A Review of Peer-Mediated Social Interaction Interventions for Students with Autism in Inclusive Settings / Laci WATKINS in Journal of Autism and Developmental Disorders, 45-4 (April 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-4 (April 2015) . - p.1070-1083 Titre : A Review of Peer-Mediated Social Interaction Interventions for Students with Autism in Inclusive Settings Type de document : Texte imprimé et/ou numérique Auteurs : Laci WATKINS, Auteur ; Mark O’REILLY, Auteur ; Michelle KUHN, Auteur ; Cindy GEVARTER, Auteur ; Giulio E. LANCIONI, Auteur ; Jeff SIGAFOOS, Auteur ; Russell LANG, Auteur Article en page(s) : p.1070-1083 Langues : Anglais (eng) Mots-clés : Autism  Peer-mediated intervention  Peer interaction  Social skills  Inclusive education  Literature review Index. décimale : PER Périodiques Résumé : This review addresses the use of peer-mediated interventions (PMI) to improve the social interaction skills of students with autism spectrum disorder (ASD) in inclusive settings. The purpose of this review is to (a) identify the characteristics and components of peer-mediated social interaction interventions, (b) evaluate the effectiveness of PMI by offering an analysis of intervention results and research design, and (c) suggest directions for future research. Overall, results suggest that PMI is a promising treatment for increasing social interaction in children, adolescents, and young adults with ASD in inclusive settings, with positive generalization, maintenance, and social validity outcomes. Findings also suggest that participant characteristics and the type of social deficit an individual exhibits are important considerations when choosing the optimal configuration of PMI strategies. En ligne : http://dx.doi.org/10.1007/s10803-014-2264-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258 [article] A Review of Peer-Mediated Social Interaction Interventions for Students with Autism in Inclusive Settings [Texte imprimé et/ou numérique] / Laci WATKINS, Auteur ; Mark O’REILLY, Auteur ; Michelle KUHN, Auteur ; Cindy GEVARTER, Auteur ; Giulio E. LANCIONI, Auteur ; Jeff SIGAFOOS, Auteur ; Russell LANG, Auteur . - p.1070-1083. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-4 (April 2015) . - p.1070-1083 Mots-clés : Autism  Peer-mediated intervention  Peer interaction  Social skills  Inclusive education  Literature review Index. décimale : PER Périodiques Résumé : This review addresses the use of peer-mediated interventions (PMI) to improve the social interaction skills of students with autism spectrum disorder (ASD) in inclusive settings. The purpose of this review is to (a) identify the characteristics and components of peer-mediated social interaction interventions, (b) evaluate the effectiveness of PMI by offering an analysis of intervention results and research design, and (c) suggest directions for future research. Overall, results suggest that PMI is a promising treatment for increasing social interaction in children, adolescents, and young adults with ASD in inclusive settings, with positive generalization, maintenance, and social validity outcomes. Findings also suggest that participant characteristics and the type of social deficit an individual exhibits are important considerations when choosing the optimal configuration of PMI strategies. En ligne : http://dx.doi.org/10.1007/s10803-014-2264-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258

