Dépouillements

Comparison of Technology-Based Presentation Modalities in Multiple Stimulus Job Task Preference Assessments / Lauren E. MUCHA in Focus on Autism and Other Developmental Disabilities, 41-2 (June 2026)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 41-2 (June 2026) . - p.59-70 Titre : Comparison of Technology-Based Presentation Modalities in Multiple Stimulus Job Task Preference Assessments Type de document : texte imprimé Auteurs : Lauren E. MUCHA, Auteur ; Lisa S. CUSHING, Auteur Article en page(s) : p.59-70 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  employment  transition  assessment  intellectual disability Index. décimale : PER Périodiques Résumé : This study evaluated the effectiveness of video and electronic pictorial presentation modalities in multiple stimulus without replacement (MSWO) job task preference assessments through methods comparison and evaluation of predictive validity. The study was conducted in a Midwest U.S. school setting with eight transition-age students with ASD and ID. Variations of work task preference assessment, electronic picture-based and video-based MSWO, were compared to an established assessment method, tangible stimulus MSWO. Subsequently, the predictive validity of the assessments was evaluated by observing the task engagement of participants while performing the high- and low-preference work tasks. Results suggest that electronic pictorial and video MSWO assessments of preferences are accurate and effective with some individuals and not as effective as the object modality for others. Findings, limitations, and implications for research and practice are also discussed. En ligne : https://dx.doi.org/10.1177/10883576251396812 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=586 [article] Comparison of Technology-Based Presentation Modalities in Multiple Stimulus Job Task Preference Assessments [texte imprimé] / Lauren E. MUCHA, Auteur ; Lisa S. CUSHING, Auteur . - p.59-70. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 41-2 (June 2026) . - p.59-70 Mots-clés : autism spectrum disorders  employment  transition  assessment  intellectual disability Index. décimale : PER Périodiques Résumé : This study evaluated the effectiveness of video and electronic pictorial presentation modalities in multiple stimulus without replacement (MSWO) job task preference assessments through methods comparison and evaluation of predictive validity. The study was conducted in a Midwest U.S. school setting with eight transition-age students with ASD and ID. Variations of work task preference assessment, electronic picture-based and video-based MSWO, were compared to an established assessment method, tangible stimulus MSWO. Subsequently, the predictive validity of the assessments was evaluated by observing the task engagement of participants while performing the high- and low-preference work tasks. Results suggest that electronic pictorial and video MSWO assessments of preferences are accurate and effective with some individuals and not as effective as the object modality for others. Findings, limitations, and implications for research and practice are also discussed. En ligne : https://dx.doi.org/10.1177/10883576251396812 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=586

Cost Analysis of a Social Skills Training Program for Autistic Youth / Samantha X.L. TAN in Focus on Autism and Other Developmental Disabilities, 41-2 (June 2026)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 41-2 (June 2026) . - p.71-81 Titre : Cost Analysis of a Social Skills Training Program for Autistic Youth Type de document : texte imprimé Auteurs : Samantha X.L. TAN, Auteur ; Milena A. KELLER-MARGULIS, Auteur ; Sarah S. MIRE, Auteur ; Brandi TIMMONS, Auteur ; Wendy DAWSON, Auteur ; Jorge E. GONZALEZ, Auteur ; Hanjoe KIM, Auteur ; Kristen S. HASSETT, Auteur Article en page(s) : p.71-81 Langues : Anglais (eng) Mots-clés : autism  social skills training  internalizing disorders  cost analysis Index. décimale : PER Périodiques Résumé : Given the scarcity of resources across child-serving systems, cost analyses can provide a framework for comparing evidence-based interventions, informing resource allocation, and guiding stakeholders to invest resources. The economic impact of autism is significant. One intervention found to be efficacious is social skills training (SST); however, there are few economic studies of SSTs. This U.S. study addresses the dearth of cost analyses of SSTs in the literature. An