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 et/ou numérique 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 et/ou numérique] / 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 et/ou numérique 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 et/ou numérique] / 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 et/ou numérique 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 et/ou numérique] / 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

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)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 36-2 (June 2021) . - p.95-107 Titre : Superheroes Social Skills: A Comparison of Video Only and Full Curriculum on Social Skill Use Type de document : Texte imprimé et/ou numérique Auteurs : Keith C. RADLEY, Auteur ; Kate A. HELBIG, Auteur ; Stefanie R. SCHRIEBER, Auteur ; Mary E. WARE, Auteur ; Evan H. DART, Auteur Année de publication : 2021 Article en page(s) : p.95-107 Langues : Anglais (eng) Mots-clés : social skills  autism spectrum disorder  video modeling  superheroes social skills Index. décimale : PER Périodiques Résumé : A substantial number of multicomponent interventions have been developed to address social functioning in individuals with autism spectrum disorder (ASD). For multicomponent interventions, identifying critical elements of the intervention related to behavior change is critical and may potentially improve the social validity of interventions. Such an analysis of the Superheroes Social Skills program was conducted. Three participants with ASD and one participant without a diagnosis participated in a 4-week intervention in which three target social skills were taught. Participants were first exposed to only the video-based elements of intervention, followed by participation in the full curriculum. Results of the study indicated that exposure to video elements often resulted in limited increases in skill accuracy, but the largest increases were observed during training with the full curriculum. Limitations and future directions are discussed with respect to multicomponent interventions for individuals with ASD. En ligne : https://doi.org/10.1177/1088357621989260 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446 [article] Superheroes Social Skills: A Comparison of Video Only and Full Curriculum on Social Skill Use [Texte imprimé et/ou numérique] / Keith C. RADLEY, Auteur ; Kate A. HELBIG, Auteur ; Stefanie R. SCHRIEBER, Auteur ; Mary E. WARE, Auteur ; Evan H. DART, Auteur . - 2021 . - p.95-107. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 36-2 (June 2021) . - p.95-107 Mots-clés : social skills  autism spectrum disorder  video modeling  superheroes social skills Index. décimale : PER Périodiques Résumé : A substantial number of multicomponent interventions have been developed to address social functioning in individuals with autism spectrum disorder (ASD). For multicomponent interventions, identifying critical elements of the intervention related to behavior change is critical and may potentially improve the social validity of interventions. Such an analysis of the Superheroes Social Skills program was conducted. Three participants with ASD and one participant without a diagnosis participated in a 4-week intervention in which three target social skills were taught. Participants were first exposed to only the video-based elements of intervention, followed by participation in the full curriculum. Results of the study indicated that exposure to video elements often resulted in limited increases in skill accuracy, but the largest increases were observed during training with the full curriculum. Limitations and future directions are discussed with respect to multicomponent interventions for individuals with ASD. En ligne : https://doi.org/10.1177/1088357621989260 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446

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)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 34-2 (June 2019) . - p.67-80 Titre : The Effects of Lag Schedules of Reinforcement on Social Skill Accuracy and Variability Type de document : Texte imprimé et/ou numérique Auteurs : Keith C. RADLEY, Auteur ; James W. MOORE, Auteur ; Evan H. DART, Auteur ; W. Blake FORD, Auteur ; Kate A. HELBIG, Auteur Article en page(s) : p.67-80 Langues : Anglais (eng) Mots-clés : lag schedule  social skills  socialization Index. décimale : PER Périodiques Résumé : Five participants with autism spectrum disorder (ASD) between the ages of 10 and 14 years attended a twice-weekly social skills group for 8 weeks. A multiple probe design across skills with concurrent replication across participants was utilized to assess the effects of social skills training using multiple exemplars and lag schedules on social skill variability. Prior to intervention, participants demonstrated low levels of skill accuracy and appropriate variability. Training with one and three exemplars of target skills without lag schedules resulted in no to small increases in appropriate variability, despite increases in skill accuracy. Following introduction of lag schedules, substantial increases were observed. Post-intervention rating scales completed by parents of participants indicated improvements in social functioning and reductions in repetitive behavior. En ligne : http://dx.doi.org/10.1177/1088357618811608 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397 [article] The Effects of Lag Schedules of Reinforcement on Social Skill Accuracy and Variability [Texte imprimé et/ou numérique] / Keith C. RADLEY, Auteur ; James W. MOORE, Auteur ; Evan H. DART, Auteur ; W. Blake FORD, Auteur ; Kate A. HELBIG, Auteur . - p.67-80. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 34-2 (June 2019) . - p.67-80 Mots-clés : lag schedule  social skills  socialization Index. décimale : PER Périodiques Résumé : Five participants with autism spectrum disorder (ASD) between the ages of 10 and 14 years attended a twice-weekly social skills group for 8 weeks. A multiple probe design across skills with concurrent replication across participants was utilized to assess the effects of social skills training using multiple exemplars and lag schedules on social skill variability. Prior to intervention, participants demonstrated low levels of skill accuracy and appropriate variability. Training with one and three exemplars of target skills without lag schedules resulted in no to small increases in appropriate variability, despite increases in skill accuracy. Following introduction of lag schedules, substantial increases were observed. Post-intervention rating scales completed by parents of participants indicated improvements in social functioning and reductions in repetitive behavior. En ligne : http://dx.doi.org/10.1177/1088357618811608 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397

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)  

Permalink

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)  

Permalink

---

1 (1 - 7 / 7)