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

A Dynamic Transactional Model of Parent-Child Interactions in Autistic Spectrum Disorders / Lisa A. OSBORNE

Public ISBD contenu dans Behavioral Theories and Interventions for Autism / Phil REED Titre : A Dynamic Transactional Model of Parent-Child Interactions in Autistic Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Lisa A. OSBORNE, Auteur Année de publication : 2009 Importance : p.237-261 Langues : Anglais (eng) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=975 contenu dans Behavioral Theories and Interventions for Autism / Phil REED A Dynamic Transactional Model of Parent-Child Interactions in Autistic Spectrum Disorders [Texte imprimé et/ou numérique] / Lisa A. OSBORNE, Auteur . - 2009 . - p.237-261. Langues : Anglais (eng) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=975

Exemplaires

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

Public ISBD [article]  inAutism > 14-1 (January 2010) . - p.67-82 Titre : Effectiveness of special nursery provision for children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Phil REED, Auteur ; Lisa A. OSBORNE, Auteur ; Mark CORNESS, Auteur Année de publication : 2010 Article en page(s) : p.67-82 Langues : Anglais (eng) Mots-clés : autism home-programme nursery-provision special-nursery Index. décimale : PER Périodiques Résumé : The effectiveness of three local authority early teaching interventions for children with autism spectrum disorders (ASDs) was studied. Thirty-three children (2:6 to 4:0 years old) received one of three early teaching interventions: a 1:1 home-based programme, and two different forms of special nursery placement. Measures from the Psycho-Educational Profile, British Abilities Scale, and Vineland Adaptive Behavior Scales were taken over a 10 month period. The study showed moderate effect sizes for improvements in all scales for children attending a generalized special nursery placement, and for those attending a special nursery placement solely for children with ASDs. Children receiving a home-based 1:1 programme with similar intervention hours showed moderate effect sizes for the PEP and BAS but not for the VABS. These data show that special nursery placements can offer benefits to children with ASDs, especially in the area of adaptive behavioural functioning. En ligne : http://dx.doi.org/10.1177/1362361309340030 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=968 [article] Effectiveness of special nursery provision for children with autism spectrum disorders [Texte imprimé et/ou numérique] / Phil REED, Auteur ; Lisa A. OSBORNE, Auteur ; Mark CORNESS, Auteur . - 2010 . - p.67-82. Langues : Anglais (eng) in Autism > 14-1 (January 2010) . - p.67-82 Mots-clés : autism home-programme nursery-provision special-nursery Index. décimale : PER Périodiques Résumé : The effectiveness of three local authority early teaching interventions for children with autism spectrum disorders (ASDs) was studied. Thirty-three children (2:6 to 4:0 years old) received one of three early teaching interventions: a 1:1 home-based programme, and two different forms of special nursery placement. Measures from the Psycho-Educational Profile, British Abilities Scale, and Vineland Adaptive Behavior Scales were taken over a 10 month period. The study showed moderate effect sizes for improvements in all scales for children attending a generalized special nursery placement, and for those attending a special nursery placement solely for children with ASDs. Children receiving a home-based 1:1 programme with similar intervention hours showed moderate effect sizes for the PEP and BAS but not for the VABS. These data show that special nursery placements can offer benefits to children with ASDs, especially in the area of adaptive behavioural functioning. En ligne : http://dx.doi.org/10.1177/1362361309340030 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=968

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)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-6 (June 2013) . - p.631-638 Titre : Evaluation of the Barnet Early Autism Model (BEAM) teaching intervention programme in a ‘real world’ setting Type de document : Texte imprimé et/ou numérique Auteurs : Phil REED, Auteur ; Lisa A. OSBORNE, Auteur ; Maria K. MAKRYGIANNI, Auteur ; Emma M. WADDINGTON, Auteur ; Annie ETHERINGTON, Auteur ; Judith GAINSBOROUGH, Auteur Article en page(s) : p.631-638 Langues : Anglais (eng) Mots-clés : Early intervention  Adaptive behaviour  Behavioural problems  Parenting stress Index. décimale : PER Périodiques Résumé : The Barnet Early Autism Model (BEAM) for children with Autism Spectrum Disorder (ASD) was compared to a time-comparable approach (Portage) in terms of child outcomes and parental functioning. BEAM produced improvements in the adaptive behavioural function and language abilities of the children with ASD. Additionally, the programme produced decreases in parenting stress and improvements in the parents’ perceptions of their own limit setting abilities. In contrast to these areas of success, it was noted that BEAM did not significantly impact on the behavioural problems of the children. Overall, BEAM produced significant benefits to the children receiving this intervention, although it may be that a more intensive programme, involving an increase in applied behaviour analytic content, would help to improve the behavioural aspects of the children's functioning. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199 [article] Evaluation of the Barnet Early Autism Model (BEAM) teaching intervention programme in a ‘real world’ setting [Texte imprimé et/ou numérique] / Phil REED, Auteur ; Lisa A. OSBORNE, Auteur ; Maria K. MAKRYGIANNI, Auteur ; Emma M. WADDINGTON, Auteur ; Annie ETHERINGTON, Auteur ; Judith GAINSBOROUGH, Auteur . - p.631-638. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.631-638 Mots-clés : Early intervention  Adaptive behaviour  Behavioural problems  Parenting stress Index. décimale : PER Périodiques Résumé : The Barnet Early Autism Model (BEAM) for children with Autism Spectrum Disorder (ASD) was compared to a time-comparable approach (Portage) in terms of child outcomes and parental functioning. BEAM produced improvements in the adaptive behavioural function and language abilities of the children with ASD. Additionally, the programme produced decreases in parenting stress and improvements in the parents’ perceptions of their own limit setting abilities. In contrast to these areas of success, it was noted that BEAM did not significantly impact on the behavioural problems of the children. Overall, BEAM produced significant benefits to the children receiving this intervention, although it may be that a more intensive programme, involving an increase in applied behaviour analytic content, would help to improve the behavioural aspects of the children's functioning. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199

