Impact of an IEP Goal Builder on Social Goals for Autistic Students / Eve MULLER in Focus on Autism and Other Developmental Disabilities, 38-3 (September 2023)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 38-3 (September 2023) . - p.177-187 Titre : Impact of an IEP Goal Builder on Social Goals for Autistic Students Type de document : texte imprimé Auteurs : Eve MULLER, Auteur ; Caitlin WOOD, Auteur ; Lynn R. CANNON, Auteur ; Debra CHILDRESS, Auteur Article en page(s) : p.177-187 Langues : Anglais (eng) Mots-clés : autism;social cognition;social and emotional learning;assessment;IEP goals Index. décimale : PER Périodiques Résumé : This pilot study examined (a) the perceived barriers to creating high-quality social and emotional learning (SEL) IEP goals for autistic students without intellectual disabilities, and (b) the impact of using a data-driven SEL IEP goal builder-a key component of the Ivymount Social Cognition Instructional Package (IvySCIP)-on the quality of SEL IEP goals. Based on data from 40 instructor/student dyads, we found the following: First, based on phone interviews, instructors identified a number of significant barriers to the creation of SEL IEP goals for this population, including lack of ability to reliably assess students' SEL strengths and needs, lack of a goal builder/goal bank, and lack of comprehensive, data-driven support for generating SEL goals and tracking progress toward goal mastery. Interviewees agreed that IvySCIP effectively addressed these barriers. Second, based on a comparison of pre-intervention SEL IEP goals and those created using the IvySCIP goal builder, the quality of instructors' IEP goals appeared to improve after introduction of the goal builder, with post-intervention goals significantly more likely to include settings, givens, specific/demonstrable behavior being targeted, and measurement criteria to ensure meaningful progress monitoring. Post-intervention goals also drew more equitably from a range of SEL domains. En ligne : http://dx.doi.org/10.1177/10883576221125488 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509 [article] Impact of an IEP Goal Builder on Social Goals for Autistic Students [texte imprimé] / Eve MULLER, Auteur ; Caitlin WOOD, Auteur ; Lynn R. CANNON, Auteur ; Debra CHILDRESS, Auteur . - p.177-187. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 38-3 (September 2023) . - p.177-187 Mots-clés : autism;social cognition;social and emotional learning;assessment;IEP goals Index. décimale : PER Périodiques Résumé : This pilot study examined (a) the perceived barriers to creating high-quality social and emotional learning (SEL) IEP goals for autistic students without intellectual disabilities, and (b) the impact of using a data-driven SEL IEP goal builder-a key component of the Ivymount Social Cognition Instructional Package (IvySCIP)-on the quality of SEL IEP goals. Based on data from 40 instructor/student dyads, we found the following: First, based on phone interviews, instructors identified a number of significant barriers to the creation of SEL IEP goals for this population, including lack of ability to reliably assess students' SEL strengths and needs, lack of a goal builder/goal bank, and lack of comprehensive, data-driven support for generating SEL goals and tracking progress toward goal mastery. Interviewees agreed that IvySCIP effectively addressed these barriers. Second, based on a comparison of pre-intervention SEL IEP goals and those created using the IvySCIP goal builder, the quality of instructors' IEP goals appeared to improve after introduction of the goal builder, with post-intervention goals significantly more likely to include settings, givens, specific/demonstrable behavior being targeted, and measurement criteria to ensure meaningful progress monitoring. Post-intervention goals also drew more equitably from a range of SEL domains. En ligne : http://dx.doi.org/10.1177/10883576221125488 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509

Leveraging technology to make parent training more accessible: Randomized trial of in-person versus online executive function training for parents of autistic children / Lauren KENWORTHY in Autism, 27-3 (April 2023)  

