ASD diagnoses at follow-up. Single instrument at-risk status aligned with two additional ASD diagnoses (one per screener), and both screeners missed one ASD diagnosis at follow-up. Results did not indicate significant added utility for the observation-based screener over the commonly used parent-report screener, suggesting that ASD behavioral markers may be hard to observe at early ages. En ligne : https://dx.doi.org/10.1177/10883576241232904 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=539 [article] The Utility of the R-ABC in Assessing Risk for Autism Compared With the M-CHAT: An Exploratory Study [Texte imprimé et/ou numérique] / Sidni A. JUSTUS, Auteur ; Jenny L. SINGLETON, Auteur ; Agata ROZGA, Auteur . - p.216-226. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 39-4 (December 2024) . - p.216-226 Mots-clés : autism spectrum disorder  ASD  developmental screening Index. décimale : PER Périodiques Résumé : Over the past 20+ years, researchers have worked toward identifying early behavioral predictors of autism spectrum disorder (ASD) and developing observation-based screeners to supplement existing parent-report methods. This study is a follow-up, 3 to 8 years later, with parents/caregivers of 57 children previously enrolled in a U.S. university-based study evaluating early ASD-risk. The original study evaluated infants' (ages 15-35 months) ASD-risk through both observation-based and parent-report screeners. At follow-up, caregivers completed a phone interview inquiring about their child?s developmental progress and diagnostic outcomes. Results indicated screener at-risk status agreement in infancy predicted only one of the four parent-reported ASD diagnoses at follow-up. Single instrument at-risk status aligned with two additional ASD diagnoses (one per screener), and both screeners missed one ASD diagnosis at follow-up. Results did not indicate significant added utility for the observation-based screener over the commonly used parent-report screener, suggesting that ASD behavioral markers may be hard to observe at early ages. En ligne : https://dx.doi.org/10.1177/10883576241232904 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=539

An Exploration of a General Social Outcome Measure / Janine P. STICHTER in Focus on Autism and Other Developmental Disabilities, 39-4 (December 2024)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 39-4 (December 2024) . - p.227-237 Titre : An Exploration of a General Social Outcome Measure Type de document : Texte imprimé et/ou numérique Auteurs : Janine P. STICHTER, Auteur ; Nargiza BURANOVA, Auteur ; Melissa STORMONT, Auteur Article en page(s) : p.227-237 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  social skills  assessment Index. décimale : PER Périodiques Résumé : The General Social Outcome Measure (GSOM) is a performance-based measurement tool designed to assess the change in social skills performance during and after intervention for students with social skills deficits. In the current study, the psychometric properties of the GSOM, including the total score and social communication domains, were examined using a sample of U.S. in adolescents with social skill deficits. Internal consistency alphas were conducted, which showed promising results. Correlational analyses were conducted using the GSOM and the Children?s Communication Checklist-2 (CCC-2), School Social Behavior Scales (SSBS), and the Autism Diagnostic Observation Schedule-Second Edition (ADOS-2). A small but significant correlation was documented between the GSOM and the ADOS-2, with higher GSOM total scores (higher social skills) associated with lower ADOS-2 scores. Additional analyses revealed that individuals with different levels of symptomology according to the ADOS-2 (low, moderate, or high) differed significantly in the GSOM total score. The implications of these findings are discussed with respect to the utility of the GSOM as a progress-monitoring tool for targeted populations with social skill impairments. En ligne : https://dx.doi.org/10.1177/10883576231221747 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=539 [article] An Exploration of a General Social Outcome Measure [Texte imprimé et/ou numérique] / Janine P. STICHTER, Auteur ; Nargiza BURANOVA, Auteur ; Melissa STORMONT, Auteur . - p.227-237. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 39-4 (December 2024) . - p.227-237 Mots-clés : autism spectrum disorder  social skills  assessment Index. décimale : PER Périodiques Résumé : The General Social Outcome Measure (GSOM) is a performance-based measurement tool designed to assess the change in social skills performance during and after intervention for students with social skills deficits. In the current study, the psychometric properties of the GSOM, including the total score and social communication domains, were examined using a sample of U.S. in adolescents with social skill deficits. Internal consistency alphas were conducted, which showed promising results. Correlational analyses were conducted using the GSOM and the Children?s Communication Checklist-2 (CCC-2), School Social Behavior Scales (SSBS), and the Autism Diagnostic Observation Schedule-Second Edition (ADOS-2). A small but significant correlation was documented between the GSOM and the ADOS-2, with higher GSOM total scores (higher social skills) associated with lower ADOS-2 scores. Additional analyses revealed that individuals with different levels of symptomology according to the ADOS-2 (low, moderate, or high) differed significantly in the GSOM total score. The implications of these findings are discussed with respect to the utility of the GSOM as a progress-monitoring tool for targeted populations with social skill impairments. En ligne : https://dx.doi.org/10.1177/10883576231221747 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=539

