Improving the assertive conversational skills of adolescents with autism spectrum disorder in a natural context / Linda M. BAMBARA in Research in Autism Spectrum Disorders, 48 (April 2018)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 48 (April 2018) . - p.1-16 Titre : Improving the assertive conversational skills of adolescents with autism spectrum disorder in a natural context Type de document : Texte imprimé et/ou numérique Auteurs : Linda M. BAMBARA, Auteur ; Christine L. COLE, Auteur ; Jacqueline CHOVANES, Auteur ; Alana TELESFORD, Auteur ; Amanda THOMAS, Auteur ; Shu-Chen TSAI, Auteur ; Elizabeth AYAD, Auteur ; Irem BILGILI, Auteur Article en page(s) : p.1-16 Langues : Anglais (eng) Mots-clés : Peer-mediated intervention  Autism  Adolescents  High-school  Conversation skills Index. décimale : PER Périodiques Résumé : Background With the increased demand for social conversation in high school settings, difficulties with pragmatics, or the use of language in social situations, can leave adolescents with Autism Spectrum Disorder (ASD) socially isolated from their peers. Extending previous research, this study examined the effects of a multicomponent peer-mediated intervention (PMI) implemented during lunch on improving the assertive conversational skills (initiating, asking follow-up questions, and commenting) of four passive communicators with ASD. Method A nonconcurrent multiple baseline design across participants was used to evaluate the combined effects of peer training and focus student instruction on the use of text cues for improving conversation with trained network peers. Text cues for initiations were faded, and probes for generalization with novel peers were made. Results Results revealed increases in the adolescents’ ability to initiate, ask-follow-up questions, participate more in conversation acts, and engage in longer on-topic conversations with trained peers. Total assertive acts, including the use of comments to maintain conversation, substantially increased for three of the four adolescents at rates comparable to their peers. Conversational gains generalized in probes with novel peers and social validity measures attested to the intervention acceptability and conversation quality. Conclusions This study provides additional evidence that PMI can be structured to produce robust changes in the conversational skills of adolescents with ASD in a natural social context. En ligne : https://doi.org/10.1016/j.rasd.2018.01.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=340 [article] Improving the assertive conversational skills of adolescents with autism spectrum disorder in a natural context [Texte imprimé et/ou numérique] / Linda M. BAMBARA, Auteur ; Christine L. COLE, Auteur ; Jacqueline CHOVANES, Auteur ; Alana TELESFORD, Auteur ; Amanda THOMAS, Auteur ; Shu-Chen TSAI, Auteur ; Elizabeth AYAD, Auteur ; Irem BILGILI, Auteur . - p.1-16. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 48 (April 2018) . - p.1-16 Mots-clés : Peer-mediated intervention  Autism  Adolescents  High-school  Conversation skills Index. décimale : PER Périodiques Résumé : Background With the increased demand for social conversation in high school settings, difficulties with pragmatics, or the use of language in social situations, can leave adolescents with Autism Spectrum Disorder (ASD) socially isolated from their peers. Extending previous research, this study examined the effects of a multicomponent peer-mediated intervention (PMI) implemented during lunch on improving the assertive conversational skills (initiating, asking follow-up questions, and commenting) of four passive communicators with ASD. Method A nonconcurrent multiple baseline design across participants was used to evaluate the combined effects of peer training and focus student instruction on the use of text cues for improving conversation with trained network peers. Text cues for initiations were faded, and probes for generalization with novel peers were made. Results Results revealed increases in the adolescents’ ability to initiate, ask-follow-up questions, participate more in conversation acts, and engage in longer on-topic conversations with trained peers. Total assertive acts, including the use of comments to maintain conversation, substantially increased for three of the four adolescents at rates comparable to their peers. Conversational gains generalized in probes with novel peers and social validity measures attested to the intervention acceptability and conversation quality. Conclusions This study provides additional evidence that PMI can be structured to produce robust changes in the conversational skills of adolescents with ASD in a natural social context. En ligne : https://doi.org/10.1016/j.rasd.2018.01.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=340

