ASD intervention research in real world contexts: Refining single case designs / Kim BULKELEY in Research in Autism Spectrum Disorders, 7-10 (October 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-10 (October 2013) . - p.1257-1264 Titre : ASD intervention research in real world contexts: Refining single case designs Type de document : Texte imprimé et/ou numérique Auteurs : Kim BULKELEY, Auteur ; Anita BUNDY, Auteur ; Jacqueline ROBERTS, Auteur ; Stewart L. EINFELD, Auteur Article en page(s) : p.1257-1264 Langues : Anglais (eng) Mots-clés : Autism  Social validity  Repeated measures  Individualized intervention  Outcome measurement  Intervention fidelity Index. décimale : PER Périodiques Résumé : There is a pressing need for intervention research that reflects real world practice to support evidence-based decision making for families, professionals and administrators who support children with ASD. Some of the challenges confronting intervention research are explored, with solutions offered based on single case design methodology. Challenges with single case designs are also outlined and contemporary solutions that are applicable in real world contexts are illustrated in a study by the authors. Research utilizing these strategies may assist with facilitating practitioners to engage in practice-based research to bridge the research to practice gap in intervention with young children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.07.014 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212 [article] ASD intervention research in real world contexts: Refining single case designs [Texte imprimé et/ou numérique] / Kim BULKELEY, Auteur ; Anita BUNDY, Auteur ; Jacqueline ROBERTS, Auteur ; Stewart L. EINFELD, Auteur . - p.1257-1264. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-10 (October 2013) . - p.1257-1264 Mots-clés : Autism  Social validity  Repeated measures  Individualized intervention  Outcome measurement  Intervention fidelity Index. décimale : PER Périodiques Résumé : There is a pressing need for intervention research that reflects real world practice to support evidence-based decision making for families, professionals and administrators who support children with ASD. Some of the challenges confronting intervention research are explored, with solutions offered based on single case design methodology. Challenges with single case designs are also outlined and contemporary solutions that are applicable in real world contexts are illustrated in a study by the authors. Research utilizing these strategies may assist with facilitating practitioners to engage in practice-based research to bridge the research to practice gap in intervention with young children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.07.014 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212

Can We Play Together? A Closer Look at the Peers of a Peer-Mediated Intervention to Improve Play in Children with Autism Spectrum Disorder / Cally KENT in Journal of Autism and Developmental Disorders, 50-8 (August 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-8 (August 2020) . - p.2860-2873 Titre : Can We Play Together? A Closer Look at the Peers of a Peer-Mediated Intervention to Improve Play in Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Cally KENT, Auteur ; Reinie CORDIER, Auteur ; Annette JOOSTEN, Auteur ; Sarah WILKES-GILLAN, Auteur ; Anita BUNDY, Auteur Article en page(s) : p.2860-2873 Langues : Anglais (eng) Mots-clés : Autism  Intervention  Peers  Play  Video modelling Index. décimale : PER Périodiques Résumé : Peer-mediated interventions (PMIs) are often used to support children with autism spectrum disorder (ASD) to develop social skills. However, more investigation is needed to better understand the role of peers as both intervention recipients and models. Sixty-five typically developing peers who participated in a PMI for children with ASD were investigated using a randomised control trial. Play sessions of the dyads were scored using the Test of Playfulness. Results showed a significant moderate intervention effect for the peers from pre- to post-intervention; outcomes for children with ASD were not influenced by peer characteristics; and, the children demonstrated a similar pattern of play interaction. Implications for practice are discussed.Clinical Trials Registry Australian New Zealand Clinical Trials Registry, https://www.anzctr.org.au/ (ACTRN12615000008527; Universal Trial Number: U1111-1165-2708). En ligne : http://dx.doi.org/10.1007/s10803-020-04387-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428 [article] Can We Play Together? A Closer Look at the Peers of a Peer-Mediated Intervention to Improve Play in Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Cally KENT, Auteur ; Reinie CORDIER, Auteur ; Annette JOOSTEN, Auteur ; Sarah WILKES-GILLAN, Auteur ; Anita BUNDY, Auteur . - p.2860-2873. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-8 (August 2020) . - p.2860-2873 Mots-clés : Autism  Intervention  Peers  Play  Video modelling Index. décimale : PER Périodiques Résumé : Peer-mediated interventions (PMIs) are often used to support children with autism spectrum disorder (ASD) to develop social skills. However, more investigation is needed to better understand the role of peers as both intervention recipients and models. Sixty-five typically developing peers who participated in a PMI for children with ASD were investigated using a randomised control trial. Play sessions of the dyads were scored using the Test of Playfulness. Results showed a significant moderate intervention effect for the peers from pre- to post-intervention; outcomes for children with ASD were not influenced by peer characteristics; and, the children demonstrated a similar pattern of play interaction. Implications for practice are discussed.Clinical Trials Registry Australian New Zealand Clinical Trials Registry, https://www.anzctr.org.au/ (ACTRN12615000008527; Universal Trial Number: U1111-1165-2708). En ligne : http://dx.doi.org/10.1007/s10803-020-04387-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428

