Effects of Embedding Special Interest Area in Instruction on the Engagement and Out-of-Seat Behaviors of Children With Autism Spectrum Disorder / Gospel Y. KIM in Focus on Autism and Other Developmental Disabilities, 39-4 (December 2024)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 39-4 (December 2024) . - p.203-215 Titre : Effects of Embedding Special Interest Area in Instruction on the Engagement and Out-of-Seat Behaviors of Children With Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Gospel Y. KIM, Auteur ; SoHyun LEE, Auteur ; Kathleen N. TUCK, Auteur ; Jose R. MARTINEZ, Auteur Article en page(s) : p.203-215 Langues : Anglais (eng) Mots-clés : out-of-seat behavior  special interest areas  behavior change Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine the effects of embedding special interest areas (SIAs) in whole-group (WG) instruction on engagement and out-of-seat (OOS) behaviors for young children with autism spectrum disorder (ASD) in general education classrooms. A multiple baseline across participants design was used to evaluate the functional relation between the SIA-embedded instruction and engagement and OOS behaviors of all three children. Non-targeted probes were conducted after every intervention session to investigate whether there was behavioral change when the SIAs were removed from instruction. Results indicated that embedding SIAs in WG instruction may increase the engagement behavior and decrease the OOS behavior of children with ASD; behavioral changes were maintained over time for all children. En ligne : https://dx.doi.org/10.1177/10883576241232894 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=539 [article] Effects of Embedding Special Interest Area in Instruction on the Engagement and Out-of-Seat Behaviors of Children With Autism Spectrum Disorder [texte imprimé] / Gospel Y. KIM, Auteur ; SoHyun LEE, Auteur ; Kathleen N. TUCK, Auteur ; Jose R. MARTINEZ, Auteur . - p.203-215. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 39-4 (December 2024) . - p.203-215 Mots-clés : out-of-seat behavior  special interest areas  behavior change Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine the effects of embedding special interest areas (SIAs) in whole-group (WG) instruction on engagement and out-of-seat (OOS) behaviors for young children with autism spectrum disorder (ASD) in general education classrooms. A multiple baseline across participants design was used to evaluate the functional relation between the SIA-embedded instruction and engagement and OOS behaviors of all three children. Non-targeted probes were conducted after every intervention session to investigate whether there was behavioral change when the SIAs were removed from instruction. Results indicated that embedding SIAs in WG instruction may increase the engagement behavior and decrease the OOS behavior of children with ASD; behavioral changes were maintained over time for all children. En ligne : https://dx.doi.org/10.1177/10883576241232894 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=539

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 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] / 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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