A Comprehensive Peer Network Intervention to Improve Social Communication of Children with Autism Spectrum Disorders: A Randomized Trial in Kindergarten and First Grade / Debra M. KAMPS in Journal of Autism and Developmental Disorders, 45-6 (June 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1809-1824 Titre : A Comprehensive Peer Network Intervention to Improve Social Communication of Children with Autism Spectrum Disorders: A Randomized Trial in Kindergarten and First Grade Type de document : Texte imprimé et/ou numérique Auteurs : Debra M. KAMPS, Auteur ; Kathy S. THIEMANN-BOURQUE, Auteur ; Linda HEITZMAN-POWELL, Auteur ; Ilene S. SCHWARTZ, Auteur ; Nancy ROSENBERG, Auteur ; Rose MASON, Auteur ; Suzanne COX, Auteur Article en page(s) : p.1809-1824 Langues : Anglais (eng) Mots-clés : Peer networks  Social-communication skills  Text cues Index. décimale : PER Périodiques Résumé : The purpose of this randomized control group study was to examine the effects of a peer network intervention that included peer mediation and direct instruction for Kindergarten and First-grade children with autism spectrum disorders. Trained school staff members provided direct instruction for 56 children in the intervention group, and 39 children participated in a comparison group. Results showed children in the intervention group displayed significantly more initiations to peers than did the comparison group during non-treatment social probes and generalization probes. Treatment session data showed significant growth for total communications over baseline levels. Children in treatment also showed more growth in language and adaptive communication. Finally, teachers’ ratings of prosocial skills revealed significantly greater improvements for the intervention group. En ligne : http://dx.doi.org/10.1007/s10803-014-2340-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] A Comprehensive Peer Network Intervention to Improve Social Communication of Children with Autism Spectrum Disorders: A Randomized Trial in Kindergarten and First Grade [Texte imprimé et/ou numérique] / Debra M. KAMPS, Auteur ; Kathy S. THIEMANN-BOURQUE, Auteur ; Linda HEITZMAN-POWELL, Auteur ; Ilene S. SCHWARTZ, Auteur ; Nancy ROSENBERG, Auteur ; Rose MASON, Auteur ; Suzanne COX, Auteur . - p.1809-1824. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1809-1824 Mots-clés : Peer networks  Social-communication skills  Text cues Index. décimale : PER Périodiques Résumé : The purpose of this randomized control group study was to examine the effects of a peer network intervention that included peer mediation and direct instruction for Kindergarten and First-grade children with autism spectrum disorders. Trained school staff members provided direct instruction for 56 children in the intervention group, and 39 children participated in a comparison group. Results showed children in the intervention group displayed significantly more initiations to peers than did the comparison group during non-treatment social probes and generalization probes. Treatment session data showed significant growth for total communications over baseline levels. Children in treatment also showed more growth in language and adaptive communication. Finally, teachers’ ratings of prosocial skills revealed significantly greater improvements for the intervention group. En ligne : http://dx.doi.org/10.1007/s10803-014-2340-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

Formative Evaluation of an ABA Outreach Training Program for Parents of Children With Autism in Remote Areas / Linda HEITZMAN-POWELL in Focus on Autism and Other Developmental Disabilities, 29-1 (March 2014)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 29-1 (March 2014) . - p.23-38 Titre : Formative Evaluation of an ABA Outreach Training Program for Parents of Children With Autism in Remote Areas Type de document : Texte imprimé et/ou numérique Auteurs : Linda HEITZMAN-POWELL, Auteur ; Jay BUZHARDT, Auteur ; Lisa C. RUSINKO, Auteur ; Todd M. MILLER, Auteur Article en page(s) : p.23-38 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  behavior  early  intervention  training  parent  applied behavior analysis Index. décimale : PER Périodiques Résumé : Families in rural or remote areas have limited access to evidence-based intervention for their children with autism. Using web-based training and telemedicine technology, the current study investigated the feasibility of training seven parents to implement Applied Behavior Analysis (ABA) strategies with their children with autism. In this exploratory formative evaluation, parents increased their knowledge of ABA strategies and concepts by an average of 39 percentage points, and improved their implementation of ABA strategies with their children by an average of 41 percentage points. A total of 9,052 driving miles were saved across the four families. Implications for families living in remote areas, improvements in the training program, and future research directions are discussed. En ligne : http://foa.sagepub.com/cgi/content/abstract/29/1/23 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 [article] Formative Evaluation of an ABA Outreach Training Program for Parents of Children With Autism in Remote Areas [Texte imprimé et/ou numérique] / Linda HEITZMAN-POWELL, Auteur ; Jay BUZHARDT, Auteur ; Lisa C. RUSINKO, Auteur ; Todd M. MILLER, Auteur . - p.23-38. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 29-1 (March 2014) . - p.23-38 Mots-clés : autism spectrum disorders  behavior  early  intervention  training  parent  applied behavior analysis Index. décimale : PER Périodiques Résumé : Families in rural or remote areas have limited access to evidence-based intervention for their children with autism. Using web-based training and telemedicine technology, the current study investigated the feasibility of training seven parents to implement Applied Behavior Analysis (ABA) strategies with their children with autism. In this exploratory formative evaluation, parents increased their knowledge of ABA strategies and concepts by an average of 39 percentage points, and improved their implementation of ABA strategies with their children by an average of 41 percentage points. A total of 9,052 driving miles were saved across the four families. Implications for families living in remote areas, improvements in the training program, and future research directions are discussed. En ligne : http://foa.sagepub.com/cgi/content/abstract/29/1/23 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225