Paraeducator Perspectives on Supporting Students With Autism Spectrum Disorder: Implications for Improving Paraeducator Training and Supervision / Virginia L. WALKER in Focus on Autism and Other Developmental Disabilities, 39-4 (December 2024)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 39-4 (December 2024) . - p.238-248 Titre : Paraeducator Perspectives on Supporting Students With Autism Spectrum Disorder: Implications for Improving Paraeducator Training and Supervision Type de document : Texte imprimé et/ou numérique Auteurs : Virginia L. WALKER, Auteur ; Christan COOGLE, Auteur ; Ann MICKELSON, Auteur ; Andy B. MASUD, Auteur Article en page(s) : p.238-248 Langues : Anglais (eng) Mots-clés : paraeducator  paraprofessional  autism spectrum disorder  ASD Index. décimale : PER Périodiques Résumé : The number of students with autism spectrum disorder (ASD) in PreK-12 schools has increased over time. However, paraeducators supporting students with ASD typically receive limited training and are unprepared for their roles. As part of a larger survey study, we conducted a content analysis of responses by paraeducators in one U.S. state across three open-ended survey items focused on their skills, training, and challenges specific to supporting students with ASD. Despite reporting limited preparation and training, paraeducators described a variety of knowledge, skills, and dispositions related to supporting students with ASD, many of which resulted from their practical experiences as opposed to school-based training and supervision. Our findings also confirm that paraeducators face a number of challenges in collaborating with other educational professionals and families and supporting students with ASD across settings due to limited training and preparation. We present implications for developing paraeducator training programs in the area of ASD and future research directions. En ligne : https://dx.doi.org/10.1177/10883576241232887 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=539 [article] Paraeducator Perspectives on Supporting Students With Autism Spectrum Disorder: Implications for Improving Paraeducator Training and Supervision [Texte imprimé et/ou numérique] / Virginia L. WALKER, Auteur ; Christan COOGLE, Auteur ; Ann MICKELSON, Auteur ; Andy B. MASUD, Auteur . - p.238-248. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 39-4 (December 2024) . - p.238-248 Mots-clés : paraeducator  paraprofessional  autism spectrum disorder  ASD Index. décimale : PER Périodiques Résumé : The number of students with autism spectrum disorder (ASD) in PreK-12 schools has increased over time. However, paraeducators supporting students with ASD typically receive limited training and are unprepared for their roles. As part of a larger survey study, we conducted a content analysis of responses by paraeducators in one U.S. state across three open-ended survey items focused on their skills, training, and challenges specific to supporting students with ASD. Despite reporting limited preparation and training, paraeducators described a variety of knowledge, skills, and dispositions related to supporting students with ASD, many of which resulted from their practical experiences as opposed to school-based training and supervision. Our findings also confirm that paraeducators face a number of challenges in collaborating with other educational professionals and families and supporting students with ASD across settings due to limited training and preparation. We present implications for developing paraeducator training programs in the area of ASD and future research directions. En ligne : https://dx.doi.org/10.1177/10883576241232887 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=539

The Effect of a Family Member-Assisted Online Early Reading Intervention Program for Students With Intellectual Disability in China / Huan LI in Focus on Autism and Other Developmental Disabilities, 39-4 (December 2024)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 39-4 (December 2024) . - p.249-259 Titre : The Effect of a Family Member-Assisted Online Early Reading Intervention Program for Students With Intellectual Disability in China Type de document : Texte imprimé et/ou numérique Auteurs : Huan LI, Auteur ; Ning AN, Auteur ; Li DENG, Auteur ; Jing YU, Auteur ; Shuo ZENG, Auteur Article en page(s) : p.249-259 Langues : Anglais (eng) Mots-clés : family member  online learning  intellectual disability  early reading skills  Chinese Index. décimale : PER Périodiques Résumé : Early reading skills are a prerequisite for children to acquire subsequent reading skills. Many online programs have been reported to be effective in improving students' reading skills. However, there is limited evidence demonstrating the effectiveness of online early reading programs for students with intellectual disability (ID). Using a single-case multiple-probe across-participant design, the study examined whether a family member-assisted online early reading program could improve the early Chinese reading skills of students with ID. All three participants demonstrated significant treatment effects on early reading skills in response to the program. These acquired effects were generalized across settings and maintained in follow-up conditions for all participants. As such, this study extends the limited literature on the effectiveness of online programs to develop early reading skills in students with ID. En ligne : https://dx.doi.org/10.1177/10883576241232902 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=539 [article] The Effect of a Family Member-Assisted Online Early Reading Intervention Program for Students With Intellectual Disability in China [Texte imprimé et/ou numérique] / Huan LI, Auteur ; Ning AN, Auteur ; Li DENG, Auteur ; Jing YU, Auteur ; Shuo ZENG, Auteur . - p.249-259. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 39-4 (December 2024) . - p.249-259 Mots-clés : family member  online learning  intellectual disability  early reading skills  Chinese Index. décimale : PER Périodiques Résumé : Early reading skills are a prerequisite for children to acquire subsequent reading skills. Many online programs have been reported to be effective in improving students' reading skills. However, there is limited evidence demonstrating the effectiveness of online early reading programs for students with intellectual disability (ID). Using a single-case multiple-probe across-participant design, the study examined whether a family member-assisted online early reading program could improve the early Chinese reading skills of students with ID. All three participants demonstrated significant treatment effects on early reading skills in response to the program. These acquired effects were generalized across settings and maintained in follow-up conditions for all participants. As such, this study extends the limited literature on the effectiveness of online programs to develop early reading skills in students with ID. En ligne : https://dx.doi.org/10.1177/10883576241232902 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=539