Assessing reading comprehension abilities in non-verbal autistic children: evaluating the use of a non-verbal test format / Sharon ARNOLD in Good Autism Practice - GAP, 25-2 (October 2024)  

Public ISBD [article]  inGood Autism Practice - GAP > 25-2 (October 2024) . - p.59-70 Titre : Assessing reading comprehension abilities in non-verbal autistic children: evaluating the use of a non-verbal test format Type de document : Texte imprimé et/ou numérique Auteurs : Sharon ARNOLD, Auteur ; Phil REED, Auteur Article en page(s) : p.59-70 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Comprehension skills are crucial elements of reading but are often difficult to assess in non-verbal children. Little research has been conducted with non-verbal autistic children and many reading tests require verbalisation, which may under-estimate the reading ability for this group. To ascertain the listening comprehension abilities of non-verbal autistic children (aged five to 15 years), a modified, multiple choice, non-verbal form of a listening comprehension assessment, comparable to the widely-used ‘New Salford Reading Test’ was created. Three groups were tested: verbal autistic children (n=31); non-verbal autistic children (n=40); and verbal non-autistic children with learning difficulties (n=32). For all three groups, both traditional and non-verbal reading assessments were conducted. The non-verbal autistic group was unable to score using the traditional version, but their listening comprehension skills were identified with the non-verbal test. These findings suggest that the use of the non-verbal test may offer a good assessment of the listening comprehension abilities for non-verbal autistic children. En ligne : https://www.ingentaconnect.com/content/bild/gap/2024/00000025/00000002/art00009  [...] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543 [article] Assessing reading comprehension abilities in non-verbal autistic children: evaluating the use of a non-verbal test format [Texte imprimé et/ou numérique] / Sharon ARNOLD, Auteur ; Phil REED, Auteur . - p.59-70. Langues : Anglais (eng) in Good Autism Practice - GAP > 25-2 (October 2024) . - p.59-70 Index. décimale : PER Périodiques Résumé : Comprehension skills are crucial elements of reading but are often difficult to assess in non-verbal children. Little research has been conducted with non-verbal autistic children and many reading tests require verbalisation, which may under-estimate the reading ability for this group. To ascertain the listening comprehension abilities of non-verbal autistic children (aged five to 15 years), a modified, multiple choice, non-verbal form of a listening comprehension assessment, comparable to the widely-used ‘New Salford Reading Test’ was created. Three groups were tested: verbal autistic children (n=31); non-verbal autistic children (n=40); and verbal non-autistic children with learning difficulties (n=32). For all three groups, both traditional and non-verbal reading assessments were conducted. The non-verbal autistic group was unable to score using the traditional version, but their listening comprehension skills were identified with the non-verbal test. These findings suggest that the use of the non-verbal test may offer a good assessment of the listening comprehension abilities for non-verbal autistic children. En ligne : https://www.ingentaconnect.com/content/bild/gap/2024/00000025/00000002/art00009  [...] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543

