Evaluation of a Social Stories™ intervention implemented by pre-service teachers for students with autism in general education settings / Jeffrey M. CHAN in Research in Autism Spectrum Disorders, 5-2 (April-June 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-2 (April-June 2011) . - p.715-721 Titre : Evaluation of a Social Stories™ intervention implemented by pre-service teachers for students with autism in general education settings Type de document : Texte imprimé et/ou numérique Auteurs : Jeffrey M. CHAN, Auteur ; Mark O'REILLY, Auteur ; Russell B. LANG, Auteur ; E. Amanda BOUTOT, Auteur ; Pamela J. WHITE, Auteur ; Nigel PIERCE, Auteur ; Sonia BAKER, Auteur Année de publication : 2011 Article en page(s) : p.715-721 Langues : Anglais (eng) Mots-clés : Social Stories  Autism  Inclusion  Teachers Index. décimale : PER Périodiques Résumé : Pre-service teachers were trained to implement a Social Stories™ intervention to three students with autism in the general education classroom. A multiple baseline across students was used to assess the effects of Social Stories on classroom behavior and an alternating treatments design was used to compare two conditions. In one condition (immediate) data on student behavior was collected immediately following exposure to the Social Stories and in the second condition (delayed) data was collected after a delay of several hours following exposure to Social Stories. Results indicate some improvement in classroom behavior following Social Stories for all three students. No differences between the immediate and delayed conditions were noted in student behavior. Improvements in classroom behavior considered in tandem with treatment fidelity, social validity, and peer comparison data suggest Social Stories may not be a particularly powerful intervention in terms of the magnitude of behavior change, but that they may offer a simple, acceptable, classroom friendly intervention. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.08.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114 [article] Evaluation of a Social Stories™ intervention implemented by pre-service teachers for students with autism in general education settings [Texte imprimé et/ou numérique] / Jeffrey M. CHAN, Auteur ; Mark O'REILLY, Auteur ; Russell B. LANG, Auteur ; E. Amanda BOUTOT, Auteur ; Pamela J. WHITE, Auteur ; Nigel PIERCE, Auteur ; Sonia BAKER, Auteur . - 2011 . - p.715-721. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-2 (April-June 2011) . - p.715-721 Mots-clés : Social Stories  Autism  Inclusion  Teachers Index. décimale : PER Périodiques Résumé : Pre-service teachers were trained to implement a Social Stories™ intervention to three students with autism in the general education classroom. A multiple baseline across students was used to assess the effects of Social Stories on classroom behavior and an alternating treatments design was used to compare two conditions. In one condition (immediate) data on student behavior was collected immediately following exposure to the Social Stories and in the second condition (delayed) data was collected after a delay of several hours following exposure to Social Stories. Results indicate some improvement in classroom behavior following Social Stories for all three students. No differences between the immediate and delayed conditions were noted in student behavior. Improvements in classroom behavior considered in tandem with treatment fidelity, social validity, and peer comparison data suggest Social Stories may not be a particularly powerful intervention in terms of the magnitude of behavior change, but that they may offer a simple, acceptable, classroom friendly intervention. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.08.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114

Functional Analysis and Treatment of Inappropriate Vocalizations Using a Speech-Generating Device for a Child With Autism / Jessica H. FRANCO in Focus on Autism and Other Developmental Disabilities, 24-3 (September 2009)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 24-3 (September 2009) . - p.146-155 Titre : Functional Analysis and Treatment of Inappropriate Vocalizations Using a Speech-Generating Device for a Child With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Jessica H. FRANCO, Auteur ; Jeff SIGAFOOS, Auteur ; Mark O'REILLY, Auteur ; Jeffrey M. CHAN, Auteur ; Russell B. LANG, Auteur ; Mandy RISPOLI, Auteur Année de publication : 2009 Article en page(s) : p.146-155 Langues : Anglais (eng) Mots-clés : functional-analysis speech-generating-device autism functional-communication-training Index. décimale : PER Périodiques Résumé : The purpose of this study was to extend the research on functional communication training by examining the use of a speech-generating device (SGD) for a 7-year-old child with autism and no spoken language who demonstrated inappropriate vocalizations that served multiple functions. An analog functional analysis was used to determine the function of the behavior and the potential viability of the SGD as a treatment option. The child was taught to discriminate among multiple options on the SGD and then to choose an appropriate message in two generalization settings. When the SGD was available the child reduced his inappropriate vocalizations across all settings and increased his engagement in both appropriate activities and interactions with others. En ligne : http://dx.doi.org/10.1177/1088357609338380 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=815 [article] Functional Analysis and Treatment of Inappropriate Vocalizations Using a Speech-Generating Device for a Child With Autism [Texte imprimé et/ou numérique] / Jessica H. FRANCO, Auteur ; Jeff SIGAFOOS, Auteur ; Mark O'REILLY, Auteur ; Jeffrey M. CHAN, Auteur ; Russell B. LANG, Auteur ; Mandy RISPOLI, Auteur . - 2009 . - p.146-155. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 24-3 (September 2009) . - p.146-155 Mots-clés : functional-analysis speech-generating-device autism functional-communication-training Index. décimale : PER Périodiques Résumé : The purpose of this study was to extend the research on functional communication training by examining the use of a speech-generating device (SGD) for a 7-year-old child with autism and no spoken language who demonstrated inappropriate vocalizations that served multiple functions. An analog functional analysis was used to determine the function of the behavior and the potential viability of the SGD as a treatment option. The child was taught to discriminate among multiple options on the SGD and then to choose an appropriate message in two generalization settings. When the SGD was available the child reduced his inappropriate vocalizations across all settings and increased his engagement in both appropriate activities and interactions with others. En ligne : http://dx.doi.org/10.1177/1088357609338380 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=815

