Brief Report: Use of Superheroes Social Skills to Promote Accurate Social Skill Use in Children with Autism Spectrum Disorder / Keith C. RADLEY 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.3048-3054 Titre : Brief Report: Use of Superheroes Social Skills to Promote Accurate Social Skill Use in Children with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Keith C. RADLEY, Auteur ; W. Blake FORD, Auteur ; Melissa B. MCHUGH, Auteur ; Komila DADAKHODJAEVA, Auteur ; Roderick D. O’HANDLEY, Auteur ; Allison A. BATTAGLIA, Auteur ; John D.K. LUM, Auteur Article en page(s) : p.3048-3054 Langues : Anglais (eng) Mots-clés : Social skills training  Video modeling  Self-monitoring  Superheroes Social Skills Index. décimale : PER Périodiques Résumé : The current study evaluated the use of Superheroes Social Skills to promote accurate use of discrete social skills in training and generalization conditions in two children with autism spectrum disorder. Participants attended a twice weekly social skills training group over 5 weeks, with lessons targeting nonverbal, requesting, responding, and conversation skills. A multiple probe across social skills design, replicated across participants, was utilized to assess the effects of participation of the intervention on skill accuracy. Following introduction of the intervention, participants demonstrated abrupt improvements in skill accuracy in both training and generalization conditions. Additionally, parental reports of participant social functioning indicated improvements following participation in the intervention. Limitations and future directions are discussed. En ligne : http://dx.doi.org/10.1007/s10803-015-2442-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267 [article] Brief Report: Use of Superheroes Social Skills to Promote Accurate Social Skill Use in Children with Autism Spectrum Disorder [texte imprimé] / Keith C. RADLEY, Auteur ; W. Blake FORD, Auteur ; Melissa B. MCHUGH, Auteur ; Komila DADAKHODJAEVA, Auteur ; Roderick D. O’HANDLEY, Auteur ; Allison A. BATTAGLIA, Auteur ; John D.K. LUM, Auteur . - p.3048-3054. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-9 (September 2015) . - p.3048-3054 Mots-clés : Social skills training  Video modeling  Self-monitoring  Superheroes Social Skills Index. décimale : PER Périodiques Résumé : The current study evaluated the use of Superheroes Social Skills to promote accurate use of discrete social skills in training and generalization conditions in two children with autism spectrum disorder. Participants attended a twice weekly social skills training group over 5 weeks, with lessons targeting nonverbal, requesting, responding, and conversation skills. A multiple probe across social skills design, replicated across participants, was utilized to assess the effects of participation of the intervention on skill accuracy. Following introduction of the intervention, participants demonstrated abrupt improvements in skill accuracy in both training and generalization conditions. Additionally, parental reports of participant social functioning indicated improvements following participation in the intervention. Limitations and future directions are discussed. En ligne : http://dx.doi.org/10.1007/s10803-015-2442-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267

Peer-mediated discrete trial training within a school setting / Keith C. RADLEY in Research in Autism Spectrum Disorders, 9 (January 2015)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 9 (January 2015) . - p.53-67 Titre : Peer-mediated discrete trial training within a school setting Type de document : texte imprimé Auteurs : Keith C. RADLEY, Auteur ; Evan H. DART, Auteur ; Christopher M. FURLOW, Auteur ; Emily J. NESS, Auteur Année de publication : 2015 Article en page(s) : p.53-67 Langues : Anglais (eng) Mots-clés : Discrete trial training  Peer-mediated intervention  Academic intervention Index. décimale : PER Périodiques Résumé : Abstract The present study evaluated the feasibility and effects of a peer-mediated, school-based, discrete trial training (DTT) protocol for students with autism spectrum disorder (ASD). Six typically developing elementary-age peers were trained to implement a basic DTT protocol. A multiple baseline across student interventionists design was utilized to evaluate the integrity with which trained peers implemented the DTT protocol and the efficacy of the student interventionists in training target academic behaviors. Results indicate that student interventionists acquired skills to implement the DTT protocol with high levels of integrity. Additionally, it was observed that participation in peer-mediated DTT resulted in mastery of target academic skills by participants with ASD. Measures of acceptability indicated high levels of student interventionist satisfaction with intervention procedures. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.10.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243 [article] Peer-mediated discrete trial training within a school setting [texte imprimé] / Keith C. RADLEY, Auteur ; Evan H. DART, Auteur ; Christopher M. FURLOW, Auteur ; Emily J. NESS, Auteur . - 2015 . - p.53-67. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 9 (January 2015) . - p.53-67 Mots-clés : Discrete trial training  Peer-mediated intervention  Academic intervention Index. décimale : PER Périodiques Résumé : Abstract The present study evaluated the feasibility and effects of a peer-mediated, school-based, discrete trial training (DTT) protocol for students with autism spectrum disorder (ASD). Six typically developing elementary-age peers were trained to implement a basic DTT protocol. A multiple baseline across student interventionists design was utilized to evaluate the integrity with which trained peers implemented the DTT protocol and the efficacy of the student interventionists in training target academic behaviors. Results indicate that student interventionists acquired skills to implement the DTT protocol with high levels of integrity. Additionally, it was observed that participation in peer-mediated DTT resulted in mastery of target academic skills by participants with ASD. Measures of acceptability indicated high levels of student interventionist satisfaction with intervention procedures. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.10.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243

