Dépouillements

Does Applied Behavior Analysis Violate Principles of Ethics and Bioethics? A Response to Wilkenfeld and McCarthy (2020) / Britany MELTON in Focus on Autism and Other Developmental Disabilities, 40-4 (December 2025)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 40-4 (December 2025) . - p.179-188 Titre : Does Applied Behavior Analysis Violate Principles of Ethics and Bioethics? A Response to Wilkenfeld and McCarthy (2020) Type de document : texte imprimé Auteurs : Britany MELTON, Auteur ; Mary Jane WEISS, Auteur ; Joseph CIHON, Auteur ; Julia FERGUSON, Auteur ; Robert ROSS, Auteur ; Ian MELTON, Auteur ; Justin LEAF, Auteur Article en page(s) : p.179-188 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  applied behavior analysis  Post-Traumatic Stress Disorder  ethics  bioethics Index. décimale : PER Périodiques Résumé : Wilkenfeld and McCarthy’s 2020 article, "Ethical Concerns with Applied Behavior Analysis for Autism Spectrum 'Disorder'," is part of a growing line of peer-reviewed articles that are critical of interventions based on the principles of applied behavior analysis (ABA) for autistics/individuals diagnosed with autism spectrum disorder (ASD). Throughout this article, the authors make claims that ABA-based intervention is abusive, coercive, and results in negative outcomes (e.g., Post-Traumatic Stress Disorder) for autistic/individuals diagnosed with ASD utilizing a bioethics framework. More specifically, the purpose of this article is to provide an analysis and discussion of Wilkenfeld and McCarthy’s rationales and conclusions by highlighting areas of agreement and concern, and those requiring additional clarification. We hope this analysis will help continue progressing the field of ABA-based interventions for autistic children and their families, advance discussions among behavior analysts and their consumers, and underscore pathways forward for all involved. En ligne : https://dx.doi.org/10.1177/10883576251349214 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=572 [article] Does Applied Behavior Analysis Violate Principles of Ethics and Bioethics? A Response to Wilkenfeld and McCarthy (2020) [texte imprimé] / Britany MELTON, Auteur ; Mary Jane WEISS, Auteur ; Joseph CIHON, Auteur ; Julia FERGUSON, Auteur ; Robert ROSS, Auteur ; Ian MELTON, Auteur ; Justin LEAF, Auteur . - p.179-188. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 40-4 (December 2025) . - p.179-188 Mots-clés : autism spectrum disorder  applied behavior analysis  Post-Traumatic Stress Disorder  ethics  bioethics Index. décimale : PER Périodiques Résumé : Wilkenfeld and McCarthy’s 2020 article, "Ethical Concerns with Applied Behavior Analysis for Autism Spectrum 'Disorder'," is part of a growing line of peer-reviewed articles that are critical of interventions based on the principles of applied behavior analysis (ABA) for autistics/individuals diagnosed with autism spectrum disorder (ASD). Throughout this article, the authors make claims that ABA-based intervention is abusive, coercive, and results in negative outcomes (e.g., Post-Traumatic Stress Disorder) for autistic/individuals diagnosed with ASD utilizing a bioethics framework. More specifically, the purpose of this article is to provide an analysis and discussion of Wilkenfeld and McCarthy’s rationales and conclusions by highlighting areas of agreement and concern, and those requiring additional clarification. We hope this analysis will help continue progressing the field of ABA-based interventions for autistic children and their families, advance discussions among behavior analysts and their consumers, and underscore pathways forward for all involved. En ligne : https://dx.doi.org/10.1177/10883576251349214 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=572

Friendship Experiences of Children With Neurodevelopmental Disabilities and Their Peers: A Meta-Synthesis / Sarah N. DOUGLAS in Focus on Autism and Other Developmental Disabilities, 40-4 (December 2025)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 40-4 (December 2025) . - p.189-199 Titre : Friendship Experiences of Children With Neurodevelopmental Disabilities and Their Peers: A Meta-Synthesis Type de document : texte imprimé Auteurs : Sarah N. DOUGLAS, Auteur ; Cynde K. JOSOL, Auteur Article en page(s) : p.189-199 Langues : Anglais (eng) Mots-clés : neurodevelopmental disabilities  autism spectrum disorders  friendship  qualitative meta-synthesis  inclusion Index. décimale : PER Périodiques Résumé : Friendships are a critical component of a healthy quality of life and