Examining the Efficacy of Peer Network Interventions on the Social Interactions of High School Students with Autism Spectrum Disorder / Melissa A. SRECKOVIC in Journal of Autism and Developmental Disorders, 47-8 (August 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-8 (August 2017) . - p.2556-2574 Titre : Examining the Efficacy of Peer Network Interventions on the Social Interactions of High School Students with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Melissa A. SRECKOVIC, Auteur ; Kara HUME, Auteur ; Harriet ABLE, Auteur Article en page(s) : p.2556-2574 Langues : Anglais (eng) Mots-clés : Autism  Peer mediated intervention  Social interaction  Victimization Index. décimale : PER Périodiques Résumé : Developing positive peer relationships is important. Unfortunately, due to challenges in social communication and increased complexity of peer groups during adolescence, many secondary students with autism spectrum disorder (ASD) engage in limited positive social interactions with peers. This study examined the effects of a peer network intervention implemented with three high school students with ASD. A multiple-baseline across participants design was used to evaluate the intervention on initiations and responses to and from students with ASD. The impact on frequency of victimization of students with ASD was also explored. Results indicate peer networks are effective at increasing social interactions of secondary students with ASD and provide preliminary support for the use of peer networks to reduce rates of bullying victimization. En ligne : https://doi.org/10.1007/s10803-017-3171-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=315 [article] Examining the Efficacy of Peer Network Interventions on the Social Interactions of High School Students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Melissa A. SRECKOVIC, Auteur ; Kara HUME, Auteur ; Harriet ABLE, Auteur . - p.2556-2574. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-8 (August 2017) . - p.2556-2574 Mots-clés : Autism  Peer mediated intervention  Social interaction  Victimization Index. décimale : PER Périodiques Résumé : Developing positive peer relationships is important. Unfortunately, due to challenges in social communication and increased complexity of peer groups during adolescence, many secondary students with autism spectrum disorder (ASD) engage in limited positive social interactions with peers. This study examined the effects of a peer network intervention implemented with three high school students with ASD. A multiple-baseline across participants design was used to evaluate the intervention on initiations and responses to and from students with ASD. The impact on frequency of victimization of students with ASD was also explored. Results indicate peer networks are effective at increasing social interactions of secondary students with ASD and provide preliminary support for the use of peer networks to reduce rates of bullying victimization. En ligne : https://doi.org/10.1007/s10803-017-3171-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=315

Exploring Developmental and Behavioral Heterogeneity among Preschoolers with ASD: A Cluster Analysis on Principal Components / Shuting ZHENG in Autism Research, 13-5 (May 2020)  