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)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-5 (May 2023) . - p.2143-2152 Titre : Exploratory Study of Parenting Differences for Autism Spectrum Disorder and Attachment Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Joanna DAVIES, Auteur ; Laura GLINN, Auteur ; Lisa A. OSBORNE, Auteur ; Phil REED, Auteur Article en page(s) : p.2143-2152 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The current study explored similarities and differences in parenting stress (PSI) and behaviours in parent reports of autism spectrum disorder (ASD) and attachment disorder (AD). 155 parents whose children had developmental delays and disorders completed the social communication questionnaire, Randolph attachment questionnaire, strengths and difficulties questionnaire, PSI, and parent-child relationship inventory. Parents of children with AD reported greater levels of PSI than parents of children with ASD. Parents of children reaching criteria for both disorders reported the greatest levels of PSI. Limit setting was poorest in parents of children with both classifications, followed by parents of children with AD, and then ASD. Limit setting mediated the relationship between PSI and child behaviour problems for parents of children with ASD En ligne : https://doi.org/10.1007/s10803-022-05531-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=501 [article] Exploratory Study of Parenting Differences for Autism Spectrum Disorder and Attachment Disorder [Texte imprimé et/ou numérique] / Joanna DAVIES, Auteur ; Laura GLINN, Auteur ; Lisa A. OSBORNE, Auteur ; Phil REED, Auteur . - p.2143-2152. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-5 (May 2023) . - p.2143-2152 Index. décimale : PER Périodiques Résumé : The current study explored similarities and differences in parenting stress (PSI) and behaviours in parent reports of autism spectrum disorder (ASD) and attachment disorder (AD). 155 parents whose children had developmental delays and disorders completed the social communication questionnaire, Randolph attachment questionnaire, strengths and difficulties questionnaire, PSI, and parent-child relationship inventory. Parents of children with AD reported greater levels of PSI than parents of children with ASD. Parents of children reaching criteria for both disorders reported the greatest levels of PSI. Limit setting was poorest in parents of children with both classifications, followed by parents of children with AD, and then ASD. Limit setting mediated the relationship between PSI and child behaviour problems for parents of children with ASD En ligne : https://doi.org/10.1007/s10803-022-05531-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=501

Mainstream Education for Children with Autism Spectrum Disorders / Phil REED

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Parenting Stress Reduces the Effectiveness of Early Teaching Interventions for Autistic Spectrum Disorders / Lisa A. OSBORNE in Journal of Autism and Developmental Disorders, 38-6 (July 2008)  

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Parents'perceptions of communication with professionals during the diagnosis of autism / Lisa A. OSBORNE in Autism, 12-3 (May 2008)  

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Personal experiences disclosed by parents of children with Autism Spectrum Disorder: A YouTube analysis / Sian LLOYD in Research in Autism Spectrum Disorders, 64 (August 2019)  

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A possible contra-indication for early diagnosis of Autistic Spectrum Conditions: Impact on parenting stress / Lisa A. OSBORNE in Research in Autism Spectrum Disorders, 2-4 (October 2008)  

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Relationship between perceived limit-setting abilities, autism spectrum disorder severity, behaviour problems and parenting stress in mothers of children with autism spectrum disorder / Phil REED in Autism, 21-8 (November 2017)  

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Relationship Between Self-Reported Health and Stress in Mothers of Children with Autism Spectrum Disorders / Phil REED in Journal of Autism and Developmental Disorders, 46-3 (March 2016)  

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School factors associated with mainstream progress in secondary education for included pupils with Autism Spectrum Disorders / Lisa A. OSBORNE in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)  

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Stress and self-perceived parenting behaviors of parents of children with autistic spectrum conditions / Lisa A. OSBORNE in Research in Autism Spectrum Disorders, 4-3 (July-September 2010)  

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The effect of parenting behaviors on subsequent child behavior problems in Autistic Spectrum Conditions / Lisa A. OSBORNE in Research in Autism Spectrum Disorders, 2-2 (April-June 2008)  

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