Systematic review of collateral effects of focused interventions for children with autism spectrum disorder / Katherine LEDBETTER-CHO in Autism & Developmental Language Impairments, 2 (January-December 2017)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 2 (January-December 2017) Titre : Systematic review of collateral effects of focused interventions for children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Katherine LEDBETTER-CHO, Auteur ; Russell LANG, Auteur ; Laci WATKINS, Auteur ; Mark O'REILLY, Auteur ; Claudia ZAMORA, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : A collateral intervention effect refers to changes in behaviors which were not directly targeted during intervention. Using predetermined search and inclusion procedures, this systematic review identified 46 studies involving children with autism spectrum disorder and 14 desirable collateral effects across multiple domains of functioning. Collateral effects were associated with: (a) interventions involving naturalistic behavioral strategies; (b) participants with limited communication and/or cognitive deficits; (c) performance deficits (i.e. there was some evidence of the collateral behavior in baseline); and (d) interventions directly targeting play, communication, joint attention, and/or stereotypy. Overall, this systematic review indicates that collateral effects arising from focused interventions warrant consideration by practitioners during intervention planning and require additional research to identify mechanisms responsible for the observed changes. En ligne : https://doi.org/10.1177/2396941517737536 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386 [article] Systematic review of collateral effects of focused interventions for children with autism spectrum disorder [Texte imprimé et/ou numérique] / Katherine LEDBETTER-CHO, Auteur ; Russell LANG, Auteur ; Laci WATKINS, Auteur ; Mark O'REILLY, Auteur ; Claudia ZAMORA, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 2 (January-December 2017) Index. décimale : PER Périodiques Résumé : A collateral intervention effect refers to changes in behaviors which were not directly targeted during intervention. Using predetermined search and inclusion procedures, this systematic review identified 46 studies involving children with autism spectrum disorder and 14 desirable collateral effects across multiple domains of functioning. Collateral effects were associated with: (a) interventions involving naturalistic behavioral strategies; (b) participants with limited communication and/or cognitive deficits; (c) performance deficits (i.e. there was some evidence of the collateral behavior in baseline); and (d) interventions directly targeting play, communication, joint attention, and/or stereotypy. Overall, this systematic review indicates that collateral effects arising from focused interventions warrant consideration by practitioners during intervention planning and require additional research to identify mechanisms responsible for the observed changes. En ligne : https://doi.org/10.1177/2396941517737536 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386

The Effects of a Teacher-Implemented Video-Enhanced Activity Schedule Intervention on the Mathematical Skills and Collateral Behaviors of Students with Autism / Mark O'REILLY ; Laci WATKINS ; Russell LANG ; Nataly LIM ; Katy DAVENPORT ; Caitlin MURPHY in Journal of Autism and Developmental Disorders, 53-2 (February 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-2 (February 2023) . - p.553-568 Titre : The Effects of a Teacher-Implemented Video-Enhanced Activity Schedule Intervention on the Mathematical Skills and Collateral Behaviors of Students with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Mark O'REILLY, Auteur ; Laci WATKINS, Auteur ; Russell LANG, Auteur ; Nataly LIM, Auteur ; Katy DAVENPORT, Auteur ; Caitlin MURPHY, Auteur Article en page(s) : p.553-568 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study used a multiple probe design to evaluate the effects of a teacher-implemented video-schedule intervention on the mathematical skills and untargeted challenging behaviors of five elementary-school students with autism. Results indicated that the intervention was effective in improving participants' academic performance, and a decrease in the level of challenging behaviors and stereotypy was observed for participants following the introduction of intervention. Additionally, academic gains generalized across academic problems and to a small group setting, suggesting that this technology-based intervention is an efficient use of instructional time. Future research targeting a variety of academic skills and examining intervention implementation by additional practitioners (e.g., teaching assistants) is warranted. En ligne : https://doi.org/10.1007/s10803-020-04495-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=495 [article] The Effects of a Teacher-Implemented Video-Enhanced Activity Schedule Intervention on the Mathematical Skills and Collateral Behaviors of Students with Autism [Texte imprimé et/ou numérique] / Mark O'REILLY, Auteur ; Laci WATKINS, Auteur ; Russell LANG, Auteur ; Nataly LIM, Auteur ; Katy DAVENPORT, Auteur ; Caitlin MURPHY, Auteur . - p.553-568. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-2 (February 2023) . - p.553-568 Index. décimale : PER Périodiques Résumé : This study used a multiple probe design to evaluate the effects of a teacher-implemented video-schedule intervention on the mathematical skills and untargeted challenging behaviors of five elementary-school students with autism. Results indicated that the intervention was effective in improving participants' academic performance, and a decrease in the level of challenging behaviors and stereotypy was observed for participants following the introduction of intervention. Additionally, academic gains generalized across academic problems and to a small group setting, suggesting that this technology-based intervention is an efficient use of instructional time. Future research targeting a variety of academic skills and examining intervention implementation by additional practitioners (e.g., teaching assistants) is warranted. En ligne : https://doi.org/10.1007/s10803-020-04495-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=495

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