Frequency and latency of social interaction in an inclusive kindergarten setting / Erik JAHR in Autism, 11-4 (July 2007)  

Public ISBD [article]  inAutism > 11-4 (July 2007) . - p.349-363 Titre : Frequency and latency of social interaction in an inclusive kindergarten setting Type de document : Texte imprimé et/ou numérique Auteurs : Erik JAHR, Auteur ; Heidi AASE, Auteur ; Svein EIKESETH, Auteur ; Sigmund ELDEVIK, Auteur Année de publication : 2007 Article en page(s) : p.349-363 Langues : Anglais (eng) Mots-clés : Autism Frequency Inclusive-setting Latency Social-interaction Typical-children Index. décimale : PER Périodiques Résumé : This study investigated the frequency and latency of naturally occurring social interaction with typically developing children and those with autism in inclusive kindergarten settings. The children with autism were also subdivided into two groups according to intellectual functioning in order to analyze frequency and latency of social interaction in relation to degree of disability. The results showed a significant difference in frequency of social interaction between the typical children and those with autism. There was no difference between the groups on latency to initiate interaction. However, shorter latency was associated with higher frequency in the typical group but not in the group of children with autism. Significant differences in IQ and adaptive functioning were found between the children with autism who showed interaction and those who did not. The results for the typical children may be used as benchmark values for the assessment of treatment outcome for children with autism. En ligne : http://dx.doi.org/10.1177/1362361307078134 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=158 [article] Frequency and latency of social interaction in an inclusive kindergarten setting [Texte imprimé et/ou numérique] / Erik JAHR, Auteur ; Heidi AASE, Auteur ; Svein EIKESETH, Auteur ; Sigmund ELDEVIK, Auteur . - 2007 . - p.349-363. Langues : Anglais (eng) in Autism > 11-4 (July 2007) . - p.349-363 Mots-clés : Autism Frequency Inclusive-setting Latency Social-interaction Typical-children Index. décimale : PER Périodiques Résumé : This study investigated the frequency and latency of naturally occurring social interaction with typically developing children and those with autism in inclusive kindergarten settings. The children with autism were also subdivided into two groups according to intellectual functioning in order to analyze frequency and latency of social interaction in relation to degree of disability. The results showed a significant difference in frequency of social interaction between the typical children and those with autism. There was no difference between the groups on latency to initiate interaction. However, shorter latency was associated with higher frequency in the typical group but not in the group of children with autism. Significant differences in IQ and adaptive functioning were found between the children with autism who showed interaction and those who did not. The results for the typical children may be used as benchmark values for the assessment of treatment outcome for children with autism. En ligne : http://dx.doi.org/10.1177/1362361307078134 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=158

Meta-Analysis of Early Intensive Behavioral Intervention for Children With Autism / Sigmund ELDEVIK in Journal of Clinical Child & Adolescent Psychology, 38-3 (May 2009)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 38-3 (May 2009) . - p.439-450 Titre : Meta-Analysis of Early Intensive Behavioral Intervention for Children With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Sigmund ELDEVIK, Auteur ; Erik JAHR, Auteur ; Svein EIKESETH, Auteur ; Richard P. HASTINGS, Auteur ; J. Carl HUGHES, Auteur ; Scott CROSS, Auteur Année de publication : 2009 Article en page(s) : p.439-450 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : A systematic literature search for studies reporting effects of Early Intensive Behavioral Intervention identified 34 studies, 9 of which were controlled designs having either a comparison or a control group. We completed a meta-analysis yielding a standardized mean difference effect size for two available outcome measures: change in full-scale intelligence and/or adaptive behavior composite. Effect sizes were computed using Hedges's g. The average effect size was 1.10 for change in full-scale intelligence (95% confidence interval = .87, 1.34) and .66 (95% confidence interval = .41, .90) for change in adaptive behavior composite. These effect sizes are generally considered to be large and moderate, respectively. Our results support the clinical implication that at present, and in the absence of other interventions with established efficacy, Early Intensive Behavioral Intervention should be an intervention of choice for children with autism. En ligne : http://dx.doi.org/10.1080/15374410902851739 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=757 [article] Meta-Analysis of Early Intensive Behavioral Intervention for Children With Autism [Texte imprimé et/ou numérique] / Sigmund ELDEVIK, Auteur ; Erik JAHR, Auteur ; Svein EIKESETH, Auteur ; Richard P. HASTINGS, Auteur ; J. Carl HUGHES, Auteur ; Scott CROSS, Auteur . - 2009 . - p.439-450. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 38-3 (May 2009) . - p.439-450 Index. décimale : PER Périodiques Résumé : A systematic literature search for studies reporting effects of Early Intensive Behavioral Intervention identified 34 studies, 9 of which were controlled designs having either a comparison or a control group. We completed a meta-analysis yielding a standardized mean difference effect size for two available outcome measures: change in full-scale intelligence and/or adaptive behavior composite. Effect sizes were computed using Hedges's g. The average effect size was 1.10 for change in full-scale intelligence (95% confidence interval = .87, 1.34) and .66 (95% confidence interval = .41, .90) for change in adaptive behavior composite. These effect sizes are generally considered to be large and moderate, respectively. Our results support the clinical implication that at present, and in the absence of other interventions with established efficacy, Early Intensive Behavioral Intervention should be an intervention of choice for children with autism. En ligne : http://dx.doi.org/10.1080/15374410902851739 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=757