ingredients method was used, with cost data collected through informant interviews, program budgets, and the E$timator Tool Kit. Results revealed the SST implementation cost was lower than other autism-focused Early Intensive Behavioral Interventions; families bear the largest proportion of costs; and optimizing personnel-heavy interventions like SST may be possible through high-quality, intensive training of lower wage personnel by experienced trainers who also provide ongoing support and supervision. En ligne : https://dx.doi.org/10.1177/10883576251396824 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=586 [article] Cost Analysis of a Social Skills Training Program for Autistic Youth [texte imprimé] / Samantha X.L. TAN, Auteur ; Milena A. KELLER-MARGULIS, Auteur ; Sarah S. MIRE, Auteur ; Brandi TIMMONS, Auteur ; Wendy DAWSON, Auteur ; Jorge E. GONZALEZ, Auteur ; Hanjoe KIM, Auteur ; Kristen S. HASSETT, Auteur . - p.71-81. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 41-2 (June 2026) . - p.71-81 Mots-clés : autism  social skills training  internalizing disorders  cost analysis Index. décimale : PER Périodiques Résumé : Given the scarcity of resources across child-serving systems, cost analyses can provide a framework for comparing evidence-based interventions, informing resource allocation, and guiding stakeholders to invest resources. The economic impact of autism is significant. One intervention found to be efficacious is social skills training (SST); however, there are few economic studies of SSTs. This U.S. study addresses the dearth of cost analyses of SSTs in the literature. An ingredients method was used, with cost data collected through informant interviews, program budgets, and the E$timator Tool Kit. Results revealed the SST implementation cost was lower than other autism-focused Early Intensive Behavioral Interventions; families bear the largest proportion of costs; and optimizing personnel-heavy interventions like SST may be possible through high-quality, intensive training of lower wage personnel by experienced trainers who also provide ongoing support and supervision. En ligne : https://dx.doi.org/10.1177/10883576251396824 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=586

Classmates’ Social Interest Toward Included Autistic Peers: Social and Personal Characteristics / Mati ZAKAI-MASHIACH in Focus on Autism and Other Developmental Disabilities, 41-2 (June 2026)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 41-2 (June 2026) . - p.82-93 Titre : Classmates’ Social Interest Toward Included Autistic Peers: Social and Personal Characteristics Type de document : texte imprimé Auteurs : Mati ZAKAI-MASHIACH, Auteur ; Michal AL-YAGON, Auteur ; Esther DROMI, Auteur Article en page(s) : p.82-93 Langues : Anglais (eng) Mots-clés : inclusion  peers without disabilities  preschool  theory of mind  ToM  social profile  moral self  autism Index. décimale : PER Périodiques Résumé : This study explored the demographic and social characteristics of children in understanding their spontaneous social interest toward autistic classmates. Participants were 193 Israeli children without disabilities, ages 3 to 6 years, in 16 inclusive preschool/kindergarten classrooms. Teachers and educational aides each nominated socially interested students and rated all students’ social interests toward the included classmate. Results indicated that socially interested children were younger, more often boys, had a more advanced social profile (less aggression, more shyness, and more prosocial behaviors), and showed better performance on theory of mind tasks than their peers who were not socially interested in the autistic classmates. Identifying peers without disabilities who show social interest toward the included children can optimize the involvement of peers without disabilities as change agents in inclusive educational environments and promote the social inclusion of autistic students. En ligne : https://dx.doi.org/10.1177/10883576251407601 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=586 [article] Classmates’ Social Interest Toward Included Autistic Peers: Social and Personal Characteristics [texte imprimé] / Mati ZAKAI-MASHIACH, Auteur ; Michal AL-YAGON, Auteur ; Esther DROMI, Auteur . - p.82-93. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 41-2 (June 2026) . - p.82-93 Mots-clés : inclusion  peers without disabilities  preschool  theory of mind  ToM  social profile  moral self  autism Index. décimale : PER Périodiques Résumé : This study explored the demographic and social characteristics of children in understanding their spontaneous social interest toward autistic classmates. Participants were 193 Israeli children without disabilities, ages 3 to 6 years, in 16 inclusive preschool/kindergarten classrooms. Teachers and educational aides each nominated socially interested students and rated all students’ social interests toward the included classmate. Results indicated that socially interested children were younger, more often boys, had a more advanced social profile (less aggression, more shyness, and more prosocial behaviors), and showed better performance on theory of mind tasks than their peers who were not socially interested in the autistic classmates. Identifying peers without disabilities who show social interest toward the included children can optimize the involvement of peers without disabilities as change agents in inclusive educational environments and promote the social inclusion of autistic students. En ligne : https://dx.doi.org/10.1177/10883576251407601 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=586

Informant Discrepancies in the Assessment of Social Skills and Behaviors of Children With Autism Spectrum Disorder / Samantha E. STANFORD in Focus on Autism and Other Developmental Disabilities, 41-2 (June 2026)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 41-2 (June 2026) . - p.94-101 Titre : Informant Discrepancies in the Assessment of Social Skills and Behaviors of Children With Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Samantha E. STANFORD, Auteur ; Amanda B. NICKERSON, Auteur ; Christopher LOPATA, Auteur ; Stephanie S. FREDRICK, Auteur ; James P. DONNELLY, Auteur ; Jonathan D. RODGERS, Auteur ; Marcus L. THOMEER, Auteur Article en page(s) : p.94-101 Langues : Anglais (eng) Mots-clés : informant discrepancies  autism spectrum disorder  ASD  Adapted Skillstreaming Checklist Index. décimale : PER Périodiques Résumé : This study examined informant discrepancies for parent and teacher ratings of social skills and behavioral flexibility/regulation of 124 U.S. children with autism spectrum disorder (ASD), ages 6 to 11 years. Scores on the Adapted Skillstreaming Checklist (ASC) were examined for mean differences, level of agreement, and moderators of difference scores between informant groups. Results indicated no significant differences between parent and teacher ASC mean scores. Parent and teacher scores were low-to-moderately correlated (intraclass correlation coefficient = .30 and Pearson r = .18) and the Bland–Altman plot and regression analysis revealed no systematic differences in agreement across the range of scores. None of the variables moderated the parent–teacher difference scores. Overall, practitioners should not necessarily anticipate parent–teacher differences when using the ASC for group-level comparisons. However, ratings were less consistent (modest correlations) at the individual child level. Less agreement at the individual child level suggests that practitioners should be prepared to follow-up and clarify the reason(s) for the differences. En ligne : https://dx.doi.org/10.1177/10883576251353482 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=586 [article] Informant Discrepancies in the Assessment of Social Skills and Behaviors of Children With Autism Spectrum Disorder [texte imprimé] / Samantha E. STANFORD, Auteur ; Amanda B. NICKERSON, Auteur ; Christopher LOPATA, Auteur ; Stephanie S. FREDRICK, Auteur ; James P. DONNELLY, Auteur ; Jonathan D. RODGERS, Auteur ; Marcus L. THOMEER, Auteur . - p.94-101. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 41-2 (June 2026) . - p.94-101 Mots-clés : informant discrepancies  autism spectrum disorder  ASD  Adapted Skillstreaming Checklist Index. décimale : PER Périodiques Résumé : This study examined informant discrepancies for parent and teacher ratings of social skills and behavioral flexibility/regulation of 124 U.S. children with autism spectrum disorder (ASD), ages 6 to 11 years. Scores on the Adapted Skillstreaming Checklist (ASC) were examined for mean differences, level of agreement, and moderators of difference scores between informant groups. Results indicated no significant differences between parent and teacher ASC mean scores. Parent and teacher scores were low-to-moderately correlated (intraclass correlation coefficient = .30 and Pearson r = .18) and the Bland–Altman plot and regression analysis revealed no systematic differences in agreement across the range of scores. None of the variables moderated the parent–teacher difference scores. Overall, practitioners should not necessarily anticipate parent–teacher differences when using the ASC for group-level comparisons. However, ratings were less consistent (modest correlations) at the individual child level. Less agreement at the individual child level suggests that practitioners should be prepared to follow-up and clarify the reason(s) for the differences. En ligne : https://dx.doi.org/10.1177/10883576251353482 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=586

