Dépouillements

Augmented Reality Enhanced Supported Employment for Individuals With Intellectual and Developmental Disabilities / Ayse TORRES in Focus on Autism and Other Developmental Disabilities, 41-4 (December 2026)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 41-4 (December 2026) . - p.183-193 Titre : Augmented Reality Enhanced Supported Employment for Individuals With Intellectual and Developmental Disabilities Type de document : texte imprimé Auteurs : Ayse TORRES, Auteur ; Kelly B. KEARNEY, Auteur ; Alexandro GALVEZ-VEGA, Auteur ; Dariush HASSAN, Auteur ; Mahesh NEELAKANTA, Auteur ; Hari KALVA, Auteur Article en page(s) : p.183-193 Langues : Anglais (eng) Mots-clés : intellectual and development disabilities  augmented reality  competitive and integrated employment  supported employment Index. décimale : PER Périodiques Résumé : This study explores the integration of augmented reality (AR) technology into supported employment programs to enhance employment outcomes for individuals with intellectual and developmental disabilities (IDD). The research aimed to evaluate the effectiveness of a novel AR-based application functioning as a virtual job coach, providing real-time, context-specific guidance on completing complex job tasks. Employing a single-subject multiple probe across participants design, the researchers collected data from four young adults with IDD who were students at a southeastern U.S. university. The results showed significant improvements in job task performance; participants’ accuracy rose from an average of 12% during the baseline phase to 94% with the AR intervention. All participants reached mastery criteria, defined as completing at least 90% of steps correctly and independently across four sessions. The study highlights the potential of AR to improve training efficiency, reduce the demand for in-person job coaching, and broaden employment opportunities for individuals with IDD. En ligne : https://journals.sagepub.com/doi/abs/10.1177/10883576251407604 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=597 [article] Augmented Reality Enhanced Supported Employment for Individuals With Intellectual and Developmental Disabilities [texte imprimé] / Ayse TORRES, Auteur ; Kelly B. KEARNEY, Auteur ; Alexandro GALVEZ-VEGA, Auteur ; Dariush HASSAN, Auteur ; Mahesh NEELAKANTA, Auteur ; Hari KALVA, Auteur . - p.183-193. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 41-4 (December 2026) . - p.183-193 Mots-clés : intellectual and development disabilities  augmented reality  competitive and integrated employment  supported employment Index. décimale : PER Périodiques Résumé : This study explores the integration of augmented reality (AR) technology into supported employment programs to enhance employment outcomes for individuals with intellectual and developmental disabilities (IDD). The research aimed to evaluate the effectiveness of a novel AR-based application functioning as a virtual job coach, providing real-time, context-specific guidance on completing complex job tasks. Employing a single-subject multiple probe across participants design, the researchers collected data from four young adults with IDD who were students at a southeastern U.S. university. The results showed significant improvements in job task performance; participants’ accuracy rose from an average of 12% during the baseline phase to 94% with the AR intervention. All participants reached mastery criteria, defined as completing at least 90% of steps correctly and independently across four sessions. The study highlights the potential of AR to improve training efficiency, reduce the demand for in-person job coaching, and broaden employment opportunities for individuals with IDD. En ligne : https://journals.sagepub.com/doi/abs/10.1177/10883576251407604 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=597

Increasing Self-Feeding Using Spatial Fading and Error Correction / Meara X. H. MCMAHON in Focus on Autism and Other Developmental Disabilities, 41-4 (December 2026)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 41-4 (December 2026) . - p.194-206 Titre : Increasing Self-Feeding Using Spatial Fading and Error Correction Type de document : texte imprimé Auteurs : Meara X. H. MCMAHON, Auteur ; Kavya KANDARPA, Auteur ; Tyler-Curtis C. ELLIOTT, Auteur ; Mackenzie A. RILEY, Auteur ; Caitlin E. SCHAEFER, Auteur ; Hallie M. SMITH, Auteur Article en page(s) : p.194-206 Langues : Anglais (eng) Mots-clés : feeding  daily living  applied behavior analysis Index. décimale : PER Périodiques Résumé : Children on the autism spectrum are more likely than neurotypical children to experience co-occurring feeding problems and may require individualized interventions to increase age-appropriate self-feeding skills. Few