Community services outcomes for families and children with autism spectrum disorders / Lisa A. RUBLE in Research in Autism Spectrum Disorders, 1-4 (October/December 2007)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 1-4 (October/December 2007) . - p.360-372 Titre : Community services outcomes for families and children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Lisa A. RUBLE, Auteur ; John H. MCGREW, Auteur Année de publication : 2007 Article en page(s) : p.360-372 Langues : Anglais (eng) Mots-clés : Autism-spectrum-disorders Service-outcomes Community-based-services Child-outcomes Family-outcomes Index. décimale : PER Périodiques Résumé : In an era in which evidence based practices are becoming the standard of care, there is little evidence that the current array of services commonly delivered for those with autism is helpful. This study describes community-based service utilization and caregiver-rated outcomes of services on symptoms of 113 children with autism spectrum disorders and their families. Parents/caregivers reported on nine types of services, received in the prior 6 months, which were evaluated against child and family outcomes. Caregivers rated in-home behavior therapy as providing the best outcomes overall for the child and respite care as providing the best outcomes for the family. Younger children were reported to have better outcomes than older children. Polytherapy was the rule, rather than the exception, as children used a mean of 3.5 different services. The frequency of services and the number of different types of services utilized correlated with family but not child outcomes. Examination of the potentiating effect of medication on outcomes of psychosocial interventions was not significant. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.01.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=301 [article] Community services outcomes for families and children with autism spectrum disorders [Texte imprimé et/ou numérique] / Lisa A. RUBLE, Auteur ; John H. MCGREW, Auteur . - 2007 . - p.360-372. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 1-4 (October/December 2007) . - p.360-372 Mots-clés : Autism-spectrum-disorders Service-outcomes Community-based-services Child-outcomes Family-outcomes Index. décimale : PER Périodiques Résumé : In an era in which evidence based practices are becoming the standard of care, there is little evidence that the current array of services commonly delivered for those with autism is helpful. This study describes community-based service utilization and caregiver-rated outcomes of services on symptoms of 113 children with autism spectrum disorders and their families. Parents/caregivers reported on nine types of services, received in the prior 6 months, which were evaluated against child and family outcomes. Caregivers rated in-home behavior therapy as providing the best outcomes overall for the child and respite care as providing the best outcomes for the family. Younger children were reported to have better outcomes than older children. Polytherapy was the rule, rather than the exception, as children used a mean of 3.5 different services. The frequency of services and the number of different types of services utilized correlated with family but not child outcomes. Examination of the potentiating effect of medication on outcomes of psychosocial interventions was not significant. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.01.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=301

Examining the Quality of IEPs for Young Children with Autism / Lisa A. RUBLE in Journal of Autism and Developmental Disorders, 40-12 (December 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-12 (December 2010) . - p.1459-1470 Titre : Examining the Quality of IEPs for Young Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Lisa A. RUBLE, Auteur ; John H. MCGREW, Auteur ; Nancy DALRYMPLE, Auteur ; Lee Ann JUNG, Auteur Année de publication : 2010 Article en page(s) : p.1459-1470 Langues : Anglais (eng) Mots-clés : Individual education programs  National research council  IDEA  IEP quality  IEP objectives  Educating children with autism Index. décimale : PER Périodiques Résumé : The purpose of this study was to develop an Individual Education Program (IEP) evaluation tool based on Individuals with Disabilities Education Act (IDEA) requirements and National Research Council recommendations for children with autism; determine the tool’s reliability; test the tool on a pilot sample of IEPs of young children; and examine associations between IEP quality and school, teacher, and child characteristics. IEPs for 35 students with autism (Mage = 6.1 years; SD = 1.6) from 35 different classrooms were examined. The IEP tool had adequate interrater reliability (ICC = .70). Results identified no statistically significant association between demographics and IEP quality, and IEPs contained relatively clear descriptions of present levels of performance. Weaknesses of IEPs were described and recommendations provided. En ligne : http://dx.doi.org/10.1007/s10803-010-1003-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114 [article] Examining the Quality of IEPs for Young Children with Autism [Texte imprimé et/ou numérique] / Lisa A. RUBLE, Auteur ; John H. MCGREW, Auteur ; Nancy DALRYMPLE, Auteur ; Lee Ann JUNG, Auteur . - 2010 . - p.1459-1470. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-12 (December 2010) . - p.1459-1470 Mots-clés : Individual education programs  National research council  IDEA  IEP quality  IEP objectives  Educating children with autism Index. décimale : PER Périodiques Résumé : The purpose of this study was to develop an Individual Education Program (IEP) evaluation tool based on Individuals with Disabilities Education Act (IDEA) requirements and National Research Council recommendations for children with autism; determine the tool’s reliability; test the tool on a pilot sample of IEPs of young children; and examine associations between IEP quality and school, teacher, and child characteristics. IEPs for 35 students with autism (Mage = 6.1 years; SD = 1.6) from 35 different classrooms were examined. The IEP tool had adequate interrater reliability (ICC = .70). Results identified no statistically significant association between demographics and IEP quality, and IEPs contained relatively clear descriptions of present levels of performance. Weaknesses of IEPs were described and recommendations provided. En ligne : http://dx.doi.org/10.1007/s10803-010-1003-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114