Public ISBD [article]  inAutism > 27-3 (April 2023) . - p.616-628 Titre : Leveraging technology to make parent training more accessible: Randomized trial of in-person versus online executive function training for parents of autistic children Type de document : texte imprimé Auteurs : Lauren KENWORTHY, Auteur ; Debra CHILDRESS, Auteur ; Anna Chelsea ARMOUR, Auteur ; Alyssa VERBALIS, Auteur ; Anqing ZHANG, Auteur ; Mary TROXEL, Auteur ; Rebecca HANDSMAN, Auteur ; Kelly KOCHER, Auteur ; Yetta MYRICK, Auteur ; Monica WERNER, Auteur ; Katie C. ALEXANDER, Auteur ; Lynn R. CANNON, Auteur ; Laura G. ANTHONY, Auteur Article en page(s) : p.616-628 Langues : Anglais (eng) Mots-clés : autism,competency,executive function,parent training,randomized controlled trial,strain Index. décimale : PER Périodiques Résumé : This randomized trial compared the first online parent training program for an evidence-supported executive function intervention for autism to in-person parent training with the same dose and content. Parents of autistic children (8-12 years-old; Full Scale IQ above 70) were randomized to in-person (n=51) or online (n=46) training. Training acceptability and feasibility were rated highly by parents, without significant differences between groups. The completion rate was lower for parents in the online versus the in-person training condition, but neither the total time spent with training materials, nor parent and child outcomes differed by condition. Parents reported that training resulted in a reduction in caregiver strain (Cohen s d=0.66) and modest improvements in child flexibility, emotional control and global EF, but not planning and organization. Dose of parent training had a significant positive effect on child planning and organization problems. These findings did not support the hypothesized superiority of online to in-person training, but they did indicate online is as effective as in-person training at helping parents learn to improve their autistic children s EF abilities and reduce their own experience of parenting strain. Implications included increased access to training for parents who experience barriers to receiving in-person care.Trial Registration: clinicaltrials.gov Identifier: NCT02708069Lay AbstractThis study compared the first online parent training program for executive function intervention for autism to in-person parent training on the same content. Participants were parents of autistic children, who were between 8 and 12 years of age and did not have intellectual disability. Parents were randomized to the in-person (n=51) or online (n=46) training conditions. Both trainings were developed with stakeholder (parents and autistic people) guidance. In this trial, most parents reported that they liked both trainings and that they were able to implement what they learned with their children. Parents in both groups spent equivalent amounts of time (about 8 hours) with the training materials, but while 94% of parents in the in-person training attended both parent trainings, only 59% of parents in the online group completed all 10 online modules. Parents reported that it was difficult to stay motivated to complete the online trainings over the 10-week trial. Parent and child outcomes did not differ significantly between the groups. Overall, parents reported that the trainings resulted in a reduction in their own parenting strain and improvements in their child?s flexibility, emotional control, and global executive function, but not planning and organization. These findings indicated brief in-person and online training can help parents learn to support and improve their autistic children s executive function abilities, reducing their own experience of parenting strain. The finding that the online training was equivalent to the in-person trainings is important because it is accessible to parents who encounter barriers to in-person care. En ligne : https://doi.org/10.1177/13623613221111212 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499 [article] Leveraging technology to make parent training more accessible: Randomized trial of in-person versus online executive function training for parents of autistic children [texte imprimé] / Lauren KENWORTHY, Auteur ; Debra CHILDRESS, Auteur ; Anna Chelsea ARMOUR, Auteur ; Alyssa VERBALIS, Auteur ; Anqing ZHANG, Auteur ; Mary TROXEL, Auteur ; Rebecca HANDSMAN, Auteur ; Kelly KOCHER, Auteur ; Yetta MYRICK, Auteur ; Monica WERNER, Auteur ; Katie C. ALEXANDER, Auteur ; Lynn R. CANNON, Auteur ; Laura G. ANTHONY, Auteur . - p.616-628. Langues : Anglais (eng) in Autism > 27-3 (April 2023) . - p.616-628 Mots-clés : autism,competency,executive function,parent training,randomized controlled trial,strain Index. décimale : PER Périodiques Résumé : This randomized trial compared the first online parent training program for an evidence-supported executive function intervention for autism to in-person parent training with the same dose and content. Parents of autistic children (8-12 years-old; Full Scale IQ above 70) were randomized to in-person (n=51) or online (n=46) training. Training acceptability and feasibility were rated highly by parents, without significant differences between groups. The completion rate was lower for parents in the online versus the in-person training condition, but neither the total time spent with training materials, nor parent and child outcomes differed by condition. Parents reported that training resulted in a reduction in caregiver strain (Cohen s d=0.66) and modest improvements in child flexibility, emotional control and global EF, but not planning and organization. Dose of parent training had a significant positive effect on child planning and organization problems. These findings did not support the hypothesized superiority of online to in-person training, but they did indicate online is as effective as in-person training at helping parents learn to improve their autistic children s EF abilities and reduce their own experience of parenting strain. Implications included increased access to training for parents who experience barriers to receiving in-person care.Trial Registration: clinicaltrials.gov Identifier: NCT02708069Lay AbstractThis study compared the first online parent training program for executive function intervention for autism to in-person parent training on the same content. Participants were parents of autistic children, who were between 8 and 12 years of age and did not have intellectual disability. Parents were randomized to the in-person (n=51) or online (n=46) training conditions. Both trainings were developed with stakeholder (parents and autistic people) guidance. In this trial, most parents reported that they liked both trainings and that they were able to implement what they learned with their children. Parents in both groups spent equivalent amounts of time (about 8 hours) with the training materials, but while 94% of parents in the in-person training attended both parent trainings, only 59% of parents in the online group completed all 10 online modules. Parents reported that it was difficult to stay motivated to complete the online trainings over the 10-week trial. Parent and child outcomes did not differ significantly between the groups. Overall, parents reported that the trainings resulted in a reduction in their own parenting strain and improvements in their child?s flexibility, emotional control, and global executive function, but not planning and organization. These findings indicated brief in-person and online training can help parents learn to support and improve their autistic children s executive function abilities, reducing their own experience of parenting strain. The finding that the online training was equivalent to the in-person trainings is important because it is accessible to parents who encounter barriers to in-person care. En ligne : https://doi.org/10.1177/13623613221111212 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499