studies have evaluated errorless learning strategies (e.g., backward chaining, graduated guidance) to improve self-feeding for children on the autism spectrum and assess whether this response maintains over time. In the current study, researchers used spatial fading and error correction to increase self-feeding for three U.S. children in a variety of applied settings. Results suggest that self-feeding increased and was maintained over time using iterations with and without nonremoval of the spoon and cup. En ligne : https://journals.sagepub.com/doi/abs/10.1177/10883576261484922 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=597 [article] Increasing Self-Feeding Using Spatial Fading and Error Correction [texte imprimé] / Meara X. H. MCMAHON, Auteur ; Kavya KANDARPA, Auteur ; Tyler-Curtis C. ELLIOTT, Auteur ; Mackenzie A. RILEY, Auteur ; Caitlin E. SCHAEFER, Auteur ; Hallie M. SMITH, Auteur . - p.194-206. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 41-4 (December 2026) . - p.194-206 Mots-clés : feeding  daily living  applied behavior analysis Index. décimale : PER Périodiques Résumé : Children on the autism spectrum are more likely than neurotypical children to experience co-occurring feeding problems and may require individualized interventions to increase age-appropriate self-feeding skills. Few studies have evaluated errorless learning strategies (e.g., backward chaining, graduated guidance) to improve self-feeding for children on the autism spectrum and assess whether this response maintains over time. In the current study, researchers used spatial fading and error correction to increase self-feeding for three U.S. children in a variety of applied settings. Results suggest that self-feeding increased and was maintained over time using iterations with and without nonremoval of the spoon and cup. En ligne : https://journals.sagepub.com/doi/abs/10.1177/10883576261484922 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=597

Developing SMART Goals With Autistic Young Adults: Results From the Launching! to Adulthood Therapy Programs / Antonio F. PAGÁN in Focus on Autism and Other Developmental Disabilities, 41-4 (December 2026)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 41-4 (December 2026) . - p.207-220 Titre : Developing SMART Goals With Autistic Young Adults: Results From the Launching! to Adulthood Therapy Programs Type de document : texte imprimé Auteurs : Antonio F. PAGÁN, Auteur ; Grace SATTEM, Auteur ; Katherine MAURANO, Auteur ; Linda HERNANDEZ, Auteur ; Katherine A. LOVELAND, Auteur ; Ron ACIERNO, Auteur Article en page(s) : p.207-220 Langues : Anglais (eng) Mots-clés : SMART goals  young adult development  values-based planning  coaching strategies  independence and adulthood Index. décimale : PER Périodiques Résumé : The transition to adulthood poses distinct challenges for young adults with autism spectrum disorder (ASD), especially in executive functioning (EF) and goal-setting. This study evaluated a culturally adapted, 12-week intervention using the SMART goal framework with military-dependent and Latino young adults with ASD in the U.S. state of Texas. The program aimed to assess goal quality, examine EF’s impact on goal specificity, and explore the role of personal values in achieving goals. Participants connected culturally significant values—such as family, health, and resilience—with aspirations, emphasizing the need for tailored approaches. Military-dependent participants focused on independence and Latino participants prioritized community. EF challenges influenced goal achievability, with the SMART framework providing an effective structure. Findings suggest integrating self-determination theory (SDT) to enhance autonomy, competence, and motivation. These results inform educators on supporting goal-setting and easing transitions to adulthood for diverse ASD populations, highlighting the critical role of culturally sensitive strategies. En ligne : https://journals.sagepub.com/doi/abs/10.1177/10883576261484925 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=597 [article] Developing SMART Goals With Autistic Young Adults: Results From the Launching! to Adulthood Therapy Programs [texte imprimé] / Antonio F. PAGÁN, Auteur ; Grace SATTEM, Auteur ; Katherine MAURANO, Auteur ; Linda HERNANDEZ, Auteur ; Katherine A. LOVELAND, Auteur ; Ron ACIERNO, Auteur . - p.207-220. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 41-4 (December 2026) . - p.207-220 Mots-clés : SMART goals  young adult development  values-based planning  coaching strategies  independence and adulthood Index. décimale : PER Périodiques Résumé : The transition to adulthood poses distinct challenges for young adults with autism spectrum disorder (ASD), especially in executive functioning (EF) and goal-setting. This study evaluated a culturally adapted, 12-week intervention using the SMART goal framework with military-dependent and Latino young adults with ASD in the U.S. state of Texas. The program aimed to assess goal quality, examine EF’s impact on goal specificity, and explore the role of personal values in achieving goals. Participants connected culturally significant values—such as family, health, and resilience—with aspirations, emphasizing the need for tailored approaches. Military-dependent participants focused on independence and Latino participants prioritized community. EF challenges influenced goal achievability, with the SMART framework providing an effective structure. Findings suggest integrating self-determination theory (SDT) to enhance autonomy, competence, and motivation. These results inform educators on supporting goal-setting and easing transitions to adulthood for diverse ASD populations, highlighting the critical role of culturally sensitive strategies. En ligne : https://journals.sagepub.com/doi/abs/10.1177/10883576261484925 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=597

“It Makes Me More Confident”: Clinicians’ Perspectives on ECHO Autism: Mental Health / Nargiza BURANOVA in Focus on Autism and Other Developmental Disabilities, 41-4 (December 2026)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 41-4 (December 2026) . - p.221-231 Titre : “It Makes Me More Confident”: Clinicians’ Perspectives on ECHO Autism: Mental Health Type de document : texte imprimé Auteurs : Nargiza BURANOVA, Auteur ; Leeore LEVINSTEIN, Auteur ; Brenna B. MADDOX, Auteur ; Kristin SOHL, Auteur Article en page(s) : p.221-231 Langues : Anglais (eng) Mots-clés : autism  co-occurring conditions  mental health  professional development Index. décimale : PER Périodiques Résumé : Many autistic individuals experience co-occurring psychiatric conditions and require mental health support. Mental health clinicians report limited knowledge and confidence in working with autistic people. The ECHO Autism: Mental Health program aims to address this gap by providing professional development to clinicians via virtual case-based learning. The current study used a qualitative thematic analysis approach to explore the perspectives of 13 U.S. clinicians who completed the ECHO Autism: Mental Health program. Three overarching themes developed from the clinicians’ responses: program structure and delivery, perceived challenges, and the impact of participating in the program. Overall, participants highlighted their positive experience in the program, noting the benefits of learning from case discussions and connecting with colleagues who share common clinical needs and difficulties. Some challenges were identified and included time constraints and minor technical issues during the program. The findings can guide future programs to effectively support clinicians in delivering quality care to autistic people. En ligne : https://journals.sagepub.com/doi/abs/10.1177/10883576261440822 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=597 [article] “It Makes Me More Confident”: Clinicians’ Perspectives on ECHO Autism: Mental Health [texte imprimé] / Nargiza BURANOVA, Auteur ; Leeore LEVINSTEIN, Auteur ; Brenna B. MADDOX, Auteur ; Kristin SOHL, Auteur . - p.221-231. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 41-4 (December 2026) . - p.221-231 Mots-clés : autism  co-occurring conditions  mental health  professional development Index. décimale : PER Périodiques Résumé : Many autistic individuals experience co-occurring psychiatric conditions and require mental health support. Mental health clinicians report limited knowledge and confidence in working with autistic people. The ECHO Autism: Mental Health program aims to address this gap by providing professional development to clinicians via virtual case-based learning. The current study used a qualitative thematic analysis approach to explore the perspectives of 13 U.S. clinicians who completed the ECHO Autism: Mental Health program. Three overarching themes developed from the clinicians’ responses: program structure and delivery, perceived challenges, and the impact of participating in the program. Overall, participants highlighted their positive experience in the program, noting the benefits of learning from case discussions and connecting with colleagues who share common clinical needs and difficulties. Some challenges were identified and included time constraints and minor technical issues during the program. The findings can guide future programs to effectively support clinicians in delivering quality care to autistic people. En ligne : https://journals.sagepub.com/doi/abs/10.1177/10883576261440822 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=597