Telepractice-Supported Augmentative and Alternative Communication Intervention: A Systematic Review / Jessica SIMACEK in Focus on Autism and Other Developmental Disabilities, 41-2 (June 2026)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 41-2 (June 2026) . - p.102-116 Titre : Telepractice-Supported Augmentative and Alternative Communication Intervention: A Systematic Review Type de document : texte imprimé Auteurs : Jessica SIMACEK, Auteur ; Sanikan WATTANAWONGWAN, Auteur ; Joe REICHLE, Auteur ; Betul CAKIR-DILEK, Auteur ; J. Birdie GANZ, Auteur ; Marianne ELMQUIST, Auteur ; Ee Rea HONG, Auteur ; Lauren PIERSON, Auteur Article en page(s) : p.102-116 Langues : Anglais (eng) Mots-clés : alternative/augmentative (AAC) communication  intellectual disability  autism spectrum disorders  communicative functions Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder and/or with intellectual disabilities (IDD) who experience complex communication needs often benefit from augmentative and alternative communication (AAC) intervention. Given shortages, access to professionals with expertise in AAC instruction can prove difficult. Telepractice may help to connect more specialists to children and practitioners or families who can implement AAC interventions with guidance. As both AAC technology and telehealth rapidly advance, the evidence base has struggled to keep pace. This systematic review answers questions related to the use of telepractice in intervention for AAC. Data to be reported were gleaned from a comprehensive meta-analysis on AAC and intervention for preschool and school-age children on the autism spectrum and/or with IDD. In the current systematic review, eight studies were identified, representing 22 participants, that met inclusion criteria. Synthesized findings across telepractice methodologies, participant characteristics, intervention parameters, including intervention intensity, and methodological quality are reported. En ligne : https://dx.doi.org/10.1177/10883576251376319 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=586 [article] Telepractice-Supported Augmentative and Alternative Communication Intervention: A Systematic Review [texte imprimé] / Jessica SIMACEK, Auteur ; Sanikan WATTANAWONGWAN, Auteur ; Joe REICHLE, Auteur ; Betul CAKIR-DILEK, Auteur ; J. Birdie GANZ, Auteur ; Marianne ELMQUIST, Auteur ; Ee Rea HONG, Auteur ; Lauren PIERSON, Auteur . - p.102-116. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 41-2 (June 2026) . - p.102-116 Mots-clés : alternative/augmentative (AAC) communication  intellectual disability  autism spectrum disorders  communicative functions Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder and/or with intellectual disabilities (IDD) who experience complex communication needs often benefit from augmentative and alternative communication (AAC) intervention. Given shortages, access to professionals with expertise in AAC instruction can prove difficult. Telepractice may help to connect more specialists to children and practitioners or families who can implement AAC interventions with guidance. As both AAC technology and telehealth rapidly advance, the evidence base has struggled to keep pace. This systematic review answers questions related to the use of telepractice in intervention for AAC. Data to be reported were gleaned from a comprehensive meta-analysis on AAC and intervention for preschool and school-age children on the autism spectrum and/or with IDD. In the current systematic review, eight studies were identified, representing 22 participants, that met inclusion criteria. Synthesized findings across telepractice methodologies, participant characteristics, intervention parameters, including intervention intensity, and methodological quality are reported. En ligne : https://dx.doi.org/10.1177/10883576251376319 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=586