Parent Perspectives on Outcomes and Satisfaction Levels of Young Adults With Autism and Cognitive Impairments / Eve MULLER in Focus on Autism and Other Developmental Disabilities, 31-2 (June 2016)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 31-2 (June 2016) . - p.92-103 Titre : Parent Perspectives on Outcomes and Satisfaction Levels of Young Adults With Autism and Cognitive Impairments Type de document : texte imprimé Auteurs : Eve MULLER, Auteur ; Lynn R. CANNON, Auteur Article en page(s) : p.92-103 Langues : Anglais (eng) Mots-clés : autism  outcomes  satisfaction  quality of life  employment  residential  social and community life Index. décimale : PER Périodiques Résumé : This study complements current research on quality of life for individuals with autism and cognitive impairments, by focusing less on objective measures (e.g., employment status, educational attainment, living arrangements) and more on subjective measures such as satisfaction levels. Twenty-three structured interviews were conducted with parents, and qualitative analysis of emergent themes is provided. In spite of limited independence on the part of young adults with autism spectrum disorders and cognitive impairments in terms of both home and community life, satisfaction levels were high across all domains and most parents ranked their children’s overall quality of life as “excellent” or “good.” En ligne : http://dx.doi.org/10.1177/1088357614528800 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288 [article] Parent Perspectives on Outcomes and Satisfaction Levels of Young Adults With Autism and Cognitive Impairments [texte imprimé] / Eve MULLER, Auteur ; Lynn R. CANNON, Auteur . - p.92-103. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 31-2 (June 2016) . - p.92-103 Mots-clés : autism  outcomes  satisfaction  quality of life  employment  residential  social and community life Index. décimale : PER Périodiques Résumé : This study complements current research on quality of life for individuals with autism and cognitive impairments, by focusing less on objective measures (e.g., employment status, educational attainment, living arrangements) and more on subjective measures such as satisfaction levels. Twenty-three structured interviews were conducted with parents, and qualitative analysis of emergent themes is provided. In spite of limited independence on the part of young adults with autism spectrum disorders and cognitive impairments in terms of both home and community life, satisfaction levels were high across all domains and most parents ranked their children’s overall quality of life as “excellent” or “good.” En ligne : http://dx.doi.org/10.1177/1088357614528800 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288