Implementing self-monitoring to reduce inappropriate vocalizations of an adult with autism in the workplace / Howard P. WILLS in Research in Autism Spectrum Disorders, 58 (February 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 58 (February 2019) . - p.9-18 Titre : Implementing self-monitoring to reduce inappropriate vocalizations of an adult with autism in the workplace Type de document : Texte imprimé et/ou numérique Auteurs : Howard P. WILLS, Auteur ; Rose MASON, Auteur ; Jonathan M. HUFFMAN, Auteur ; Linda HEITZMAN-POWELL, Auteur Article en page(s) : p.9-18 Langues : Anglais (eng) Mots-clés : Self-monitoring  Employment  Autism spectrum disorder  Webbased application  Vocalizations Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) are capable of competitive employment and can work successfully in community businesses. However, it is common for individuals with ASD to be unemployed or underemployed at higher rates than other groups with disabilities and the population at large. ASD encompasses a range of behaviors with the potential to interfere with productivity within the workplace. Research has supported management of these behaviors, through methods such as self-monitoring, may improve community access and employment. A singlesubject withdrawal design was utilized to evaluate the functional relationship between implementation of the I-Connect self-monitoring intervention and inappropriate vocalizations, with secondary measurement of work engagement and hair pulling behaviors. An adult female with ASD received training on the use of the I-Connect self-monitoring application in her work place medical records setting. Introduction of the I-Connect self-monitoring application resulted in an immediate decrease in inappropriate vocalizations. Social validity measures suggest the application was easy to utilize and may be beneficial in increasing a person's perceived ability to regulate inappropriate vocalizations in a work environment. En ligne : https://doi.org/10.1016/j.rasd.2018.11.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379 [article] Implementing self-monitoring to reduce inappropriate vocalizations of an adult with autism in the workplace [Texte imprimé et/ou numérique] / Howard P. WILLS, Auteur ; Rose MASON, Auteur ; Jonathan M. HUFFMAN, Auteur ; Linda HEITZMAN-POWELL, Auteur . - p.9-18. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 58 (February 2019) . - p.9-18 Mots-clés : Self-monitoring  Employment  Autism spectrum disorder  Webbased application  Vocalizations Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) are capable of competitive employment and can work successfully in community businesses. However, it is common for individuals with ASD to be unemployed or underemployed at higher rates than other groups with disabilities and the population at large. ASD encompasses a range of behaviors with the potential to interfere with productivity within the workplace. Research has supported management of these behaviors, through methods such as self-monitoring, may improve community access and employment. A singlesubject withdrawal design was utilized to evaluate the functional relationship between implementation of the I-Connect self-monitoring intervention and inappropriate vocalizations, with secondary measurement of work engagement and hair pulling behaviors. An adult female with ASD received training on the use of the I-Connect self-monitoring application in her work place medical records setting. Introduction of the I-Connect self-monitoring application resulted in an immediate decrease in inappropriate vocalizations. Social validity measures suggest the application was easy to utilize and may be beneficial in increasing a person's perceived ability to regulate inappropriate vocalizations in a work environment. En ligne : https://doi.org/10.1016/j.rasd.2018.11.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379

Social communication effects of peer-mediated recess intervention for children with autism / Brandon MCFADDEN in Research in Autism Spectrum Disorders, 8-12 (December 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-12 (December 2014) . - p.1699-1712 Titre : Social communication effects of peer-mediated recess intervention for children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Brandon MCFADDEN, Auteur ; Debra M. KAMPS, Auteur ; Linda HEITZMAN-POWELL, Auteur Article en page(s) : p.1699-1712 Langues : Anglais (eng) Mots-clés : Autism  Peer training  Social communication skills  Recess Index. décimale : PER Périodiques Résumé : Abstract Children with ASD face enormous challenges in the area of social functioning. Research has shown that impairments in social functioning distinguish this population from both typically developing children and children with disabilities. This study incorporated several evidence-based social skills-teaching procedures (i.e., direct instruction, priming, prompting, peer-mediation, contingent reinforcement, and token economies) directly in the recess setting to increase appropriate social behaviors for four children with ASD (ages 6–8). Elements of peer networks and pivotal response training (two types of social skills intervention packages in the literature) were included. Results showed significant increases in social communication between focus children and their peers, as well as generalization of skills to non-intervention recesses. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.08.015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243 [article] Social communication effects of peer-mediated recess intervention for children with autism [Texte imprimé et/ou numérique] / Brandon MCFADDEN, Auteur ; Debra M. KAMPS, Auteur ; Linda HEITZMAN-POWELL, Auteur . - p.1699-1712. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-12 (December 2014) . - p.1699-1712 Mots-clés : Autism  Peer training  Social communication skills  Recess Index. décimale : PER Périodiques Résumé : Abstract Children with ASD face enormous challenges in the area of social functioning. Research has shown that impairments in social functioning distinguish this population from both typically developing children and children with disabilities. This study incorporated several evidence-based social skills-teaching procedures (i.e., direct instruction, priming, prompting, peer-mediation, contingent reinforcement, and token economies) directly in the recess setting to increase appropriate social behaviors for four children with ASD (ages 6–8). Elements of peer networks and pivotal response training (two types of social skills intervention packages in the literature) were included. Results showed significant increases in social communication between focus children and their peers, as well as generalization of skills to non-intervention recesses. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.08.015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243

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