Executive Functions and the Natural Habitat Behaviors of Children with Autism / Lisa A. RUBLE in Autism, 6-4 (December 2002)  

Public ISBD [article]  inAutism > 6-4 (December 2002) . - p.365-381 Titre : Executive Functions and the Natural Habitat Behaviors of Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Lisa A. RUBLE, Auteur ; M.M. SCOTT, Auteur Article en page(s) : p.365-381 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Research suggests that impairments in executive functions play a role in the cognitive deficit in autism. Possible autism- specific impairments include an inability to engage in goal-directed behaviors and adjust behaviors given environmental demands. What has been described as executive functions is based largely on observations of performance in the laboratory rather than in natural settings. An ecological method first described by Barker and Wright and adapted by Scott was used to assess the patterns of goal-directed behaviors of eight children with autism and eight chronological and mental age comparable children with Down syndrome. Quantitative and qualitative features of naturalistic behaviors were collected, and coded using previously described categories of children’s behavior. Results indicated that children with autism exhibited shorter and less overlapping goal- directed behaviors. These data suggest a cognitive difference rather than developmental delay, and lend support for impaired executive functions in autism. Practical implications for educators and caregivers are discussed. En ligne : http://dx.doi.org/10.1177/1362361302006004004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=209 [article] Executive Functions and the Natural Habitat Behaviors of Children with Autism [Texte imprimé et/ou numérique] / Lisa A. RUBLE, Auteur ; M.M. SCOTT, Auteur . - p.365-381. Langues : Anglais (eng) in Autism > 6-4 (December 2002) . - p.365-381 Index. décimale : PER Périodiques Résumé : Research suggests that impairments in executive functions play a role in the cognitive deficit in autism. Possible autism- specific impairments include an inability to engage in goal-directed behaviors and adjust behaviors given environmental demands. What has been described as executive functions is based largely on observations of performance in the laboratory rather than in natural settings. An ecological method first described by Barker and Wright and adapted by Scott was used to assess the patterns of goal-directed behaviors of eight children with autism and eight chronological and mental age comparable children with Down syndrome. Quantitative and qualitative features of naturalistic behaviors were collected, and coded using previously described categories of children’s behavior. Results indicated that children with autism exhibited shorter and less overlapping goal- directed behaviors. These data suggest a cognitive difference rather than developmental delay, and lend support for impaired executive functions in autism. Practical implications for educators and caregivers are discussed. En ligne : http://dx.doi.org/10.1177/1362361302006004004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=209