A peer-mediated intervention to improve the conversational skills of high school students with Autism Spectrum Disorder / Linda M. BAMBARA in Research in Autism Spectrum Disorders, 27 (July 2016)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 27 (July 2016) . - p.29-43 Titre : A peer-mediated intervention to improve the conversational skills of high school students with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Linda M. BAMBARA, Auteur ; Christine L. COLE, Auteur ; Catherine KUNSCH, Auteur ; Shu-Chen TSAI, Auteur ; Elizabeth AYAD, Auteur Article en page(s) : p.29-43 Langues : Anglais (eng) Mots-clés : Peer-mediated intervention  Autism  Adolescents  High school  Social-communication skills Index. décimale : PER Périodiques Résumé : AbstractBackground Social-communication deficits of adolescents with Autism Spectrum Disorder (ASD) can significantly interfere with their participation in high school activities, where conversation is the primary mode of social interaction. The purpose of this study was to extend the social-communication research in high school settings by the evaluating use of a peer-mediated intervention (PMI) during lunch on the conversational skills of three adolescents with ASD who were observed to be passive or reluctant conversationalists. Method A multiple-baseline design across participants was used to assess the effects of teaching typical peers strategies for facilitating conversation with the focal students. Peers served as the primary interventionists, but as in other PMI research, we also incorporated the use of written text cues and direct instruction for the focal students, with the aim of using text cues flexibly for a more natural conversation. Results Results indicated improvements in focal students’ conversational skills including an increased number of conversational acts, initiations, and follow-up questions, and longer conversational episodes with peers. Overall assertive acts (i.e., responses not contingent upon peer requests) also increased, suggesting that the once passive conversationalists were becoming more assertive. Social validity outcome measures attested to the acceptability of the PMI and the quality of conversation between focal students and peers. Conclusions The results of this study provide preliminary evidence that PMI can produce substantial and socially-validated conversational outcomes for high school students with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.03.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289 [article] A peer-mediated intervention to improve the conversational skills of high school students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Linda M. BAMBARA, Auteur ; Christine L. COLE, Auteur ; Catherine KUNSCH, Auteur ; Shu-Chen TSAI, Auteur ; Elizabeth AYAD, Auteur . - p.29-43. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 27 (July 2016) . - p.29-43 Mots-clés : Peer-mediated intervention  Autism  Adolescents  High school  Social-communication skills Index. décimale : PER Périodiques Résumé : AbstractBackground Social-communication deficits of adolescents with Autism Spectrum Disorder (ASD) can significantly interfere with their participation in high school activities, where conversation is the primary mode of social interaction. The purpose of this study was to extend the social-communication research in high school settings by the evaluating use of a peer-mediated intervention (PMI) during lunch on the conversational skills of three adolescents with ASD who were observed to be passive or reluctant conversationalists. Method A multiple-baseline design across participants was used to assess the effects of teaching typical peers strategies for facilitating conversation with the focal students. Peers served as the primary interventionists, but as in other PMI research, we also incorporated the use of written text cues and direct instruction for the focal students, with the aim of using text cues flexibly for a more natural conversation. Results Results indicated improvements in focal students’ conversational skills including an increased number of conversational acts, initiations, and follow-up questions, and longer conversational episodes with peers. Overall assertive acts (i.e., responses not contingent upon peer requests) also increased, suggesting that the once passive conversationalists were becoming more assertive. Social validity outcome measures attested to the acceptability of the PMI and the quality of conversation between focal students and peers. Conclusions The results of this study provide preliminary evidence that PMI can produce substantial and socially-validated conversational outcomes for high school students with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.03.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289

Use of a Peer Support Intervention for Promoting Academic Engagement of Students with Autism in General Education Settings / Erin E. MCCURDY 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.883-893 Titre : Use of a Peer Support Intervention for Promoting Academic Engagement of Students with Autism in General Education Settings Type de document : Texte imprimé et/ou numérique Auteurs : Erin E. MCCURDY, Auteur ; Christine L. COLE, Auteur Année de publication : 2014 Article en page(s) : p.883-893 Langues : Anglais (eng) Mots-clés : Peer support  Inclusion  Autism spectrum disorder  General education Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder (ASD) have been shown to benefit from being educated in general education classrooms that provide interactions with typically developing peers. However, behaviors