An Evaluation of the Quality of Research on Evidence-Based Practices for Daily Living Skills for Individuals with Autism Spectrum Disorder / Ee Rea HONG in Journal of Autism and Developmental Disorders, 45-9 (September 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-9 (September 2015) . - p.2792-2815 Titre : An Evaluation of the Quality of Research on Evidence-Based Practices for Daily Living Skills for Individuals with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Ee Rea HONG, Auteur ; Jennifer B. GANZ, Auteur ; Jennifer NINCI, Auteur ; Leslie NEELY, Auteur ; Whitney GILLILAND, Auteur ; Margot B. BOLES, Auteur Article en page(s) : p.2792-2815 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder (ASD)  Adaptive behavior skills  Daily living skills  Independent living skills  Video modeling  In vivo behavioral intervention  Single-case research  Single-subject research  Systematic literature review  What Works Clearinghouse Index. décimale : PER Périodiques Résumé : This study presents a literature review of interventions for improving daily living skills of individuals with ASD. This review investigated the quality of the design and evidence of the literature base and determined the state of the evidence base related to interventions for improving daily living skills of individuals with ASD. Included studies were evaluated to determine the overall quality of the evidence for each design within each article, based on the What Works Clearinghouse standards for single-case experimental design (Kratochwill et al. 2010), adapted by Maggin et al. (Remedial Spec Educ 34(1):44–58, 2013. doi:10.1177/0741932511435176). As a result, video modeling was found to be an evidence-based practice. Limitations and implications for future research and for practitioners are discussed. En ligne : http://dx.doi.org/10.1007/s10803-015-2444-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267 [article] An Evaluation of the Quality of Research on Evidence-Based Practices for Daily Living Skills for Individuals with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Ee Rea HONG, Auteur ; Jennifer B. GANZ, Auteur ; Jennifer NINCI, Auteur ; Leslie NEELY, Auteur ; Whitney GILLILAND, Auteur ; Margot B. BOLES, Auteur . - p.2792-2815. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-9 (September 2015) . - p.2792-2815 Mots-clés : Autism spectrum disorder (ASD)  Adaptive behavior skills  Daily living skills  Independent living skills  Video modeling  In vivo behavioral intervention  Single-case research  Single-subject research  Systematic literature review  What Works Clearinghouse Index. décimale : PER Périodiques Résumé : This study presents a literature review of interventions for improving daily living skills of individuals with ASD. This review investigated the quality of the design and evidence of the literature base and determined the state of the evidence base related to interventions for improving daily living skills of individuals with ASD. Included studies were evaluated to determine the overall quality of the evidence for each design within each article, based on the What Works Clearinghouse standards for single-case experimental design (Kratochwill et al. 2010), adapted by Maggin et al. (Remedial Spec Educ 34(1):44–58, 2013. doi:10.1177/0741932511435176). As a result, video modeling was found to be an evidence-based practice. Limitations and implications for future research and for practitioners are discussed. En ligne : http://dx.doi.org/10.1007/s10803-015-2444-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267

Comparison between visual scene displays and exchange-based communication in augmentative and alternative communication for children with ASD / Jennifer B. GANZ in Research in Autism Spectrum Disorders, 11 (March 2015)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 11 (March 2015) . - p.27-41 Titre : Comparison between visual scene displays and exchange-based communication in augmentative and alternative communication for children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer B. GANZ, Auteur ; Ee Rea HONG, Auteur ; Whitney GILLILAND, Auteur ; Kristi MORIN, Auteur ; Nicole SVENKERUD, Auteur Article en page(s) : p.27-41 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Visual scene display  Exchange-based communication  Augmentative and alternative communication  Speech-generating device  Complex communication needs Index. décimale : PER Périodiques Résumé : Visual scene displays are a novel type of augmentative and alternative communication that has recently been investigated as an alternative to traditional, grid-based systems. However, most of the limited research on visual scene displays has focused on typically developing populations. In addition, a limited range of communicative functions has been explored (i.e., requests). This study sought to expand on the existing literature on visual scene displays by investigating the differential impact that visual scene displays versus traditional, grid-based systems have on the number of spontaneous comments and correct answers to questions made by two male, preschool children with autism. The participants in the current study were exposed to two conditions during the reading of a book—a visual scene display condition and an exchange-based communication system. The results indicated that visual scene displays may have second effects on children who display echoic and matching-to-sample skills prior to being exposed to a visual scene display. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.11.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260 [article] Comparison between visual scene displays and exchange-based communication in augmentative and alternative communication for children with ASD [Texte imprimé et/ou numérique] / Jennifer B. GANZ, Auteur ; Ee Rea HONG, Auteur ; Whitney GILLILAND, Auteur ; Kristi MORIN, Auteur ; Nicole SVENKERUD, Auteur . - p.27-41. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 11 (March 2015) . - p.27-41 Mots-clés : Autism spectrum disorder  Visual scene display  Exchange-based communication  Augmentative and alternative communication  Speech-generating device  Complex communication needs Index. décimale : PER Périodiques Résumé : Visual scene displays are a novel type of augmentative and alternative communication that has recently been investigated as an alternative to traditional, grid-based systems. However, most of the limited research on visual scene displays has focused on typically developing populations. In addition, a limited range of communicative functions has been explored (i.e., requests). This study sought to expand on the existing literature on visual scene displays by investigating the differential impact that visual scene displays versus traditional, grid-based systems have on the number of spontaneous comments and correct answers to questions made by two male, preschool children with autism. The participants in the current study were exposed to two conditions during the reading of a book—a visual scene display condition and an exchange-based communication system. The results indicated that visual scene displays may have second effects on children who display echoic and matching-to-sample skills prior to being exposed to a visual scene display. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.11.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260