Promoting social skill use and generalization in children with autism spectrum disorder / Keith C. RADLEY in Research in Autism Spectrum Disorders, 8-6 (June 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-6 (June 2014) . - p.669-680 Titre : Promoting social skill use and generalization in children with autism spectrum disorder Type de document : texte imprimé Auteurs : Keith C. RADLEY, Auteur ; Roderick D. O’HANDLEY, Auteur ; Emily J. NESS, Auteur ; W. Blake FORD, Auteur ; Allison A. BATTAGLIA, Auteur ; Melissa B. MCHUGH, Auteur ; Chandler E. MCLEMORE, Auteur Article en page(s) : p.669-680 Langues : Anglais (eng) Mots-clés : Social skills  Generalization  Intervention Index. décimale : PER Périodiques Résumé : Social skills training is a frequently utilized intervention for addressing social deficits of children with autism spectrum disorder (ASD). The current study investigated the effects of the Superheroes Social Skills program, a social skills training program consisting of multiple evidence-based practices, in promoting accurate demonstration of target social skills in both a training and generalized setting. Three children with ASD between the ages of 10 and 14 attended 10 social skills training sessions over five weeks, with social skills lessons targeting participation, conversation, perspective taking, and problem solving skills. A multiple probe design across behaviors and replicated across participants was utilized to evaluate accurate demonstration of target social skills. Results suggest improvement in skill accuracy in both the training and generalization settings. Indirect secondary measures of participant social functioning and parental stress were also collected and suggest improvements associated with social skills training. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.03.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 [article] Promoting social skill use and generalization in children with autism spectrum disorder [texte imprimé] / Keith C. RADLEY, Auteur ; Roderick D. O’HANDLEY, Auteur ; Emily J. NESS, Auteur ; W. Blake FORD, Auteur ; Allison A. BATTAGLIA, Auteur ; Melissa B. MCHUGH, Auteur ; Chandler E. MCLEMORE, Auteur . - p.669-680. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-6 (June 2014) . - p.669-680 Mots-clés : Social skills  Generalization  Intervention Index. décimale : PER Périodiques Résumé : Social skills training is a frequently utilized intervention for addressing social deficits of children with autism spectrum disorder (ASD). The current study investigated the effects of the Superheroes Social Skills program, a social skills training program consisting of multiple evidence-based practices, in promoting accurate demonstration of target social skills in both a training and generalized setting. Three children with ASD between the ages of 10 and 14 attended 10 social skills training sessions over five weeks, with social skills lessons targeting participation, conversation, perspective taking, and problem solving skills. A multiple probe design across behaviors and replicated across participants was utilized to evaluate accurate demonstration of target social skills. Results suggest improvement in skill accuracy in both the training and generalization settings. Indirect secondary measures of participant social functioning and parental stress were also collected and suggest improvements associated with social skills training. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.03.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232