Outcome for children with autism receiving early and intensive behavioral intervention in mainstream preschool and kindergarten settings / Svein EIKESETH in Research in Autism Spectrum Disorders, 6-2 (April-June 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-2 (April-June 2012) . - p.829-835 Titre : Outcome for children with autism receiving early and intensive behavioral intervention in mainstream preschool and kindergarten settings Type de document : Texte imprimé et/ou numérique Auteurs : Svein EIKESETH, Auteur ; Lars KLINTWALL, Auteur ; Erik JAHR, Auteur ; Peter KARLSSON, Auteur Année de publication : 2012 Article en page(s) : p.829-835 Langues : Anglais (eng) Mots-clés : Autism  EIBI  Applied Behavior Analysis  Effectiveness  Adaptive behavior Index. décimale : PER Périodiques Résumé : The evidence for Early and Intensive Behavioral Intervention (EIBI) for children with autism is well founded in several efficacy studies. However, only a few studies have investigated the effectiveness of EIBI in community settings. This study examined whether children receiving one year of EIBI (N = 35) would make larger gains in adaptive behaviors than a group of children receiving treatment as usual (TAU; N = 24). At intake, the groups did not differ significantly on chronological age or level of adaptive behavior. After one year of treatment, children in the EIBI group scored significantly higher on all scales of adaptive behavior as compared to the children receiving TAU. Moreover, children in the EIBI group showed significant improvements in adaptive behaviors, maladaptive behaviors, and autism symptoms after one year of treatment, and this change continued into the second year of treatment, albeit to a lesser degree. Limitations of the study include lack of independent assessments of children receiving EIBI, and lack of random assignment of participants to treatment groups. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.09.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=150 [article] Outcome for children with autism receiving early and intensive behavioral intervention in mainstream preschool and kindergarten settings [Texte imprimé et/ou numérique] / Svein EIKESETH, Auteur ; Lars KLINTWALL, Auteur ; Erik JAHR, Auteur ; Peter KARLSSON, Auteur . - 2012 . - p.829-835. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-2 (April-June 2012) . - p.829-835 Mots-clés : Autism  EIBI  Applied Behavior Analysis  Effectiveness  Adaptive behavior Index. décimale : PER Périodiques Résumé : The evidence for Early and Intensive Behavioral Intervention (EIBI) for children with autism is well founded in several efficacy studies. However, only a few studies have investigated the effectiveness of EIBI in community settings. This study examined whether children receiving one year of EIBI (N = 35) would make larger gains in adaptive behaviors than a group of children receiving treatment as usual (TAU; N = 24). At intake, the groups did not differ significantly on chronological age or level of adaptive behavior. After one year of treatment, children in the EIBI group scored significantly higher on all scales of adaptive behavior as compared to the children receiving TAU. Moreover, children in the EIBI group showed significant improvements in adaptive behaviors, maladaptive behaviors, and autism symptoms after one year of treatment, and this change continued into the second year of treatment, albeit to a lesser degree. Limitations of the study include lack of independent assessments of children receiving EIBI, and lack of random assignment of participants to treatment groups. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.09.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=150

Outcomes of Behavioral Intervention for Children with Autism in Mainstream Pre-School Settings / Sigmund ELDEVIK in Journal of Autism and Developmental Disorders, 42-2 (February 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.210-220 Titre : Outcomes of Behavioral Intervention for Children with Autism in Mainstream Pre-School Settings Type de document : Texte imprimé et/ou numérique Auteurs : Sigmund ELDEVIK, Auteur ; Richard P. HASTINGS, Auteur ; Erik JAHR, Auteur ; J. Carl HUGHES, Auteur Année de publication : 2012 Article en page(s) : p.210-220 Langues : Anglais (eng) Mots-clés : Early intensive behavioral intervention  Autism  Mainstream setting  Pre-school  Effectiveness Index. décimale : PER Périodiques Résumé : We evaluated outcomes for 31 children with autism (2–6 years of age at intake) who received behavioral intervention in mainstream pre-school settings and a comparison group of 12 children receiving treatment as usual. After 2 years, children receiving behavioral intervention had higher IQ scores (Hedges g = 1.03 (95% CI = .34, 1.72) and adaptive behavior composite scores (Hedges g = .73 (95% CI = .05, 1.36). Despite probably fewer intervention hours, these group level outcomes were comparable to studies providing more intensive intervention. Individual child data also showed positive results with 19.4% achieving change at a reliable level for IQ; but a lower percentage than found in recent meta-analysis research. Strengths and weaknesses of the mainstream pre-school delivery model are discussed. En ligne : http://dx.doi.org/10.1007/s10803-011-1234-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151 [article] Outcomes of Behavioral Intervention for Children with Autism in Mainstream Pre-School Settings [Texte imprimé et/ou numérique] / Sigmund ELDEVIK, Auteur ; Richard P. HASTINGS, Auteur ; Erik JAHR, Auteur ; J. Carl HUGHES, Auteur . - 2012 . - p.210-220. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.210-220 Mots-clés : Early intensive behavioral intervention  Autism  Mainstream setting  Pre-school  Effectiveness Index. décimale : PER Périodiques Résumé : We evaluated outcomes for 31 children with autism (2–6 years of age at intake) who received behavioral intervention in mainstream pre-school settings and a comparison group of 12 children receiving treatment as usual. After 2 years, children receiving behavioral intervention had higher IQ scores (Hedges g = 1.03 (95% CI = .34, 1.72) and adaptive behavior composite scores (Hedges g = .73 (95% CI = .05, 1.36). Despite probably fewer intervention hours, these group level outcomes were comparable to studies providing more intensive intervention. Individual child data also showed positive results with 19.4% achieving change at a reliable level for IQ; but a lower percentage than found in recent meta-analysis research. Strengths and weaknesses of the mainstream pre-school delivery model are discussed. En ligne : http://dx.doi.org/10.1007/s10803-011-1234-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151

---

1 (1 - 4 / 4)