Effects of Circumscribed Interests on the Social Behaviors of Children with Autism Spectrum Disorders / Brian A. BOYD 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.1550-1561 Titre : Effects of Circumscribed Interests on the Social Behaviors of Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Brian A. BOYD, Auteur ; Maureen A. CONROY, Auteur ; G. Richmond MANCIL, Auteur ; Taketo NAKAO, Auteur ; Peter J. ALTER, Auteur Année de publication : 2007 Article en page(s) : p.1550-1561 Langues : Anglais (eng) Mots-clés : Autism Circumscribed-interests Pervasive-developmental-disorders Restricted-interests Repetitive-behaviors Structural-analysis Index. décimale : PER Périodiques Résumé : This study compared the effects of circumscribed interests (CI) to less preferred (LP) tangible stimuli on the social behaviors of three children with autism spectrum disorders (ASD). Based on single subject design methodology, the CI experimental sessions resulted in longer durations of target-child initiated social interactions in comparison to LP sessions. In addition, latency of participant’s initial social bids to peers was decreased when CI were present. The results suggest that embedding CI into dyadic play situations with typical peers can be used to increase the social behavior children with ASD direct toward typical peers. Future research should examine the specific environmental conditions that must be present in naturalistic settings to facilitate generalization of social behavior. En ligne : http://dx.doi.org/10.1007/s10803-006-0286-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165 [article] Effects of Circumscribed Interests on the Social Behaviors of Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Brian A. BOYD, Auteur ; Maureen A. CONROY, Auteur ; G. Richmond MANCIL, Auteur ; Taketo NAKAO, Auteur ; Peter J. ALTER, Auteur . - 2007 . - p.1550-1561. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 37-8 (September 2007) . - p.1550-1561 Mots-clés : Autism Circumscribed-interests Pervasive-developmental-disorders Restricted-interests Repetitive-behaviors Structural-analysis Index. décimale : PER Périodiques Résumé : This study compared the effects of circumscribed interests (CI) to less preferred (LP) tangible stimuli on the social behaviors of three children with autism spectrum disorders (ASD). Based on single subject design methodology, the CI experimental sessions resulted in longer durations of target-child initiated social interactions in comparison to LP sessions. In addition, latency of participant’s initial social bids to peers was decreased when CI were present. The results suggest that embedding CI into dyadic play situations with typical peers can be used to increase the social behavior children with ASD direct toward typical peers. Future research should examine the specific environmental conditions that must be present in naturalistic settings to facilitate generalization of social behavior. En ligne : http://dx.doi.org/10.1007/s10803-006-0286-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165

Effects of a Modified Milieu Therapy Intervention on the Social Communicative Behaviors of Young Children with Autism Spectrum Disorders / G. Richmond MANCIL in Journal of Autism and Developmental Disorders, 39-1 (January 2009)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 39-1 (January 2009) . - p.149-163 Titre : Effects of a Modified Milieu Therapy Intervention on the Social Communicative Behaviors of Young Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : G. Richmond MANCIL, Auteur ; Maureen A. CONROY, Auteur ; Todd F. HAYDON, Auteur Année de publication : 2009 Article en page(s) : p.149-163 Langues : Anglais (eng) Mots-clés : Autism Functional-communication-training Milieu-therapy Parent-training Index. décimale : PER Périodiques Résumé : The purpose of the current study was to evaluate the effectiveness of combining milieu therapy and functional communication training (FCT)] to replace aberrant behavior with functional communicative skills in 3 male preschool or elementary aged children with Autism Spectrum Disorders (ASD). Study activities were conducted in the natural environments of the participants and parents acted as change agents. A concurrent multiple baseline design across participants was used to evaluate the effectiveness of the modified milieu therapy intervention. Results indicate that aberrant behavior decreased concurrent with an increase in total percentage of communication responses (PCR). The children maintained communication and low rates of aberrant behavior, and generalized their communication from the home to the classroom. A discussion of limitations and future research directions is included. En ligne : http://dx.doi.org/10.1007/s10803-008-0613-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=661 [article] Effects of a Modified Milieu Therapy Intervention on the Social Communicative Behaviors of Young Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / G. Richmond MANCIL, Auteur ; Maureen A. CONROY, Auteur ; Todd F. HAYDON, Auteur . - 2009 . - p.149-163. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 39-1 (January 2009) . - p.149-163 Mots-clés : Autism Functional-communication-training Milieu-therapy Parent-training Index. décimale : PER Périodiques Résumé : The purpose of the current study was to evaluate the effectiveness of combining milieu therapy and functional communication training (FCT)] to replace aberrant behavior with functional communicative skills in 3 male preschool or elementary aged children with Autism Spectrum Disorders (ASD). Study activities were conducted in the natural environments of the participants and parents acted as change agents. A concurrent multiple baseline design across participants was used to evaluate the effectiveness of the modified milieu therapy intervention. Results indicate that aberrant behavior decreased concurrent with an increase in total percentage of communication responses (PCR). The children maintained communication and low rates of aberrant behavior, and generalized their communication from the home to the classroom. A discussion of limitations and future research directions is included. En ligne : http://dx.doi.org/10.1007/s10803-008-0613-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=661