Randomized controlled effectiveness trial of executive function intervention for children on the autism spectrum / Lauren E. KENWORTHY in Journal of Child Psychology and Psychiatry, 55-4 (April 2014)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 55-4 (April 2014) . - p.374-383 Titre : Randomized controlled effectiveness trial of executive function intervention for children on the autism spectrum Type de document : texte imprimé Auteurs : Lauren E. KENWORTHY, Auteur ; Laura G. ANTHONY, Auteur ; Daniel Q. NAIMAN, Auteur ; Lynn R. CANNON, Auteur ; Meagan C. WILLS, Auteur ; Caroline LUONG-TRAN, Auteur ; Monica Adler WERNER, Auteur ; Katie C. ALEXANDER, Auteur ; John STRANG, Auteur ; Elgiz BAL, Auteur ; Jennifer L. SOKOLOFF, Auteur ; Gregory L. WALLACE, Auteur Article en page(s) : p.374-383 Mots-clés : Autism  executive function  RRBI  intervention  CBT Index. décimale : PER Périodiques Résumé : Background Unstuck and On Target (UOT) is an executive function (EF) intervention for children with autism spectrum disorders (ASD) targeting insistence on sameness, flexibility, goal-setting, and planning through a cognitive-behavioral program of self-regulatory scripts, guided/faded practice, and visual/verbal cueing. UOT is contextually-based because it is implemented in school and at home, the contexts in which a child uses EF skills. Methods To evaluate the effectiveness of UOT compared with a social skills intervention (SS), 3rd–5th graders with ASD (mean IQ = 108; UOT n = 47; SS n = 20) received interventions delivered by school staff in small group sessions. Students were matched for gender, age, race, IQ, ASD symptomotolgy, medication status, and parents' education. Interventions were matched for ‘dose’ of intervention and training. Measures of pre–post change included classroom observations, parent/teacher report, and direct child measures of problem-solving, EF, and social skills. Schools were randomized and evaluators, but not parents or teachers, were blinded to intervention type. Results Interventions were administered with high fidelity. Children in both groups improved with intervention, but mean change scores from pre- to postintervention indicated significantly greater improvements for UOT than SS groups in: problem-solving, flexibility, and planning/organizing. Also, classroom observations revealed that participants in UOT made greater improvements than SS participants in their ability to follow rules, make transitions, and be flexible. Children in both groups made equivalent improvements in social skills. Conclusions These data support the effectiveness of the first contextually-based EF intervention for children with ASD. UOT improved classroom behavior, flexibility, and problem-solving in children with ASD. Individuals with variable background/training in ASD successfully implemented UOT in mainstream educational settings. En ligne : http://dx.doi.org/10.1111/jcpp.12161 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=230 [article] Randomized controlled effectiveness trial of executive function intervention for children on the autism spectrum [texte imprimé] / Lauren E. KENWORTHY, Auteur ; Laura G. ANTHONY, Auteur ; Daniel Q. NAIMAN, Auteur ; Lynn R. CANNON, Auteur ; Meagan C. WILLS, Auteur ; Caroline LUONG-TRAN, Auteur ; Monica Adler WERNER, Auteur ; Katie C. ALEXANDER, Auteur ; John STRANG, Auteur ; Elgiz BAL, Auteur ; Jennifer L. SOKOLOFF, Auteur ; Gregory L. WALLACE, Auteur . - p.374-383. in Journal of Child Psychology and Psychiatry > 55-4 (April 2014) . - p.374-383 Mots-clés : Autism  executive function  RRBI  intervention  CBT Index. décimale : PER Périodiques Résumé : Background Unstuck and On Target (UOT) is an executive function (EF) intervention for children with autism spectrum disorders (ASD) targeting insistence on sameness, flexibility, goal-setting, and planning through a cognitive-behavioral program of self-regulatory scripts, guided/faded practice, and visual/verbal cueing. UOT is contextually-based because it is implemented in school and at home, the contexts in which a child uses EF skills. Methods To evaluate the effectiveness of UOT compared with a social skills intervention (SS), 3rd–5th graders with ASD (mean IQ = 108; UOT n = 47; SS n = 20) received interventions delivered by school staff in small group sessions. Students were matched for gender, age, race, IQ, ASD symptomotolgy, medication status, and parents' education. Interventions were matched for ‘dose’ of intervention and training. Measures of pre–post change included classroom observations, parent/teacher report, and direct child measures of problem-solving, EF, and social skills. Schools were randomized and evaluators, but not parents or teachers, were blinded to intervention type. Results Interventions were administered with high fidelity. Children in both groups improved with intervention, but mean change scores from pre- to postintervention indicated significantly greater improvements for UOT than SS groups in: problem-solving, flexibility, and planning/organizing. Also, classroom observations revealed that participants in UOT made greater improvements than SS participants in their ability to follow rules, make transitions, and be flexible. Children in both groups made equivalent improvements in social skills. Conclusions These data support the effectiveness of the first contextually-based EF intervention for children with ASD. UOT improved classroom behavior, flexibility, and problem-solving in children with ASD. Individuals with variable background/training in ASD successfully implemented UOT in mainstream educational settings. En ligne : http://dx.doi.org/10.1111/jcpp.12161 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=230