Public ISBD [article]  inAutism Research > 13-5 (May 2020) . - p.796-809 Titre : Exploring Developmental and Behavioral Heterogeneity among Preschoolers with ASD: A Cluster Analysis on Principal Components Type de document : Texte imprimé et/ou numérique Auteurs : Shuting ZHENG, Auteur ; Kara A. HUME, Auteur ; Harriet ABLE, Auteur ; Somer L. BISHOP, Auteur ; Brian A. BOYD, Auteur Article en page(s) : p.796-809 Langues : Anglais (eng) Mots-clés : developmental domains  early development  measures  preschoolers  subgroups Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) present with heterogeneous levels of abilities and deficits. The identification of subgroups within a specific age range could be useful for understanding prognosis and treatment planning. We applied Hierarchical Clustering on Principal Components (HCPC) with a sample of 188 preschoolers with ASD and identified three distinct subgroups based on multiple developmental and behavioral domains. Cluster 1 was characterized by relatively high cognitive, language and adaptive abilities, and relatively low levels of social symptoms, repetitive behaviors, and sensory issues within the sample. Cluster 2 was characterized by similarly high cognitive, language and adaptive abilities compared to Cluster 1, but more severe social deficits as well as repetitive and sensory behaviors. Finally, Cluster 3 was characterized by lower cognitive, language and adaptive abilities, and more severe social, repetitive, and sensory symptoms. These findings provide insights into how considering multiple developmental and behavioral domains and core autism symptoms simultaneously can distinguish subgroups of young children with ASD and provide more comprehensive developmental profiles. Moreover, the unique profile of children in Cluster 2 highlighted the usefulness of including different measures and informants when evaluating the abilities and deficits of preschoolers with ASD and the importance of understanding the relationships among different developmental and behavioral factors in this specific population. Autism Res 2020, 13: 796-809. (c) 2020 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Children with autism exhibit a range of abilities and deficits in different developmental and behavioral areas, making it difficult to tailor treatment and predict outcomes. We identified three distinct subgroups among 188 preschoolers with autism spectrum disorder distinguished by the combination of measures from multiple developmental and behavioral domains. The findings revealed the importance of comprehensive profiling of the child's abilities and deficits to inform subgrouping within autism. En ligne : http://dx.doi.org/10.1002/aur.2263 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 [article] Exploring Developmental and Behavioral Heterogeneity among Preschoolers with ASD: A Cluster Analysis on Principal Components [Texte imprimé et/ou numérique] / Shuting ZHENG, Auteur ; Kara A. HUME, Auteur ; Harriet ABLE, Auteur ; Somer L. BISHOP, Auteur ; Brian A. BOYD, Auteur . - p.796-809. Langues : Anglais (eng) in Autism Research > 13-5 (May 2020) . - p.796-809 Mots-clés : developmental domains  early development  measures  preschoolers  subgroups Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) present with heterogeneous levels of abilities and deficits. The identification of subgroups within a specific age range could be useful for understanding prognosis and treatment planning. We applied Hierarchical Clustering on Principal Components (HCPC) with a sample of 188 preschoolers with ASD and identified three distinct subgroups based on multiple developmental and behavioral domains. Cluster 1 was characterized by relatively high cognitive, language and adaptive abilities, and relatively low levels of social symptoms, repetitive behaviors, and sensory issues within the sample. Cluster 2 was characterized by similarly high cognitive, language and adaptive abilities compared to Cluster 1, but more severe social deficits as well as repetitive and sensory behaviors. Finally, Cluster 3 was characterized by lower cognitive, language and adaptive abilities, and more severe social, repetitive, and sensory symptoms. These findings provide insights into how considering multiple developmental and behavioral domains and core autism symptoms simultaneously can distinguish subgroups of young children with ASD and provide more comprehensive developmental profiles. Moreover, the unique profile of children in Cluster 2 highlighted the usefulness of including different measures and informants when evaluating the abilities and deficits of preschoolers with ASD and the importance of understanding the relationships among different developmental and behavioral factors in this specific population. Autism Res 2020, 13: 796-809. (c) 2020 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Children with autism exhibit a range of abilities and deficits in different developmental and behavioral areas, making it difficult to tailor treatment and predict outcomes. We identified three distinct subgroups among 188 preschoolers with autism spectrum disorder distinguished by the combination of measures from multiple developmental and behavioral domains. The findings revealed the importance of comprehensive profiling of the child's abilities and deficits to inform subgrouping within autism. En ligne : http://dx.doi.org/10.1002/aur.2263 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422