The effects of a brushing procedure on stereotypical behavior / Tonya N. DAVIS in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1053-1058 Titre : The effects of a brushing procedure on stereotypical behavior Type de document : Texte imprimé et/ou numérique Auteurs : Tonya N. DAVIS, Auteur ; Shannon DURAND, Auteur ; Jeffrey M. CHAN, Auteur Année de publication : 2011 Article en page(s) : p.1053-1058 Langues : Anglais (eng) Mots-clés : Stereotypy  Sensory integration  Body brushing  Wilbarger Protocol  Autism  Developmental disabilities Index. décimale : PER Périodiques Résumé : In this study we analyzed the effects of a brushing protocol on stereotyped behavior of a young boy with autism. First, a functional analysis was conducted which showed that the participant's stereotypy was maintained by automatic reinforcement. Next, the Wilbarger Protocol, a brushing intervention, was implemented. An ABA design was implemented in which the participant was observed during four phases: (a) baseline, prior to the administration of the brushing protocol; (b) week 3 of implementation of the brushing protocol; (c) week 5 of implementation; and (d) 6 months after the discontinuation of the brushing protocol. Findings suggest that the brushing protocol had no marked affect on levels of stereotypy. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.11.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119 [article] The effects of a brushing procedure on stereotypical behavior [Texte imprimé et/ou numérique] / Tonya N. DAVIS, Auteur ; Shannon DURAND, Auteur ; Jeffrey M. CHAN, Auteur . - 2011 . - p.1053-1058. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1053-1058 Mots-clés : Stereotypy  Sensory integration  Body brushing  Wilbarger Protocol  Autism  Developmental disabilities Index. décimale : PER Périodiques Résumé : In this study we analyzed the effects of a brushing protocol on stereotyped behavior of a young boy with autism. First, a functional analysis was conducted which showed that the participant's stereotypy was maintained by automatic reinforcement. Next, the Wilbarger Protocol, a brushing intervention, was implemented. An ABA design was implemented in which the participant was observed during four phases: (a) baseline, prior to the administration of the brushing protocol; (b) week 3 of implementation of the brushing protocol; (c) week 5 of implementation; and (d) 6 months after the discontinuation of the brushing protocol. Findings suggest that the brushing protocol had no marked affect on levels of stereotypy. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.11.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119