exhibited by students with ASD frequently lead to their return to segregated special education settings. Evidence-based interventions that are both cost-efficient and easy to use in general education settings are needed. The purpose of this study was to evaluate the effects of a simple peer support intervention on the minor disruptive, off-task behaviors of three elementary students with high-functioning ASD in three different general education classrooms. Results indicated the peer support intervention was effective in reducing the off-task behaviors of the students with ASD in these inclusion settings. Practical implications and directions for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-013-1941-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=228 [article] Use of a Peer Support Intervention for Promoting Academic Engagement of Students with Autism in General Education Settings [Texte imprimé et/ou numérique] / Erin E. MCCURDY, Auteur ; Christine L. COLE, Auteur . - 2014 . - p.883-893. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-4 (April 2014) . - p.883-893 Mots-clés : Peer support  Inclusion  Autism spectrum disorder  General education Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder (ASD) have been shown to benefit from being educated in general education classrooms that provide interactions with typically developing peers. However, behaviors exhibited by students with ASD frequently lead to their return to segregated special education settings. Evidence-based interventions that are both cost-efficient and easy to use in general education settings are needed. The purpose of this study was to evaluate the effects of a simple peer support intervention on the minor disruptive, off-task behaviors of three elementary students with high-functioning ASD in three different general education classrooms. Results indicated the peer support intervention was effective in reducing the off-task behaviors of the students with ASD in these inclusion settings. Practical implications and directions for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-013-1941-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=228

Using a Brief Intervention to Improve Partner-Focused Conversation in Adolescents with Autism / Christine L. COLE ; Linda M. BAMBARA ; Alana E. Telesford ; Kathleen BAUER ; Irem Bilgili-Karabacak ; Jacquelyn Chovanes ; Amanda THOMAS ; Amanda Weir in Journal of Autism and Developmental Disorders, 53-6 (June 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-6 (June 2023) . - p.2203-2218 Titre : Using a Brief Intervention to Improve Partner-Focused Conversation in Adolescents with Autism : Journal of Autism and Developmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Christine L. COLE, Auteur ; Linda M. BAMBARA, Auteur ; Alana E. Telesford, Auteur ; Kathleen BAUER, Auteur ; Irem Bilgili-Karabacak, Auteur ; Jacquelyn Chovanes, Auteur ; Amanda THOMAS, Auteur ; Amanda Weir, Auteur Article en page(s) : p.2203-2218 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Individuals on the autism spectrum often experience pragmatic social conversation difficulties that include showing interest in their conversational partners. This may become particularly evident during adolescence when conversation with peers is the primary medium for social interaction. This study used a multiple baseline design across participants to investigate the effects of a brief intervention package on the partner-focused conversation of three adolescents with autism. Results showed increased partner-focused questions and comments for all participants. Social validity assessments indicated that the intervention led to meaningful improvements in peer conversations. En ligne : https://doi.org/10.1007/s10803-022-05510-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=506 [article] Using a Brief Intervention to Improve Partner-Focused Conversation in Adolescents with Autism : Journal of Autism and Developmental Disorders [Texte imprimé et/ou numérique] / Christine L. COLE, Auteur ; Linda M. BAMBARA, Auteur ; Alana E. Telesford, Auteur ; Kathleen BAUER, Auteur ; Irem Bilgili-Karabacak, Auteur ; Jacquelyn Chovanes, Auteur ; Amanda THOMAS, Auteur ; Amanda Weir, Auteur . - p.2203-2218. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-6 (June 2023) . - p.2203-2218 Index. décimale : PER Périodiques Résumé : Individuals on the autism spectrum often experience pragmatic social conversation difficulties that include showing interest in their conversational partners. This may become particularly evident during adolescence when conversation with peers is the primary medium for social interaction. This study used a multiple baseline design across participants to investigate the effects of a brief intervention package on the partner-focused conversation of three adolescents with autism. Results showed increased partner-focused questions and comments for all participants. Social validity assessments indicated that the intervention led to meaningful improvements in peer conversations. En ligne : https://doi.org/10.1007/s10803-022-05510-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=506

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