Goal Attainment Scaling as an Outcome Measure in Randomized Controlled Trials of Psychosocial Interventions in Autism / Lisa A. RUBLE in Journal of Autism and Developmental Disorders, 42-9 (September 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-9 (September 2012) . - p.1974-1983 Titre : Goal Attainment Scaling as an Outcome Measure in Randomized Controlled Trials of Psychosocial Interventions in Autism Type de document : Texte imprimé et/ou numérique Auteurs : Lisa A. RUBLE, Auteur ; John H. MCGREW, Auteur ; Michael D. TOLAND, Auteur Année de publication : 2012 Article en page(s) : p.1974-1983 Langues : Anglais (eng) Mots-clés : Goal attainment scaling  Outcome measurement  Autism  Randomized controlled trials  Reliability  Psychosocial intervention Index. décimale : PER Périodiques Résumé : Goal attainment scaling (GAS) holds promise as an idiographic approach for measuring outcomes of psychosocial interventions in community settings. GAS has been criticized for untested assumptions of scaling level (i.e., interval or ordinal), inter-individual equivalence and comparability, and reliability of coding across different behavioral observation methods. We tested assumptions of equality between GAS descriptions for outcome measurement in a randomized trial (i.e., measurability, equidistance, level of difficulty, comparability of behavior samples collected from teachers vs. researchers and live vs. videotape). Results suggest GAS descriptions can be evaluated for equivalency, that teacher collected behavior samples are representative, and that varied sources of behavior samples can be reliably coded. GAS is a promising measurement approach. Recommendations are provided to ensure methodological quality. En ligne : http://dx.doi.org/10.1007/s10803-012-1446-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=180 [article] Goal Attainment Scaling as an Outcome Measure in Randomized Controlled Trials of Psychosocial Interventions in Autism [Texte imprimé et/ou numérique] / Lisa A. RUBLE, Auteur ; John H. MCGREW, Auteur ; Michael D. TOLAND, Auteur . - 2012 . - p.1974-1983. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-9 (September 2012) . - p.1974-1983 Mots-clés : Goal attainment scaling  Outcome measurement  Autism  Randomized controlled trials  Reliability  Psychosocial intervention Index. décimale : PER Périodiques Résumé : Goal attainment scaling (GAS) holds promise as an idiographic approach for measuring outcomes of psychosocial interventions in community settings. GAS has been criticized for untested assumptions of scaling level (i.e., interval or ordinal), inter-individual equivalence and comparability, and reliability of coding across different behavioral observation methods. We tested assumptions of equality between GAS descriptions for outcome measurement in a randomized trial (i.e., measurability, equidistance, level of difficulty, comparability of behavior samples collected from teachers vs. researchers and live vs. videotape). Results suggest GAS descriptions can be evaluated for equivalency, that teacher collected behavior samples are representative, and that varied sources of behavior samples can be reliably coded. GAS is a promising measurement approach. Recommendations are provided to ensure methodological quality. En ligne : http://dx.doi.org/10.1007/s10803-012-1446-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=180