Behavioral Theories and Interventions for Autism / Phil REED

Public ISBD Titre : Behavioral Theories and Interventions for Autism Type de document : Texte imprimé et/ou numérique Auteurs : Phil REED, Directeur de publication Editeur : Hauppauge NY [Etats-Unis] : Nova Science Publishers Année de publication : 2009 Collection : Neurodevelopmental Diseases - Laboratory and Clinical Research Series Importance : 351 p. Format : 18cm x 26,3cm x 2,3cm ISBN/ISSN/EAN : 978-1-60741-165-9 Note générale : Bibliogr., Index Langues : Anglais (eng) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Résumé : "Behavioral interventions for Autistic Spectrum Disorders (ASD) are among the most widely used approaches, and have proved both extremely popular with parents, and controversial with professionals. These behavioral techniques are some of the few practical applications of psychology in this area to be scientifically evaluated and validated, and this availability of evidence allows both their strengths and weaknesses to be debated. Much of this debate has focused on the initial claims made about these behavioral approaches two decades ago, and the scientific evidence following these initial claims often does not enter into the debate. However, there have been enormous developments and diversifications in the approaches offered by behavioral psychologists to the treatment of ASD, and this text now brings together new evidence regarding these contemporary developments in one place, offering an essential handbook of contemporary behavioral practice for ASD, provided by the key researchers in the field. This book provides detailed empirically-based reviews of many of the behavioral interventions that are used to help children and adults with ASD, and these chapters are organized into three sections for easy reference. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=974 Behavioral Theories and Interventions for Autism [Texte imprimé et/ou numérique] / Phil REED, Directeur de publication . - Hauppauge NY [Etats-Unis] : Nova Science Publishers, 2009 . - 351 p. ; 18cm x 26,3cm x 2,3cm. - (Neurodevelopmental Diseases - Laboratory and Clinical Research Series) . ISBN : 978-1-60741-165-9 Bibliogr., Index Langues : Anglais (eng) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Résumé : "Behavioral interventions for Autistic Spectrum Disorders (ASD) are among the most widely used approaches, and have proved both extremely popular with parents, and controversial with professionals. These behavioral techniques are some of the few practical applications of psychology in this area to be scientifically evaluated and validated, and this availability of evidence allows both their strengths and weaknesses to be debated. Much of this debate has focused on the initial claims made about these behavioral approaches two decades ago, and the scientific evidence following these initial claims often does not enter into the debate. However, there have been enormous developments and diversifications in the approaches offered by behavioral psychologists to the treatment of ASD, and this text now brings together new evidence regarding these contemporary developments in one place, offering an essential handbook of contemporary behavioral practice for ASD, provided by the key researchers in the field. This book provides detailed empirically-based reviews of many of the behavioral interventions that are used to help children and adults with ASD, and these chapters are organized into three sections for easy reference. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=974

Contient

• Activity Schedules for Adults with Autism Spectrum Disorders / Lynn E. MCCLANNAHAN
• Matching Treatment to the Function of Destructive Behavior / David P. WACKER
• Stimulus Over-selectivity in Discrimination Learning / William V. DUBE
• A Naturalistic Behavioral Approach to Teaching Imitation to Young Children with Autistic Spectrum Disorders / Brooke R. INGERSOLL
• Relational Frame Theory Interventions for Perspective-taking Deficits in Autistic Spectrum Disorders / Louise MCHUGH
• Early Intensive Behavioral Intervention in the Treatment of Autistic Spectrum Disorders / Geraldine LEADER
• Teaching Verbal Behavior to Children and Adults with Developmental Disabilities, Including Autism Spectrum Disorder / Patrick MCGREEVY
• CABAS® Contributions to Identifying, Inducing, and Sequencing Verbal Development / R. Douglas GREER
• Positive Behavior Support: Supporting Children and Adults with Autistic Spectrum Disorders and Challenging Behaviors / Ian M. GREY
• A Dynamic Transactional Model of Parent-Child Interactions in Autistic Spectrum Disorders / Lisa A. OSBORNE
• Teaching Parents to Use Applied Behavior Analysis with their Child with an Autistic Spectrum Disorder / Kate FISKE
• Training Professionals and Paraprofessionals to Implement Interventions for Children with Autism Spectrum Disorders / Jennifer B. G. SYMON

Exemplaires (1)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
DOC0001127	APP-A REE	Livre	Centre d'Information et de Documentation du CRA Rhône-Alpes	APP - Approches Educatives et Comportementales	Disponible

Brief Report: Differential Persistence of Primary Reflexes for Children with Autism Spectrum Disorder: A Systematic Replication / Olive HEALY in Journal of Autism and Developmental Disorders, 54-12 (December 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-12 (December 2024) . - p.4752-4756 Titre : Brief Report: Differential Persistence of Primary Reflexes for Children with Autism Spectrum Disorder: A Systematic Replication Type de document : Texte imprimé et/ou numérique Auteurs : Olive HEALY, Auteur ; Elaine REILLY, Auteur ; Joanna DAVIES, Auteur ; Victoria LOVETT, Auteur ; Phil REED, Auteur Article en page(s) : p.4752-4756 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Primary reflexes are highly stereotypical, automatic movements comprising much of the motor repertoire of newborns. The current study examined rates of presence of five primary reflexes (snout, visual rooting, sucking, tactile rooting, and grasp) and variables predictive of their persistence for children with ASD (n = 35), developmental disability (n = 30), and typically developing children matched to participants with ASD on chronological age (n = 30). There was a higher prevalence of snout and visual rooting reflex among children with ASD. These data suggest that the persistence of primary reflexes holds promise as a biomarker for autism spectrum disorder (ASD). En ligne : https://doi.org/10.1007/s10803-022-05880-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540 [article] Brief Report: Differential Persistence of Primary Reflexes for Children with Autism Spectrum Disorder: A Systematic Replication [Texte imprimé et/ou numérique] / Olive HEALY, Auteur ; Elaine REILLY, Auteur ; Joanna DAVIES, Auteur ; Victoria LOVETT, Auteur ; Phil REED, Auteur . - p.4752-4756. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-12 (December 2024) . - p.4752-4756 Index. décimale : PER Périodiques Résumé : Primary reflexes are highly stereotypical, automatic movements comprising much of the motor repertoire of newborns. The current study examined rates of presence of five primary reflexes (snout, visual rooting, sucking, tactile rooting, and grasp) and variables predictive of their persistence for children with ASD (n = 35), developmental disability (n = 30), and typically developing children matched to participants with ASD on chronological age (n = 30). There was a higher prevalence of snout and visual rooting reflex among children with ASD. These data suggest that the persistence of primary reflexes holds promise as a biomarker for autism spectrum disorder (ASD). En ligne : https://doi.org/10.1007/s10803-022-05880-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540