A cross-cultural exploration of the everyday social participation of individuals with autism spectrum disorders in Australia and Taiwan: An experience sampling study / Yu-Wei CHEN in Autism, 21-2 (February 2017)  

Public ISBD [article]  inAutism > 21-2 (February 2017) . - p.231-241 Titre : A cross-cultural exploration of the everyday social participation of individuals with autism spectrum disorders in Australia and Taiwan: An experience sampling study Type de document : Texte imprimé et/ou numérique Auteurs : Yu-Wei CHEN, Auteur ; Anita BUNDY, Auteur ; Reinie CORDIER, Auteur ; Yi-Ling CHIEN, Auteur ; Stewart L. EINFELD, Auteur Article en page(s) : p.231-241 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Individuals with an autism spectrum disorder commonly have limited social participation. This study aimed to examine the similarities and differences of everyday participation among males and females with autism spectrum disorder in Australia and Taiwan, using an experience sampling methodology. A total of 14 Australians (4 males, aged 16?43?years) and 16 Taiwanese (12 males, aged 19?45?years) with autism spectrum disorder who are cognitively able were asked to carry a device which prompted them seven times per day for 7?days, to record everyday participation: where they were, what they were doing, and who they were with. Multilevel analyses were used to identify the relationships between everyday participation and associated factors including gender, country of residence, clinical severity of autism spectrum disorder, and social anxiety. The results showed that Taiwanese participants were more likely to stay at home than Australian participants. However, female participants were more likely to engage in social situations than males. Furthermore, participants with fewer autism spectrum disorder symptoms and those with higher levels of social anxiety were less likely to engage in social interactions. This study sheds light on ways that culture and gender affect social participation and highlights the relationship of social anxiety to social participation. The findings have implications for interventions for social participation. En ligne : http://dx.doi.org/10.1177/1362361316636756 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303 [article] A cross-cultural exploration of the everyday social participation of individuals with autism spectrum disorders in Australia and Taiwan: An experience sampling study [Texte imprimé et/ou numérique] / Yu-Wei CHEN, Auteur ; Anita BUNDY, Auteur ; Reinie CORDIER, Auteur ; Yi-Ling CHIEN, Auteur ; Stewart L. EINFELD, Auteur . - p.231-241. Langues : Anglais (eng) in Autism > 21-2 (February 2017) . - p.231-241 Index. décimale : PER Périodiques Résumé : Individuals with an autism spectrum disorder commonly have limited social participation. This study aimed to examine the similarities and differences of everyday participation among males and females with autism spectrum disorder in Australia and Taiwan, using an experience sampling methodology. A total of 14 Australians (4 males, aged 16?43?years) and 16 Taiwanese (12 males, aged 19?45?years) with autism spectrum disorder who are cognitively able were asked to carry a device which prompted them seven times per day for 7?days, to record everyday participation: where they were, what they were doing, and who they were with. Multilevel analyses were used to identify the relationships between everyday participation and associated factors including gender, country of residence, clinical severity of autism spectrum disorder, and social anxiety. The results showed that Taiwanese participants were more likely to stay at home than Australian participants. However, female participants were more likely to engage in social situations than males. Furthermore, participants with fewer autism spectrum disorder symptoms and those with higher levels of social anxiety were less likely to engage in social interactions. This study sheds light on ways that culture and gender affect social participation and highlights the relationship of social anxiety to social participation. The findings have implications for interventions for social participation. En ligne : http://dx.doi.org/10.1177/1362361316636756 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303

Do behavioural approaches teach children with autism to play or are they pretending? / Tim LUCKETT in Autism, 11-4 (July 2007)  