Novice Teachers' Implementation of Evidence-Based Practices in Autism Education: Examining the Roles of Preparation and Perception / Jordan M. LUKINS in Focus on Autism and Other Developmental Disabilities, 38-1 (March 2023)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 38-1 (March 2023) . - p.5-16 Titre : Novice Teachers' Implementation of Evidence-Based Practices in Autism Education: Examining the Roles of Preparation and Perception Type de document : Texte imprimé et/ou numérique Auteurs : Jordan M. LUKINS, Auteur ; Harriet ABLE, Auteur ; Kara HUME, Auteur Article en page(s) : p.5-16 Langues : Anglais (eng) Mots-clés : autism,evidence-based practice,social validity,teacher preparation,mixed methods Index. décimale : PER Périodiques Résumé : Despite the contemporary emphasis on evidence-based practices (EBPs) in autism education, the research-to-practice gap persists. Understanding how newly trained teachers' experiences, knowledge, and beliefs about EBPs influence their instructional decisions is vital to increasing EBP implementation among the next generation of special educators. In this study using a mixed-methods approach, 137 novice special educators in two southeastern U.S. states reported their knowledge, perceptions of social validity, and frequency of use of 12 EBPs for students on the autism spectrum. Follow-up qualitative interviews were conducted with a purposive subsample. Positive behavior supports and visual schedules emerged as the most socially valid and implemented practices. The use of EBPs was primarily driven by teachers' knowledge of the practice and perceptions of its social validity, with teacher preparation experiences shaping both. The results have implications for improving preservice preparation and future implementation of EBPs by attending to teachers' procedural understanding and subjective buy-in. En ligne : https://doi.org/10.1177/10883576221144734 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500 [article] Novice Teachers' Implementation of Evidence-Based Practices in Autism Education: Examining the Roles of Preparation and Perception [Texte imprimé et/ou numérique] / Jordan M. LUKINS, Auteur ; Harriet ABLE, Auteur ; Kara HUME, Auteur . - p.5-16. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 38-1 (March 2023) . - p.5-16 Mots-clés : autism,evidence-based practice,social validity,teacher preparation,mixed methods Index. décimale : PER Périodiques Résumé : Despite the contemporary emphasis on evidence-based practices (EBPs) in autism education, the research-to-practice gap persists. Understanding how newly trained teachers' experiences, knowledge, and beliefs about EBPs influence their instructional decisions is vital to increasing EBP implementation among the next generation of special educators. In this study using a mixed-methods approach, 137 novice special educators in two southeastern U.S. states reported their knowledge, perceptions of social validity, and frequency of use of 12 EBPs for students on the autism spectrum. Follow-up qualitative interviews were conducted with a purposive subsample. Positive behavior supports and visual schedules emerged as the most socially valid and implemented practices. The use of EBPs was primarily driven by teachers' knowledge of the practice and perceptions of its social validity, with teacher preparation experiences shaping both. The results have implications for improving preservice preparation and future implementation of EBPs by attending to teachers' procedural understanding and subjective buy-in. En ligne : https://doi.org/10.1177/10883576221144734 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500

Victimization of students with autism spectrum disorder: A review of prevalence and risk factors / Melissa A. SRECKOVIC in Research in Autism Spectrum Disorders, 8-9 (September 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-9 (September 2014) . - p.1155-1172 Titre : Victimization of students with autism spectrum disorder: A review of prevalence and risk factors Type de document : Texte imprimé et/ou numérique Auteurs : Melissa A. SRECKOVIC, Auteur ; Nelson C. BRUNSTING, Auteur ; Harriet ABLE, Auteur Article en page(s) : p.1155-1172 Langues : Anglais (eng) Mots-clés : Autism  Bullying  Victimization  Risk factors Index. décimale : PER Périodiques Résumé : Abstract Bullying is a serious problem among school-aged youth. Research suggests students with autism spectrum disorder (ASD) are overrepresented as victims within the bullying dynamic. This review synthesizes 21 articles involving prevalence rates of victimization of school-age youth with ASD and factors related to the victimization of youth with ASD. Prevalence studies suggest students with ASD are frequent victims of bullying with victimization rates ranging by study methodology. Studies reporting factors related to the victimization of students with ASD include individual (i.e., characteristics of ASD, social vulnerability, behavior problems, disability, race, academic achievement, and age of student) and contextual (i.e., educational setting, school transportation, parental mental health, parental engagement and confidence, family socioeconomic status, and social support from peers and friendship) factors. Strategies for prevention and intervention are posed. Limitations and directions for future inquiry are addressed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.06.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] Victimization of students with autism spectrum disorder: A review of prevalence and risk factors [Texte imprimé et/ou numérique] / Melissa A. SRECKOVIC, Auteur ; Nelson C. BRUNSTING, Auteur ; Harriet ABLE, Auteur . - p.1155-1172. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-9 (September 2014) . - p.1155-1172 Mots-clés : Autism  Bullying  Victimization  Risk factors Index. décimale : PER Périodiques Résumé : Abstract Bullying is a serious problem among school-aged youth. Research suggests students with autism spectrum disorder (ASD) are overrepresented as victims within the bullying dynamic. This review synthesizes 21 articles involving prevalence rates of victimization of school-age youth with ASD and factors related to the victimization of youth with ASD. Prevalence studies suggest students with ASD are frequent victims of bullying with victimization rates ranging by study methodology. Studies reporting factors related to the victimization of students with ASD include individual (i.e., characteristics of ASD, social vulnerability, behavior problems, disability, race, academic achievement, and age of student) and contextual (i.e., educational setting, school transportation, parental mental health, parental engagement and confidence, family socioeconomic status, and social support from peers and friendship) factors. Strategies for prevention and intervention are posed. Limitations and directions for future inquiry are addressed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.06.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

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