Brief Report: Relative Effectiveness of Different Home-based Behavioral Approaches to Early Teaching Intervention / Phil REED in Journal of Autism and Developmental Disorders, 37-9 (October 2007)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 37-9 (October 2007) . - p.1815-1821 Titre : Brief Report: Relative Effectiveness of Different Home-based Behavioral Approaches to Early Teaching Intervention Type de document : Texte imprimé et/ou numérique Auteurs : Phil REED, Auteur ; Lisa A. OSBORNE, Auteur ; Mark CORNESS, Auteur Année de publication : 2007 Article en page(s) : p.1815-1821 Langues : Anglais (eng) Mots-clés : Applied-behavior-analysis Early-teaching-intervention Home-based Intellectual-functioning Educational-functioning Adaptive-behavioral-functioning Temporal-intensity Index. décimale : PER Périodiques Résumé : The effectiveness of home-based early behavioral interventions for children (2:6–4:0 years old) with autistic spectrum disorders was studied over 9–10 months. Measures of autistic severity, intellectual, educational, and adaptive behavioral functioning were taken. There was no evidence of recovery from autism. High-intensity behavioral approaches (mean 30 h/week) produced greater gains than low-intensity programs (mean 12 h/week). Lovaas- and complete application of behavior analysis to schools approach-type interventions produced largest gains [similar to gains produced by longer-term clinic-based applied behavior analysis (ABA) programs]. Within the high-intensity groups, increased temporal input on the program was not associated with increased gains in the children. The results from clinic-based ABA trials were partially replicated on a home-based sample, using children with greater autistic and intellectual impairments. En ligne : http://dx.doi.org/10.1007/s10803-006-0306-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=175 [article] Brief Report: Relative Effectiveness of Different Home-based Behavioral Approaches to Early Teaching Intervention [Texte imprimé et/ou numérique] / Phil REED, Auteur ; Lisa A. OSBORNE, Auteur ; Mark CORNESS, Auteur . - 2007 . - p.1815-1821. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 37-9 (October 2007) . - p.1815-1821 Mots-clés : Applied-behavior-analysis Early-teaching-intervention Home-based Intellectual-functioning Educational-functioning Adaptive-behavioral-functioning Temporal-intensity Index. décimale : PER Périodiques Résumé : The effectiveness of home-based early behavioral interventions for children (2:6–4:0 years old) with autistic spectrum disorders was studied over 9–10 months. Measures of autistic severity, intellectual, educational, and adaptive behavioral functioning were taken. There was no evidence of recovery from autism. High-intensity behavioral approaches (mean 30 h/week) produced greater gains than low-intensity programs (mean 12 h/week). Lovaas- and complete application of behavior analysis to schools approach-type interventions produced largest gains [similar to gains produced by longer-term clinic-based applied behavior analysis (ABA) programs]. Within the high-intensity groups, increased temporal input on the program was not associated with increased gains in the children. The results from clinic-based ABA trials were partially replicated on a home-based sample, using children with greater autistic and intellectual impairments. En ligne : http://dx.doi.org/10.1007/s10803-006-0306-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=175