Public ISBD [article]  inAutism > 11-4 (July 2007) . - p.365-388 Titre : Do behavioural approaches teach children with autism to play or are they pretending? Type de document : Texte imprimé et/ou numérique Auteurs : Tim LUCKETT, Auteur ; Anita BUNDY, Auteur ; Jacqueline ROBERTS, Auteur Année de publication : 2007 Article en page(s) : p.365-388 Langues : Anglais (eng) Mots-clés : Autism Behaviour-modification Childhood-play-behaviour Childhood-play-development Index. décimale : PER Périodiques Résumé : Play is, by definition, internally motivated, flexible, spontaneous and voluntary. Yet some researchers claim to have taught children with autism to play using behavioural interventions that are heavily structured, repetitive and make use of external reinforcements. In the current systematic review, we examine the extent to which these claims are supported by the evidence presented by the researchers themselves. We conclude that the most effective behavioural interventions have been those which have built on children's existing abilities or have relied on the motivating nature of activities themselves rather than on external rewards. We discuss the problems inherent in distinguishing between behavioural and cognitive change in children's play and highlight generalization as a poorly understood but focal process. Finally, we discuss the value of teaching children with autism play behaviours when these are not characterized by the defining qualities of play as a disposition. En ligne : http://dx.doi.org/10.1177/1362361307078135 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=158 [article] Do behavioural approaches teach children with autism to play or are they pretending? [Texte imprimé et/ou numérique] / Tim LUCKETT, Auteur ; Anita BUNDY, Auteur ; Jacqueline ROBERTS, Auteur . - 2007 . - p.365-388. Langues : Anglais (eng) in Autism > 11-4 (July 2007) . - p.365-388 Mots-clés : Autism Behaviour-modification Childhood-play-behaviour Childhood-play-development Index. décimale : PER Périodiques Résumé : Play is, by definition, internally motivated, flexible, spontaneous and voluntary. Yet some researchers claim to have taught children with autism to play using behavioural interventions that are heavily structured, repetitive and make use of external reinforcements. In the current systematic review, we examine the extent to which these claims are supported by the evidence presented by the researchers themselves. We conclude that the most effective behavioural interventions have been those which have built on children's existing abilities or have relied on the motivating nature of activities themselves rather than on external rewards. We discuss the problems inherent in distinguishing between behavioural and cognitive change in children's play and highlight generalization as a poorly understood but focal process. Finally, we discuss the value of teaching children with autism play behaviours when these are not characterized by the defining qualities of play as a disposition. En ligne : http://dx.doi.org/10.1177/1362361307078135 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=158

Intrinsic and Extrinsic Motivation for Stereotypic and Repetitive Behavior / Annette V. JOOSTEN in Journal of Autism and Developmental Disorders, 39-3 (March 2009)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 39-3 (March 2009) . - p.521-531 Titre : Intrinsic and Extrinsic Motivation for Stereotypic and Repetitive Behavior Type de document : Texte imprimé et/ou numérique Auteurs : Annette V. JOOSTEN, Auteur ; Anita BUNDY, Auteur ; Stewart L. EINFELD, Auteur Année de publication : 2009 Article en page(s) : p.521-531 Langues : Anglais (eng) Mots-clés : Stereotypic Intrinsic Extrinsic Anxiety Rasch-analysis Index. décimale : PER Périodiques Résumé : This study provides evidence for intrinsic and extrinsic motivators for stereotypical and repetitive behavior in children with autism and intellectual disability and children with intellectual disability alone. We modified the Motivation Assessment Scale (MAS) (1988b); dividing it into intrinsic and extrinsic measures and adding items to assess anxiety as an intrinsic motivator. Rasch analysis of data from 279 MASs (74 children) revealed that the items formed two unidimensional scales. Anxiety was a more likely intrinsic motivator than sensory seeking for children with dual diagnoses; the reverse was true for children with intellectual disability only. Escape and gaining a tangible object were the most common extrinsic motivators for those with dual diagnoses and attention and escape for children with intellectual disability. En ligne : http://dx.doi.org/10.1007/s10803-008-0654-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=697 [article] Intrinsic and Extrinsic Motivation for Stereotypic and Repetitive Behavior [Texte imprimé et/ou numérique] / Annette V. JOOSTEN, Auteur ; Anita BUNDY, Auteur ; Stewart L. EINFELD, Auteur . - 2009 . - p.521-531. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 39-3 (March 2009) . - p.521-531 Mots-clés : Stereotypic Intrinsic Extrinsic Anxiety Rasch-analysis Index. décimale : PER Périodiques Résumé : This study provides evidence for intrinsic and extrinsic motivators for stereotypical and repetitive behavior in children with autism and intellectual disability and children with intellectual disability alone. We modified the Motivation Assessment Scale (MAS) (1988b); dividing it into intrinsic and extrinsic measures and adding items to assess anxiety as an intrinsic motivator. Rasch analysis of data from 279 MASs (74 children) revealed that the items formed two unidimensional scales. Anxiety was a more likely intrinsic motivator than sensory seeking for children with dual diagnoses; the reverse was true for children with intellectual disability only. Escape and gaining a tangible object were the most common extrinsic motivators for those with dual diagnoses and attention and escape for children with intellectual disability. En ligne : http://dx.doi.org/10.1007/s10803-008-0654-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=697

The Experience of Social Participation in Everyday Contexts Among Individuals with Autism Spectrum Disorders: An Experience Sampling Study / Yu-Wei CHEN in Journal of Autism and Developmental Disorders, 46-4 (April 2016)  

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The impact of caregiver stigma on real-life social experience of Taiwanese adolescents with autism spectrum disorder / Valerie Hwee Taur LIM in Autism, 26-7 (October 2022)  

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The impact of coping behaviors on perceived competence and social anxiety in the everyday social engagement of autistic adolescents / Yu-Wei Ryan CHEN in Autism, 28-5 (May 2024)  

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The Motivation of Stereotypic and Repetitive Behavior: Examination of Construct Validity of the Motivation Assessment Scale / Annette V. JOOSTEN in Journal of Autism and Developmental Disorders, 38-7 (August 2008)  

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