Sign Language Versus Aided AAC / Jennifer B. GANZ

Public ISBD in Aided Augmentative Communication for Individuals with Autism Spectrum Disorders / Jennifer B. GANZ Titre : Sign Language Versus Aided AAC Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer B. GANZ, Auteur ; Whitney GILLILAND, Auteur Année de publication : 2014 Importance : p.127-138 Langues : Anglais (eng) Index. décimale : COM-C COM-C - Communication Alternative Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=265 in Aided Augmentative Communication for Individuals with Autism Spectrum Disorders / Jennifer B. GANZ Sign Language Versus Aided AAC [Texte imprimé et/ou numérique] / Jennifer B. GANZ, Auteur ; Whitney GILLILAND, Auteur . - 2014 . - p.127-138. Langues : Anglais (eng) Index. décimale : COM-C COM-C - Communication Alternative Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=265

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Teaching caregivers to implement an augmentative and alternative communication intervention to an adult with ASD / Ee Rea HONG in Research in Autism Spectrum Disorders, 8-5 (May 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-5 (May 2014) . - p.570-580 Titre : Teaching caregivers to implement an augmentative and alternative communication intervention to an adult with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Ee Rea HONG, Auteur ; Jennifer B. GANZ, Auteur ; Whitney GILLILAND, Auteur ; Jennifer NINCI, Auteur Article en page(s) : p.570-580 Mots-clés : Adult with autism  Complex communication needs  Tap to Talk™ application  Primary caregivers  AAC implementation  Single-case research Index. décimale : PER Périodiques Résumé : Many researchers have investigated the effectiveness of augmentative and alternative communication (AAC) systems on improving communication skills of children with autism spectrum disorder (ASD) and communication complex needs (CCN); however, few studies included adults with ASD. Also, there is a lack of research on primary caregiver implemented interventions with high treatment fidelity although primary caregiver-implemented interventions have been used effectively with adults with ASD and their families. This study investigated the accuracy of primary caregivers’ implementation of a tablet-computer based AAC system while they were providing instruction to an adult with ASD. Also, independent use of AAC system of the participant was examined. We implemented a multiple probe design across three instructional coaching steps to examine the accuracy of the caregivers’ AAC implementation. One adult with autism and CCN and his four primary caregivers participated in this study, twice a week for seven weeks. Both visual and statistical analyses were utilized. Results indicated that, with instructional coaching, all of the caregivers were able to implement the procedures of the AAC mode with the participant accurately, as demonstrated via visual inspection and statistical analyses. Nevertheless, there was little improvement in the participant's independent use of the AAC mode. Limitations and suggestions for future researchers are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.01.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229 [article] Teaching caregivers to implement an augmentative and alternative communication intervention to an adult with ASD [Texte imprimé et/ou numérique] / Ee Rea HONG, Auteur ; Jennifer B. GANZ, Auteur ; Whitney GILLILAND, Auteur ; Jennifer NINCI, Auteur . - p.570-580. in Research in Autism Spectrum Disorders > 8-5 (May 2014) . - p.570-580 Mots-clés : Adult with autism  Complex communication needs  Tap to Talk™ application  Primary caregivers  AAC implementation  Single-case research Index. décimale : PER Périodiques Résumé : Many researchers have investigated the effectiveness of augmentative and alternative communication (AAC) systems on improving communication skills of children with autism spectrum disorder (ASD) and communication complex needs (CCN); however, few studies included adults with ASD. Also, there is a lack of research on primary caregiver implemented interventions with high treatment fidelity although primary caregiver-implemented interventions have been used effectively with adults with ASD and their families. This study investigated the accuracy of primary caregivers’ implementation of a tablet-computer based AAC system while they were providing instruction to an adult with ASD. Also, independent use of AAC system of the participant was examined. We implemented a multiple probe design across three instructional coaching steps to examine the accuracy of the caregivers’ AAC implementation. One adult with autism and CCN and his four primary caregivers participated in this study, twice a week for seven weeks. Both visual and statistical analyses were utilized. Results indicated that, with instructional coaching, all of the caregivers were able to implement the procedures of the AAC mode with the participant accurately, as demonstrated via visual inspection and statistical analyses. Nevertheless, there was little improvement in the participant's independent use of the AAC mode. Limitations and suggestions for future researchers are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.01.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229

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