Brief Report: Teaching Situation-Based Emotions to Children with Autistic Spectrum Disorder / Louise MCHUGH in Journal of Autism and Developmental Disorders, 41-10 (October 2011)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 41-10 (October 2011) . - p.1423-1428 Titre : Brief Report: Teaching Situation-Based Emotions to Children with Autistic Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Louise MCHUGH, Auteur ; Alina BOBARNAC, Auteur ; Phil REED, Auteur Année de publication : 2011 Article en page(s) : p.1423-1428 Langues : Anglais (eng) Mots-clés : Autistic spectrum disorders  Tacting  Situation based emotions Index. décimale : PER Périodiques Résumé : Many individuals with autism spectrum disorders (ASD) have difficulty recognizing emotions in themselves and others. Three children (all males) participated in the study. In a multi-element design children with ASD were trained to tact situation-based emotions (i.e., “happy”, “sad”, “angry”, and “afraid”) using novel video based scenarios. To increase the likelihood that each child would learn a generalized repertoire of emotion understanding, multiple exemplars of emotion identification were trained using a multi-component procedure. The results indicated significant increases in tacting situation-based emotions. To evaluate the generalization of training, novel video stories were employed that depicted the trained emotions. The findings indicated generalization of situation-based emotional tacting to the novel video stories. En ligne : http://dx.doi.org/10.1007/s10803-010-1152-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=143 [article] Brief Report: Teaching Situation-Based Emotions to Children with Autistic Spectrum Disorder [Texte imprimé et/ou numérique] / Louise MCHUGH, Auteur ; Alina BOBARNAC, Auteur ; Phil REED, Auteur . - 2011 . - p.1423-1428. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 41-10 (October 2011) . - p.1423-1428 Mots-clés : Autistic spectrum disorders  Tacting  Situation based emotions Index. décimale : PER Périodiques Résumé : Many individuals with autism spectrum disorders (ASD) have difficulty recognizing emotions in themselves and others. Three children (all males) participated in the study. In a multi-element design children with ASD were trained to tact situation-based emotions (i.e., “happy”, “sad”, “angry”, and “afraid”) using novel video based scenarios. To increase the likelihood that each child would learn a generalized repertoire of emotion understanding, multiple exemplars of emotion identification were trained using a multi-component procedure. The results indicated significant increases in tacting situation-based emotions. To evaluate the generalization of training, novel video stories were employed that depicted the trained emotions. The findings indicated generalization of situation-based emotional tacting to the novel video stories. En ligne : http://dx.doi.org/10.1007/s10803-010-1152-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=143

Brief Report: The Effect of Delayed Matching to Sample on Stimulus Over-Selectivity / Phil REED in Journal of Autism and Developmental Disorders, 42-7 (July 2012)  

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Child behaviour problems moderate effectiveness of coping strategies except for reframing for mothers of children with ASD / Phil REED in Research in Autism Spectrum Disorders, 76 (August 2020)  

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Cross-Modal Attention-Switching is Impaired in Autism Spectrum Disorders / Phil REED in Journal of Autism and Developmental Disorders, 42-6 (June 2012)  

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Disrupted Stimulus Control But Not Reward Sensitivity in Individuals with Autism Spectrum Disorders: A Matching Law Analysis / Phil REED in Journal of Autism and Developmental Disorders, 42-11 (November 2012)  

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Effect of Observing-Response Procedures on Overselectivity in Individuals With Autism Spectrum Disorders / Phil REED in Focus on Autism and Other Developmental Disabilities, 27-4 (December 2012)  

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Effectiveness of special nursery provision for children with autism spectrum disorders / Phil REED in Autism, 14-1 (January 2010)  

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Evaluation of the Barnet Early Autism Model (BEAM) teaching intervention programme in a ‘real world’ setting / Phil REED in Research in Autism Spectrum Disorders, 7-6 (June 2013)  

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Exploratory Study of Parenting Differences for Autism Spectrum Disorder and Attachment Disorder / Joanna DAVIES in Journal of Autism and Developmental Disorders, 53-5 (May 2023)  

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Extinction of Over-selected Stimuli Causes Emergence of Under-selected Cues in Higher-functioning Children with Autistic Spectrum Disorders / Phil REED in Journal of Autism and Developmental Disorders, 39-2 (February 2009)  

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Factors impacting on the outcomes of Greek intervention programmes for children with autistic spectrum disorders / Maria K. MAKRYGIANNI in Research in Autism Spectrum Disorders, 4-4 (October-December 2010)  

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