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

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

School-Based Social Skills Training for Children With Autism Spectrum Disorder / C. Radley KEITH 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 et/ou numérique Auteurs : C. Radley KEITH, Auteur ; B. McHugh MELISSA, 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 et/ou numérique] / C. Radley KEITH, Auteur ; B. McHugh MELISSA, 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

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)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 29-4 (December 2014) . - p.216-229 Titre : The Effects of a Social Skills Training Package on Social Engagement of Children With Autism Spectrum Disorders in a Generalized Recess Setting Type de document : Texte imprimé et/ou numérique Auteurs : Keith C. RADLEY, Auteur ; W. Blake FORD, Auteur ; Allison A. BATTAGLIA, Auteur ; Melissa B. MCHUGH, Auteur Article en page(s) : p.216-229 Langues : Anglais (eng) Mots-clés : social skills  socialization  modeling  social  skills Index. décimale : PER Périodiques Résumé : The present study provides a preliminary evaluation of the effects of the Superheroes Social Skills program, a practice-ready, multimedia social skills program, on social engagements of elementary-age children with autism spectrum disorders (ASD). Four children with ASD between the ages of 8 and 10 with current placements in inclusive public school settings participated in an 8-week intervention utilizing the intermediate skill components of the Superheroes Social Skills program. The intervention was presented once per week for approximately 30 min in the school settings. Analysis of data suggests that social engagements of participants during generalized recess periods increased following the introduction of intervention. Data on frequency of initiations and responses, as well as sociometric outcomes, were also collected as a secondary dependent variable and are discussed. Results suggest that pullout social skills training may result in effects that are generalized to more naturalistic settings. Limitations of the current study and suggestions for future research are reviewed. En ligne : http://dx.doi.org/10.1177/1088357614525660 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=244 [article] The Effects of a Social Skills Training Package on Social Engagement of Children With Autism Spectrum Disorders in a Generalized Recess Setting [Texte imprimé et/ou numérique] / Keith C. RADLEY, Auteur ; W. Blake FORD, Auteur ; Allison A. BATTAGLIA, Auteur ; Melissa B. MCHUGH, Auteur . - p.216-229. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 29-4 (December 2014) . - p.216-229 Mots-clés : social skills  socialization  modeling  social  skills Index. décimale : PER Périodiques Résumé : The present study provides a preliminary evaluation of the effects of the Superheroes Social Skills program, a practice-ready, multimedia social skills program, on social engagements of elementary-age children with autism spectrum disorders (ASD). Four children with ASD between the ages of 8 and 10 with current placements in inclusive public school settings participated in an 8-week intervention utilizing the intermediate skill components of the Superheroes Social Skills program. The intervention was presented once per week for approximately 30 min in the school settings. Analysis of data suggests that social engagements of participants during generalized recess periods increased following the introduction of intervention. Data on frequency of initiations and responses, as well as sociometric outcomes, were also collected as a secondary dependent variable and are discussed. Results suggest that pullout social skills training may result in effects that are generalized to more naturalistic settings. Limitations of the current study and suggestions for future research are reviewed. En ligne : http://dx.doi.org/10.1177/1088357614525660 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=244

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