The Effects of Enhanced Milieu Teaching and a Voice Output Communication Aid on the Requesting of Three Children with Autism / Melissa L. OLIVE in Journal of Autism and Developmental Disorders, 37-8 (September 2007)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 37-8 (September 2007) . - p.1505-1513 Titre : The Effects of Enhanced Milieu Teaching and a Voice Output Communication Aid on the Requesting of Three Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Melissa L. OLIVE, Auteur ; Mark O'REILLY, Auteur ; Berenice DE LA CRUZ, Auteur ; Tonya N. DAVIS, Auteur ; Jeffrey M. CHAN, Auteur ; Russell B. LANG, Auteur ; Sarah M. DICKSON, Auteur Année de publication : 2007 Article en page(s) : p.1505-1513 Langues : Anglais (eng) Mots-clés : Enhanced-milieu-teaching Voice-output-communication-aid Communication intervention Naturalistic-intervention Index. décimale : PER Périodiques Résumé : The purpose of this study was to evaluate the effects of enhanced milieu teaching when combined with a voice output communication aid on the requesting skills of three children with autism. The research design was a multiple probe across participants. All sessions were conducted during 5-min play sessions in the child’s classroom. All three children learned to use the voice output communication aid to request items during play. Additionally, all three children increased their total requesting during play. En ligne : http://dx.doi.org/10.1007/s10803-006-0243-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165 [article] The Effects of Enhanced Milieu Teaching and a Voice Output Communication Aid on the Requesting of Three Children with Autism [Texte imprimé et/ou numérique] / Melissa L. OLIVE, Auteur ; Mark O'REILLY, Auteur ; Berenice DE LA CRUZ, Auteur ; Tonya N. DAVIS, Auteur ; Jeffrey M. CHAN, Auteur ; Russell B. LANG, Auteur ; Sarah M. DICKSON, Auteur . - 2007 . - p.1505-1513. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 37-8 (September 2007) . - p.1505-1513 Mots-clés : Enhanced-milieu-teaching Voice-output-communication-aid Communication intervention Naturalistic-intervention Index. décimale : PER Périodiques Résumé : The purpose of this study was to evaluate the effects of enhanced milieu teaching when combined with a voice output communication aid on the requesting skills of three children with autism. The research design was a multiple probe across participants. All sessions were conducted during 5-min play sessions in the child’s classroom. All three children learned to use the voice output communication aid to request items during play. Additionally, all three children increased their total requesting during play. En ligne : http://dx.doi.org/10.1007/s10803-006-0243-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165

Use of peer-mediated interventions in the treatment of autism spectrum disorders: A systematic review / Jeffrey M. CHAN in Research in Autism Spectrum Disorders, 3-4 (October-December 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-4 (October-December 2009) . - p.876-889 Titre : Use of peer-mediated interventions in the treatment of autism spectrum disorders: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Jeffrey M. CHAN, Auteur ; Jeff SIGAFOOS, Auteur ; Mark O'REILLY, Auteur ; Russell B. LANG, Auteur ; Mandy RISPOLI, Auteur ; Heather A. COLE, Auteur Année de publication : 2009 Article en page(s) : p.876-889 Langues : Anglais (eng) Mots-clés : Peer-mediated Intervention Autism Asperger's-Syndrome Index. décimale : PER Périodiques Résumé : This review involved a systematic analysis of studies that focused on the use of peer-mediated interventions (PMI) in the treatment of individuals with autism spectrum disorders (ASD). Forty-two studies that met pre-determined inclusion criteria were analyzed and summarized in terms of: (a) participants receiving intervention, (b) peers implementing, (c) method of training peers, (d) intervention procedures, and (e) desired outcomes. Further, we critically appraised each study's design and related methodological details in order to determine certainty of evidence. Collectively, the 42 studies involved a total of 172 participants who received intervention from a total of 396 trained peers. The reported outcomes were mostly positive (91%), but the studies are limited because treatment fidelity was only rarely assessed. Overall, the reviewed studies suggest that PMI is a versatile and potentially effective intervention approach for individuals with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.04.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=816 [article] Use of peer-mediated interventions in the treatment of autism spectrum disorders: A systematic review [Texte imprimé et/ou numérique] / Jeffrey M. CHAN, Auteur ; Jeff SIGAFOOS, Auteur ; Mark O'REILLY, Auteur ; Russell B. LANG, Auteur ; Mandy RISPOLI, Auteur ; Heather A. COLE, Auteur . - 2009 . - p.876-889. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-4 (October-December 2009) . - p.876-889 Mots-clés : Peer-mediated Intervention Autism Asperger's-Syndrome Index. décimale : PER Périodiques Résumé : This review involved a systematic analysis of studies that focused on the use of peer-mediated interventions (PMI) in the treatment of individuals with autism spectrum disorders (ASD). Forty-two studies that met pre-determined inclusion criteria were analyzed and summarized in terms of: (a) participants receiving intervention, (b) peers implementing, (c) method of training peers, (d) intervention procedures, and (e) desired outcomes. Further, we critically appraised each study's design and related methodological details in order to determine certainty of evidence. Collectively, the 42 studies involved a total of 172 participants who received intervention from a total of 396 trained peers. The reported outcomes were mostly positive (91%), but the studies are limited because treatment fidelity was only rarely assessed. Overall, the reviewed studies suggest that PMI is a versatile and potentially effective intervention approach for individuals with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.04.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=816

Using videoconferencing to support teachers to conduct preference assessments with students with autism and developmental disabilities / Wendy MACHALICEK in Research in Autism Spectrum Disorders, 3-1 (January 2009)  

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