Implementation fidelity and common elements of high quality teaching sequences for students with autism spectrum disorder in COMPASS / Lisa A. RUBLE in Research in Autism Spectrum Disorders, 71 (March 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 71 (March 2020) . - p.101493 Titre : Implementation fidelity and common elements of high quality teaching sequences for students with autism spectrum disorder in COMPASS Type de document : Texte imprimé et/ou numérique Auteurs : Lisa A. RUBLE, Auteur ; Abigail M. A. LOVE, Auteur ; Venus WONG, Auteur ; Jennifer L. GRISHAM-BROWN, Auteur ; John H. MCGREW, Auteur Article en page(s) : p.101493 Langues : Anglais (eng) Mots-clés : Autism  COMPASS  Common elements  Evidence based practice  Teacher coaching  Teaching quality  Theoretically informed  Implementation fidelity research to practice Index. décimale : PER Périodiques Résumé : Background Evidence-based educational instruction includes teaching elements common across different approaches as well as specific elements of the chosen evidence-based practice. We were interested in evaluating the use and impact of common elements of teaching. Specifically, we adopted a model of elements of high quality teaching sequences and developed and tested an instructional quality index to capture evidence-based features within teaching sequences (Grisham-Brown & Ruble, 2014). Method The current investigation examined 29 special education teachers who received a consultation intervention called the Collaborative Model for Promoting Competence and Success (Ruble, Dalrymple, & McGrew, 2012; Ruble, McGrew, & Toland, 2012) that results in personalized teaching plans for young students with ASD and embeds elements of evidence-based teacher coaching of self-reflection and performance-based feedback. We analyzed the teaching plans to understand which of the common elements were present, and if teachers demonstrated improved performance after coaching. Results Analysis of the use of common elements during the first and fourth coaching session demonstrated that all teachers showed improvement. Most importantly, the use of common elements correlated with student goal attainment outcomes. Conclusions These results suggest that common elements of teaching sequences which we view as core features of teaching quality, can be improved as a result of coaching, and most importantly, are associated with students’ educational outcomes. En ligne : https://doi.org/10.1016/j.rasd.2019.101493 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416 [article] Implementation fidelity and common elements of high quality teaching sequences for students with autism spectrum disorder in COMPASS [Texte imprimé et/ou numérique] / Lisa A. RUBLE, Auteur ; Abigail M. A. LOVE, Auteur ; Venus WONG, Auteur ; Jennifer L. GRISHAM-BROWN, Auteur ; John H. MCGREW, Auteur . - p.101493. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 71 (March 2020) . - p.101493 Mots-clés : Autism  COMPASS  Common elements  Evidence based practice  Teacher coaching  Teaching quality  Theoretically informed  Implementation fidelity research to practice Index. décimale : PER Périodiques Résumé : Background Evidence-based educational instruction includes teaching elements common across different approaches as well as specific elements of the chosen evidence-based practice. We were interested in evaluating the use and impact of common elements of teaching. Specifically, we adopted a model of elements of high quality teaching sequences and developed and tested an instructional quality index to capture evidence-based features within teaching sequences (Grisham-Brown & Ruble, 2014). Method The current investigation examined 29 special education teachers who received a consultation intervention called the Collaborative Model for Promoting Competence and Success (Ruble, Dalrymple, & McGrew, 2012; Ruble, McGrew, & Toland, 2012) that results in personalized teaching plans for young students with ASD and embeds elements of evidence-based teacher coaching of self-reflection and performance-based feedback. We analyzed the teaching plans to understand which of the common elements were present, and if teachers demonstrated improved performance after coaching. Results Analysis of the use of common elements during the first and fourth coaching session demonstrated that all teachers showed improvement. Most importantly, the use of common elements correlated with student goal attainment outcomes. Conclusions These results suggest that common elements of teaching sequences which we view as core features of teaching quality, can be improved as a result of coaching, and most importantly, are associated with students’ educational outcomes. En ligne : https://doi.org/10.1016/j.rasd.2019.101493 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416

Individual and Environmental Determinants of Engagement in Autism / Lisa A. RUBLE in Journal of Autism and Developmental Disorders, 37-8 (September 2007)  

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Individualized education program quality for transition age students with autism / Jordan A. FINDLEY in Research in Autism Spectrum Disorders, 91 (March 2022)  

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Preliminary Investigation of the Sources of Self-Efficacy Among Teachers of Students with Autism / Lisa A. RUBLE in Focus on Autism and Other Developmental Disabilities, 26-2 (June 2011)  

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Preliminary Study of the Autism Self-Efficacy Scale for Teachers (ASSET) / Lisa A. RUBLE in Research in Autism Spectrum Disorders, 7-9 (September 2013)  

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Public vs. private insurance: Cost, use, accessibility, and outcomes of services for children with autism spectrum disorders / April YOUNG in Research in Autism Spectrum Disorders, 3-4 (October-December 2009)  

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Stress in Parents of Children with Autism Spectrum Disorder: An Exploration of Demands and Resources / Teri M. KRAKOVICH in Journal of Autism and Developmental Disorders, 46-6 (June 2016)  

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Teacher Self-Efficacy for Teaching Students With Autism Spectrum Disorder: Associations with Stress, Teacher Engagement, and Student IEP Outcomes Following COMPASS Consultation / Abigail M. A. LOVE in Focus on Autism and Other Developmental Disabilities, 35-1 (March 2020)  

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