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

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