Solving Executive Function Challenges / Lauren KENWORTHY

Public ISBD Titre : Solving Executive Function Challenges : Simple Ways to Get Kids with Autism. Unstuck and on Target Type de document : texte imprimé Auteurs : Lauren KENWORTHY, Auteur ; Laura GUTERMUTH ANTHONY, Auteur ; Katie C. ALEXANDER, Auteur ; Monica ADLER WERNER, Auteur ; Lynn R. CANNON, Auteur ; Lisa GREENMAN, Auteur ; Brenda SMITH MYLES, Préfacier, etc. Editeur : Baltimore [Etats-Unis] : Brookes Publishing Année de publication : 2014 Importance : 165 p. Présentation : ill. Format : 15,2cm x 22,8cm x 1cm ISBN/ISSN/EAN : 978-1-59857-603-0 Note générale : Bibliogr., Index Langues : Anglais (eng) Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Résumé : How can you help kids with autism be flexible, get organized, and work toward goals—not just in school but in everyday life? It's all about executive function, and this quick problem-solving guide helps you explicitly teach these critical skills to high-functioning children with autism (Grades K-8). Used on its own or in tandem with the popular Unstuck and On Target! classroom curriculum, this practical guide shows how to embed executive function instruction in dozens of everyday scenarios, from morning routines to getting homework done. Designed for therapists, teachers, and parents, these highly effective techniques give children the skills they need to navigate each day, reach their goals, and succeed inside and outside the classroom. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=306 Solving Executive Function Challenges : Simple Ways to Get Kids with Autism. Unstuck and on Target [texte imprimé] / Lauren KENWORTHY, Auteur ; Laura GUTERMUTH ANTHONY, Auteur ; Katie C. ALEXANDER, Auteur ; Monica ADLER WERNER, Auteur ; Lynn R. CANNON, Auteur ; Lisa GREENMAN, Auteur ; Brenda SMITH MYLES, Préfacier, etc. . - Baltimore [Etats-Unis] : Brookes Publishing, 2014 . - 165 p. : ill. ; 15,2cm x 22,8cm x 1cm. ISBN : 978-1-59857-603-0 Bibliogr., Index Langues : Anglais (eng) Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Résumé : How can you help kids with autism be flexible, get organized, and work toward goals—not just in school but in everyday life? It's all about executive function, and this quick problem-solving guide helps you explicitly teach these critical skills to high-functioning children with autism (Grades K-8). Used on its own or in tandem with the popular Unstuck and On Target! classroom curriculum, this practical guide shows how to embed executive function instruction in dozens of everyday scenarios, from morning routines to getting homework done. Designed for therapists, teachers, and parents, these highly effective techniques give children the skills they need to navigate each day, reach their goals, and succeed inside and outside the classroom. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=306

Exemplaires(1)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
DOC0004025	APP-D KEN	Livre	Centre d'Information et de Documentation du CRA Rhône-Alpes	APP - Approches Educatives et Comportementales	Disponible

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Transition of students with Asperger syndrome from a specialised education programme to less specialised educational settings: parents' perspectives on outcomes / Eve MULLER in Good Autism Practice - GAP, 19-1 (May 2018)

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Unstuck and On Target! An Executive Function Curriculum to Improve Flexibility for Children with Autism Spectrum Disorders / Lynn R. CANNON

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