provide numerous benefits for all individuals but can include significant barriers for individuals with neurodevelopmental disabilities (ND). Despite calls for an increase in inclusive educational practices, limited research exists to explore the nature of friendships between children with disabilities and their peers. A qualitative meta-synthesis of studies between 2000 and 2022 was conducted to summarize qualitative research exploring the friendship experiences of children with NDs. Findings from 14 studies noted a number of themes and subthemes related to defining friendship, friendship experiences, barriers to friendship, and facilitators of friendship between children with disabilities and their peers. Implications for policy and practice, limitations, and future research directions are discussed. En ligne : https://dx.doi.org/10.1177/10883576251349208 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=572 [article] Friendship Experiences of Children With Neurodevelopmental Disabilities and Their Peers: A Meta-Synthesis [texte imprimé] / Sarah N. DOUGLAS, Auteur ; Cynde K. JOSOL, Auteur . - p.189-199. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 40-4 (December 2025) . - p.189-199 Mots-clés : neurodevelopmental disabilities  autism spectrum disorders  friendship  qualitative meta-synthesis  inclusion Index. décimale : PER Périodiques Résumé : Friendships are a critical component of a healthy quality of life and provide numerous benefits for all individuals but can include significant barriers for individuals with neurodevelopmental disabilities (ND). Despite calls for an increase in inclusive educational practices, limited research exists to explore the nature of friendships between children with disabilities and their peers. A qualitative meta-synthesis of studies between 2000 and 2022 was conducted to summarize qualitative research exploring the friendship experiences of children with NDs. Findings from 14 studies noted a number of themes and subthemes related to defining friendship, friendship experiences, barriers to friendship, and facilitators of friendship between children with disabilities and their peers. Implications for policy and practice, limitations, and future research directions are discussed. En ligne : https://dx.doi.org/10.1177/10883576251349208 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=572

Internalizing Symptoms in 3- to 6-Year-Old Children With Autism Spectrum Disorder / Chloe QUINNETT in Focus on Autism and Other Developmental Disabilities, 40-4 (December 2025)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 40-4 (December 2025) . - p.200-207 Titre : Internalizing Symptoms in 3- to 6-Year-Old Children With Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Chloe QUINNETT, Auteur ; Kaitlyn M. DRAFTON, Auteur ; Beverly J. WILSON, Auteur ; Ellen GEIB, Auteur ; Audrey O’CONNOR, Auteur Article en page(s) : p.200-207 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  anxiety  preschool age young children Index. décimale : PER Périodiques Résumé : Research suggests some children as early as preschool years exhibit clinically significant levels of internalizing symptoms (i.e., anxiety, somatic, and depressive symptoms), and children with autism spectrum disorder (ASD) are at a heightened risk. The purpose of this study was to examine age differences of internalizing symptoms in a sample of young children with ASD versus typical development (TD). Our sample included 156 children (61 with ASD and 95 with TD) ages 3:0 to 6:11 years and their teachers. A moderation analysis was conducted to assess whether the relation between children’s developmental status and internalizing symptoms would vary based on age. Findings indicated that age moderated the relation between diagnostic status and internalizing symptoms. Children with ASD ages 4:9 years and older had significantly higher levels of internalizing symptoms than children with TD. These findings highlight the need for early and targeted intervention for children with ASD with co-occurring internalizing symptoms. En ligne : https://dx.doi.org/10.1177/10883576251353507 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=572 [article] Internalizing Symptoms in 3- to 6-Year-Old Children With Autism Spectrum Disorder [texte imprimé] / Chloe QUINNETT, Auteur ; Kaitlyn M. DRAFTON, Auteur ; Beverly J. WILSON, Auteur ; Ellen GEIB, Auteur ; Audrey O’CONNOR, Auteur . - p.200-207. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 40-4 (December 2025) . - p.200-207 Mots-clés : autism spectrum disorders  anxiety  preschool age young children Index. décimale : PER Périodiques Résumé : Research suggests some children as early as preschool years exhibit clinically significant levels of internalizing symptoms (i.e., anxiety, somatic, and depressive symptoms), and children with autism spectrum disorder (ASD) are at a heightened risk. The purpose of this study was to examine age differences of internalizing symptoms in a sample of young children with ASD versus typical development (TD). Our sample included 156 children (61 with ASD and 95 with TD) ages 3:0 to 6:11 years and their teachers. A moderation analysis was conducted to assess whether the relation between children’s developmental status and internalizing symptoms would vary based on age. Findings indicated that age moderated the relation between diagnostic status and internalizing symptoms. Children with ASD ages 4:9 years and older had significantly higher levels of internalizing symptoms than children with TD. These findings highlight the need for early and targeted intervention for children with ASD with co-occurring internalizing symptoms. En ligne : https://dx.doi.org/10.1177/10883576251353507 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=572

Effectiveness of a Train-the-Trainer Model to Teach Water Safety Skills to Children With Autism / Young Hee BYUN in Focus on Autism and Other Developmental Disabilities, 40-4 (December 2025)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 40-4 (December 2025) . - p.208-219 Titre : Effectiveness of a Train-the-Trainer Model to Teach Water Safety Skills to Children With Autism Type de document : texte imprimé Auteurs : Young Hee BYUN, Auteur ; Rose E. NEVILL, Auteur ; Elizabeth S. MAQUERA, Auteur ; Alan S. MCLUCAS, Auteur ; Micah O. MAZUREK, Auteur ; William J. THERRIEN, Auteur ; Einar T. INGVARSSON, Auteur Article en page(s) : p.208-219 Langues : Anglais (eng) Mots-clés : train-the-trainer  safety skills  swimming  drowning risk  elopement Index. décimale : PER Périodiques Résumé : Given the high risk of drowning among children with autism, there is a need for disseminating water safety education into mainstream settings. The current study explored the effectiveness of behavioral skills training (BST) in teaching water safety skills to 3 U.S. children with autism, when implemented by community-based swim instructors with no prior experience in applied behavior analysis (ABA). The program used a train-the-trainer model to teach how to: (a) find the nearest point of safety after jumping into water; (b) roll from front to back; and (c) float on back and yell for help. Participants were three children with autism and four community-based swim instructors. The child participants successfully mastered the skills in three to 24 sessions. The skills were maintained after 3 months and generalized to new settings, instructors, and situations. Results suggest that ABA practitioners can enable community-based swim instructors to teach water safety skills to children with autism. En ligne : https://dx.doi.org/10.1177/10883576251353500 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=572 [article] Effectiveness of a Train-the-Trainer Model to Teach Water Safety Skills to Children With Autism [texte imprimé] / Young Hee BYUN, Auteur ; Rose E. NEVILL, Auteur ; Elizabeth S. MAQUERA, Auteur ; Alan S. MCLUCAS, Auteur ; Micah O. MAZUREK, Auteur ; William J. THERRIEN, Auteur ; Einar T. INGVARSSON, Auteur . - p.208-219. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 40-4 (December 2025) . - p.208-219 Mots-clés : train-the-trainer  safety skills  swimming  drowning risk  elopement Index. décimale : PER Périodiques Résumé : Given the high risk of drowning among children with autism, there is a need for disseminating water safety education into mainstream settings. The current study explored the effectiveness of behavioral skills training (BST) in teaching water safety skills to 3 U.S. children with autism, when implemented by community-based swim instructors with no prior experience in applied behavior analysis (ABA). The program used a train-the-trainer model to teach how to: (a) find the nearest point of safety after jumping into water; (b) roll from front to back; and (c) float on back and yell for help. Participants were three children with autism and four community-based swim instructors. The child participants successfully mastered the skills in three to 24 sessions. The skills were maintained after 3 months and generalized to new settings, instructors, and situations. Results suggest that ABA practitioners can enable community-based swim instructors to teach water safety skills to children with autism. En ligne : https://dx.doi.org/10.1177/10883576251353500 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=572