School-Based Social Skills Training for Children With Autism Spectrum Disorder / Keith C. RADLEY in Focus on Autism and Other Developmental Disabilities, 32-4 (December 2017)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 32-4 (December 2017) . - p.256-268 Titre : School-Based Social Skills Training for Children With Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Keith C. RADLEY, Auteur ; Melissa B. MCHUGH, Auteur ; Taber TRACI, Auteur ; Allison A. BATTAGLIA, Auteur ; W. Blake FORD, Auteur Article en page(s) : p.256-268 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The present study evaluated the effects of the Superheroes Social Skills program, a social skills curriculum for children with autism spectrum disorders (ASD). Previous research has found the curriculum to improve social engagements of children with ASD during unstructured recess periods but has been limited in research design and lack of maintenance data. Five elementary-age participants with current placements in inclusive public school settings were included in the study. A multiple baseline design across participants was used to determine the effects of the intervention on social engagement during unstructured recess periods, as well as teacher ratings of social functioning and sociometric status. Visual and statistical analyses of data indicate increased social engagement of participants during recess periods following introduction of social skills training. Improvements were also observed in teacher ratings of social functioning and sociometric status. Limitations of the current study are also discussed. En ligne : https://doi.org/10.1177/1088357615583470 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=324 [article] School-Based Social Skills Training for Children With Autism Spectrum Disorder [texte imprimé] / Keith C. RADLEY, Auteur ; Melissa B. MCHUGH, Auteur ; Taber TRACI, Auteur ; Allison A. BATTAGLIA, Auteur ; W. Blake FORD, Auteur . - p.256-268. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 32-4 (December 2017) . - p.256-268 Index. décimale : PER Périodiques Résumé : The present study evaluated the effects of the Superheroes Social Skills program, a social skills curriculum for children with autism spectrum disorders (ASD). Previous research has found the curriculum to improve social engagements of children with ASD during unstructured recess periods but has been limited in research design and lack of maintenance data. Five elementary-age participants with current placements in inclusive public school settings were included in the study. A multiple baseline design across participants was used to determine the effects of the intervention on social engagement during unstructured recess periods, as well as teacher ratings of social functioning and sociometric status. Visual and statistical analyses of data indicate increased social engagement of participants during recess periods following introduction of social skills training. Improvements were also observed in teacher ratings of social functioning and sociometric status. Limitations of the current study are also discussed. En ligne : https://doi.org/10.1177/1088357615583470 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=324

School-based social skills training for preschool-age children with autism spectrum disorder / Keith C. RADLEY in Autism, 20-8 (November 2016)  

Public ISBD [article]  inAutism > 20-8 (November 2016) . - p.938-951 Titre : School-based social skills training for preschool-age children with autism spectrum disorder Type de document : texte imprimé Auteurs : Keith C. RADLEY, Auteur ; Jeanine HANGLEIN, Auteur ; Marisa ARAK, Auteur Article en page(s) : p.938-951 Langues : Anglais (eng) Mots-clés : preschool  social skills training Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder display impairments in social interactions and communication that appear at early ages and result in short- and long-term negative outcomes. As such, there is a need for effective social skills training programs for young children with autism spectrum disorder—particularly interventions capable of being delivered in educational settings. The study evaluated the effects of the Superheroes Social Skills program on accurate demonstration of social skills in young children with autism spectrum disorder. Two preschool-age children with autism spectrum disorder participated in a weekly social skills intervention. A multiple probe design across skills was used to determine the effects of the intervention. Both participants demonstrated substantial improvements in skill accuracy. Social skills checklists also indicated improvements in social functioning over baseline levels. En ligne : http://dx.doi.org/10.1177/1362361315617361 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294 [article] School-based social skills training for preschool-age children with autism spectrum disorder [texte imprimé] / Keith C. RADLEY, Auteur ; Jeanine HANGLEIN, Auteur ; Marisa ARAK, Auteur . - p.938-951. Langues : Anglais (eng) in Autism > 20-8 (November 2016) . - p.938-951 Mots-clés : preschool  social skills training Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder display impairments in social interactions and communication that appear at early ages and result in short- and long-term negative outcomes. As such, there is a need for effective social skills training programs for young children with autism spectrum disorder—particularly interventions capable of being delivered in educational settings. The study evaluated the effects of the Superheroes Social Skills program on accurate demonstration of social skills in young children with autism spectrum disorder. Two preschool-age children with autism spectrum disorder participated in a weekly social skills intervention. A multiple probe design across skills was used to determine the effects of the intervention. Both participants demonstrated substantial improvements in skill accuracy. Social skills checklists also indicated improvements in social functioning over baseline levels. En ligne : http://dx.doi.org/10.1177/1362361315617361 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294

Superheroes Social Skills: A Comparison of Video Only and Full Curriculum on Social Skill Use / Keith C. RADLEY in Focus on Autism and Other Developmental Disabilities, 36-2 (June 2021)  

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The Effects of Lag Schedules of Reinforcement on Social Skill Accuracy and Variability / Keith C. RADLEY in Focus on Autism and Other Developmental Disabilities, 34-2 (June 2019)  

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The Effects of a Social Skills Training Package on Social Engagement of Children With Autism Spectrum Disorders in a Generalized Recess Setting / Keith C. RADLEY in Focus on Autism and Other Developmental Disabilities, 29-4 (December 2014)  

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The relative effects of social stories and video modeling toward increasing eye contact of adolescents with autism spectrum disorder / Roderick D. O’HANDLEY in Research in Autism Spectrum Disorders, 11 (March 2015)  

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