School-Based Peer-Related Social Competence Interventions for Children with Autism Spectrum Disorder: A Meta-Analysis and Descriptive Review of Single Case Research Design Studies / Kelly J. WHALON 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.1513-1531 Titre : School-Based Peer-Related Social Competence Interventions for Children with Autism Spectrum Disorder: A Meta-Analysis and Descriptive Review of Single Case Research Design Studies Type de document : Texte imprimé et/ou numérique Auteurs : Kelly J. WHALON, Auteur ; Maureen A. CONROY, Auteur ; Jose R. MARTINEZ, Auteur ; Brittany L. WERCH, Auteur Article en page(s) : p.1513-1531 Langues : Anglais (eng) Mots-clés : Social competence  Social communication  Autism spectrum disorder  Literature review  Meta-analysis Index. décimale : PER Périodiques Résumé : The purpose of this review was to critically examine and summarize the impact of school-based interventions designed to facilitate the peer-related social competence of children with autism spectrum disorder (ASD). Reviewed studies employed a single-case experimental design, targeted peer-related social competence, included children 3–12 years old with an ASD, and took place in school settings. Articles were analyzed descriptively and using the evaluative method to determine study quality. Additionally, effect size estimates were calculated using nonoverlap of all pairs method and Tau-U. A total of 37 studies including 105 children were reviewed. Overall, ES estimates ranged from weak to strong, but on average, the reviewed interventions produced a moderate to strong effect, and quality ratings were generally in the acceptable to high range. Findings suggest that children with ASD can benefit from social skill interventions implemented with peers in school settings. En ligne : http://dx.doi.org/10.1007/s10803-015-2373-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] School-Based Peer-Related Social Competence Interventions for Children with Autism Spectrum Disorder: A Meta-Analysis and Descriptive Review of Single Case Research Design Studies [Texte imprimé et/ou numérique] / Kelly J. WHALON, Auteur ; Maureen A. CONROY, Auteur ; Jose R. MARTINEZ, Auteur ; Brittany L. WERCH, Auteur . - p.1513-1531. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1513-1531 Mots-clés : Social competence  Social communication  Autism spectrum disorder  Literature review  Meta-analysis Index. décimale : PER Périodiques Résumé : The purpose of this review was to critically examine and summarize the impact of school-based interventions designed to facilitate the peer-related social competence of children with autism spectrum disorder (ASD). Reviewed studies employed a single-case experimental design, targeted peer-related social competence, included children 3–12 years old with an ASD, and took place in school settings. Articles were analyzed descriptively and using the evaluative method to determine study quality. Additionally, effect size estimates were calculated using nonoverlap of all pairs method and Tau-U. A total of 37 studies including 105 children were reviewed. Overall, ES estimates ranged from weak to strong, but on average, the reviewed interventions produced a moderate to strong effect, and quality ratings were generally in the acceptable to high range. Findings suggest that children with ASD can benefit from social skill interventions implemented with peers in school settings. En ligne : http://dx.doi.org/10.1007/s10803-015-2373-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

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