Cross-Cultural Adaptation of Measures of Childhood Functioning for Low- and Middle-Income Countries: A Process Description in a Northern Indian Context / Minal ABHILASHI in Focus on Autism and Other Developmental Disabilities, 40-4 (December 2025)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 40-4 (December 2025) . - p.220-229 Titre : Cross-Cultural Adaptation of Measures of Childhood Functioning for Low- and Middle-Income Countries: A Process Description in a Northern Indian Context Type de document : texte imprimé Auteurs : Minal ABHILASHI, Auteur ; Sanchita JOHRI, Auteur ; Gitanjali LALL, Auteur ; Sonakshi PANDEY, Auteur ; Reetabrata ROY, Auteur ; Divya KUMAR, Auteur ; Saani SHAKEEL, Auteur ; Sheffali GULATI, Auteur ; Monica JUNEJA, Auteur ; Jonathan GREEN, Auteur ; Gauri DIVAN, Auteur ; Kathy LEADBITTER, Auteur Article en page(s) : p.220-229 Langues : Anglais (eng) Mots-clés : cross-cultural adaptation  low- and middle-income country  Vineland Adaptive Behavior Scales-Third Edition  Communication and Symbolic Behavior Scales-Developmental Profile CSBS-DP  Child Health Utility-9D (CHU-9D) Index. décimale : PER Périodiques Résumé : Measures assessing childhood functioning are often developed in high-income countries and need to be adapted for use in low and middle-income countries where the constructs they measure may not be relevant in their original form. This study describes the framework of cross-cultural adaptation of three measures, viz. Vineland Adaptive Behavior Scales-Third Edition; Communication and Symbolic Behavior Scales-Developmental Profile Caregiver Questionnaire and Child Health Utility-9D, followed in the Communication-centered Parent-mediated treatment for Autism Spectrum disorder in South Asia trial. The primary objective was to adapt these measures using a stepwise process while establishing semantic, idiomatic, conceptual, experiential, and technical equivalence between the original and adapted versions. Resulting items of each measure conveyed the same meaning and intent in both the original and adapted versions. The adapted versions had grammar, punctuation, sentence structure, instructions, layout and format, and mode of administration as they were in the original measures. En ligne : https://dx.doi.org/10.1177/10883576251349216 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=572 [article] Cross-Cultural Adaptation of Measures of Childhood Functioning for Low- and Middle-Income Countries: A Process Description in a Northern Indian Context [texte imprimé] / Minal ABHILASHI, Auteur ; Sanchita JOHRI, Auteur ; Gitanjali LALL, Auteur ; Sonakshi PANDEY, Auteur ; Reetabrata ROY, Auteur ; Divya KUMAR, Auteur ; Saani SHAKEEL, Auteur ; Sheffali GULATI, Auteur ; Monica JUNEJA, Auteur ; Jonathan GREEN, Auteur ; Gauri DIVAN, Auteur ; Kathy LEADBITTER, Auteur . - p.220-229. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 40-4 (December 2025) . - p.220-229 Mots-clés : cross-cultural adaptation  low- and middle-income country  Vineland Adaptive Behavior Scales-Third Edition  Communication and Symbolic Behavior Scales-Developmental Profile CSBS-DP  Child Health Utility-9D (CHU-9D) Index. décimale : PER Périodiques Résumé : Measures assessing childhood functioning are often developed in high-income countries and need to be adapted for use in low and middle-income countries where the constructs they measure may not be relevant in their original form. This study describes the framework of cross-cultural adaptation of three measures, viz. Vineland Adaptive Behavior Scales-Third Edition; Communication and Symbolic Behavior Scales-Developmental Profile Caregiver Questionnaire and Child Health Utility-9D, followed in the Communication-centered Parent-mediated treatment for Autism Spectrum disorder in South Asia trial. The primary objective was to adapt these measures using a stepwise process while establishing semantic, idiomatic, conceptual, experiential, and technical equivalence between the original and adapted versions. Resulting items of each measure conveyed the same meaning and intent in both the original and adapted versions. The adapted versions had grammar, punctuation, sentence structure, instructions, layout and format, and mode of administration as they were in the original measures. En ligne : https://dx.doi.org/10.1177/10883576251349216 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=572