Best practices for teaching joint attention: A systematic review of the intervention literature / Pamela J. WHITE in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1283-1295 Titre : Best practices for teaching joint attention: A systematic review of the intervention literature Type de document : Texte imprimé et/ou numérique Auteurs : Pamela J. WHITE, Auteur ; Mark O'REILLY, Auteur ; William STREUSAND, Auteur ; Ann LEVINE, Auteur ; Jeff SIGAFOOS, Auteur ; Giulio E. LANCIONI, Auteur ; Christina FRAGALE, Auteur ; Nigel PIERCE, Auteur ; Jeannie M. AGUILAR, Auteur Année de publication : 2011 Article en page(s) : p.1283-1295 Langues : Anglais (eng) Mots-clés : Autism  Intervention  Joint attention  Systematic review Index. décimale : PER Périodiques Résumé : Joint attention is the act of sharing an experience of an object or event with another person. Individuals with autism often have deficits in this area. This review synthesizes 27 articles, involving interventions for individuals with autism, that measured joint attention as an outcome variable. Studies were analyzed and summarized in terms of: (a) joint attention as a collateral versus direct outcome, (b) participant characteristics, (c) study design, (d) intervention techniques, (e) types of joint attention measured, and (f) results. Interventions either directly targeted joint attention or measured joint attention as a collateral outcome. Most interventions used a combination of behavioral and developmental strategies. The results of these studies suggest that using play as a context, and training with natural communication partners may benefit generalization. Future research should address the relation between type of intervention and child characteristics, ensure that joint attention behaviors meet natural contingencies that serve the purpose of sharing attention, and continue to examine collateral outcomes of joint attention. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Best practices for teaching joint attention: A systematic review of the intervention literature [Texte imprimé et/ou numérique] / Pamela J. WHITE, Auteur ; Mark O'REILLY, Auteur ; William STREUSAND, Auteur ; Ann LEVINE, Auteur ; Jeff SIGAFOOS, Auteur ; Giulio E. LANCIONI, Auteur ; Christina FRAGALE, Auteur ; Nigel PIERCE, Auteur ; Jeannie M. AGUILAR, Auteur . - 2011 . - p.1283-1295. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1283-1295 Mots-clés : Autism  Intervention  Joint attention  Systematic review Index. décimale : PER Périodiques Résumé : Joint attention is the act of sharing an experience of an object or event with another person. Individuals with autism often have deficits in this area. This review synthesizes 27 articles, involving interventions for individuals with autism, that measured joint attention as an outcome variable. Studies were analyzed and summarized in terms of: (a) joint attention as a collateral versus direct outcome, (b) participant characteristics, (c) study design, (d) intervention techniques, (e) types of joint attention measured, and (f) results. Interventions either directly targeted joint attention or measured joint attention as a collateral outcome. Most interventions used a combination of behavioral and developmental strategies. The results of these studies suggest that using play as a context, and training with natural communication partners may benefit generalization. Future research should address the relation between type of intervention and child characteristics, ensure that joint attention behaviors meet natural contingencies that serve the purpose of sharing attention, and continue to examine collateral outcomes of joint attention. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Ethnicity Reporting Practices for Empirical Research in Three Autism-Related Journals / Nigel P. PIERCE in Journal of Autism and Developmental Disorders, 44-7 (July 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-7 (July 2014) . - p.1507-1519 Titre : Ethnicity Reporting Practices for Empirical Research in Three Autism-Related Journals Type de document : Texte imprimé et/ou numérique Auteurs : Nigel P. PIERCE, Auteur ; Mark F. O’REILLY, Auteur ; Audrey M. SORRELLS, Auteur ; Christina L. FRAGALE, Auteur ; Pamela J. WHITE, Auteur ; Jeannie M. AGUILAR, Auteur ; Heather A. COLE, Auteur Article en page(s) : p.1507-1519 Langues : Anglais (eng) Mots-clés : Ethnicity  Race  Demographics  Autism spectrum disorder  Reporting practices Index. décimale : PER Périodiques Résumé : This review examines ethnicity reporting in three autism-related journals (Autism, Focus on Autism and Other Developmental Disabilities, and Journal of Autism and Developmental Disorders) over a 6-year period. A comprehensive multistep search of articles is used to identify ethnicity as a demographic variable in these three journals. Articles that identified research participants’ ethnicity were further analyzed to determine the impact of ethnicity as a demographic variable on findings of each study. The results indicate that ethnicity has not been adequately reported in these three autism related journals even though previous recommendations have been made to improve inadequacies of descriptive information of research participants in autism research (Kistner and Robbins in J Autism Dev Disord 16:77–82, 1986). Implications for the field of autism spectrum disorders are discussed in addition to further recommendations for future research. En ligne : http://dx.doi.org/10.1007/s10803-014-2041-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=236 [article] Ethnicity Reporting Practices for Empirical Research in Three Autism-Related Journals [Texte imprimé et/ou numérique] / Nigel P. PIERCE, Auteur ; Mark F. O’REILLY, Auteur ; Audrey M. SORRELLS, Auteur ; Christina L. FRAGALE, Auteur ; Pamela J. WHITE, Auteur ; Jeannie M. AGUILAR, Auteur ; Heather A. COLE, Auteur . - p.1507-1519. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-7 (July 2014) . - p.1507-1519 Mots-clés : Ethnicity  Race  Demographics  Autism spectrum disorder  Reporting practices Index. décimale : PER Périodiques Résumé : This review examines ethnicity reporting in three autism-related journals (Autism, Focus on Autism and Other Developmental Disabilities, and Journal of Autism and Developmental Disorders) over a 6-year period. A comprehensive multistep search of articles is used to identify ethnicity as a demographic variable in these three journals. Articles that identified research participants’ ethnicity were further analyzed to determine the impact of ethnicity as a demographic variable on findings of each study. The results indicate that ethnicity has not been adequately reported in these three autism related journals even though previous recommendations have been made to improve inadequacies of descriptive information of research participants in autism research (Kistner and Robbins in J Autism Dev Disord 16:77–82, 1986). Implications for the field of autism spectrum disorders are discussed in addition to further recommendations for future research. En ligne : http://dx.doi.org/10.1007/s10803-014-2041-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=236

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