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Auteur Lisa A. OSBORNE
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Documents disponibles écrits par cet auteur (20)
Faire une suggestion Affiner la rechercheActual and perceived speedy diagnoses are associated with mothers' unresolved reactions to a diagnosis of autism spectrum disorder for a child / Phil REED in Autism, 23-7 (October 2019)
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[article]
Titre : Actual and perceived speedy diagnoses are associated with mothers' unresolved reactions to a diagnosis of autism spectrum disorder for a child Type de document : texte imprimé Auteurs : Phil REED, Auteur ; Ashleigh GILES, Auteur ; Sarah WHITE, Auteur ; Lisa A. OSBORNE, Auteur Article en page(s) : p.1843-1852 Langues : Anglais (eng) Mots-clés : autism diagnosis autism spectrum disorder parent mental health professional interpersonal skills reaction to diagnosis speed of diagnosis Index. décimale : PER Périodiques Résumé : Reaction to a child's diagnosis can strongly affect the parent, but little is known about the aspects of the diagnostic process associated with such reactions. The pre-diagnostic levels of anxiety, depression, and parenting stress of 67 volunteer mothers of children subsequently diagnosed with autism spectrum disorder were assessed, along with the children's functioning. The speed and number of professionals involved in the diagnosis were recorded, and mothers completed a post-diagnosis assessment of their perceptions of the process. Longer actual and perceived diagnosis speeds predicted resolved reactions to diagnosis. Mothers' psychological states pre-diagnosis did not predict reactions to diagnosis. Providing a measured diagnostic process, and strong relationship with mothers, rather than aiming for speed alone, may well be more productive for the parent and child. En ligne : http://dx.doi.org/10.1177/1362361319833676 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406
in Autism > 23-7 (October 2019) . - p.1843-1852[article] Actual and perceived speedy diagnoses are associated with mothers' unresolved reactions to a diagnosis of autism spectrum disorder for a child [texte imprimé] / Phil REED, Auteur ; Ashleigh GILES, Auteur ; Sarah WHITE, Auteur ; Lisa A. OSBORNE, Auteur . - p.1843-1852.
Langues : Anglais (eng)
in Autism > 23-7 (October 2019) . - p.1843-1852
Mots-clés : autism diagnosis autism spectrum disorder parent mental health professional interpersonal skills reaction to diagnosis speed of diagnosis Index. décimale : PER Périodiques Résumé : Reaction to a child's diagnosis can strongly affect the parent, but little is known about the aspects of the diagnostic process associated with such reactions. The pre-diagnostic levels of anxiety, depression, and parenting stress of 67 volunteer mothers of children subsequently diagnosed with autism spectrum disorder were assessed, along with the children's functioning. The speed and number of professionals involved in the diagnosis were recorded, and mothers completed a post-diagnosis assessment of their perceptions of the process. Longer actual and perceived diagnosis speeds predicted resolved reactions to diagnosis. Mothers' psychological states pre-diagnosis did not predict reactions to diagnosis. Providing a measured diagnostic process, and strong relationship with mothers, rather than aiming for speed alone, may well be more productive for the parent and child. En ligne : http://dx.doi.org/10.1177/1362361319833676 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406 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)
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Titre : Brief Report: Relative Effectiveness of Different Home-based Behavioral Approaches to Early Teaching Intervention Type de document : texte imprimé 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
in Journal of Autism and Developmental Disorders > 37-9 (October 2007) . - p.1815-1821[article] Brief Report: Relative Effectiveness of Different Home-based Behavioral Approaches to Early Teaching Intervention [texte imprimé] / 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
Titre : A Dynamic Transactional Model of Parent-Child Interactions in Autistic Spectrum Disorders Type de document : texte imprimé 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 A Dynamic Transactional Model of Parent-Child Interactions in Autistic Spectrum Disorders [texte imprimé] / 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(0)
Disponibilité aucun exemplaire Effectiveness of special nursery provision for children with autism spectrum disorders / Phil REED in Autism, 14-1 (January 2010)
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Titre : Effectiveness of special nursery provision for children with autism spectrum disorders Type de document : texte imprimé 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
in Autism > 14-1 (January 2010) . - p.67-82[article] Effectiveness of special nursery provision for children with autism spectrum disorders [texte imprimé] / 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)
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Titre : Evaluation of the Barnet Early Autism Model (BEAM) teaching intervention programme in a ‘real world’ setting Type de document : texte imprimé 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
in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.631-638[article] Evaluation of the Barnet Early Autism Model (BEAM) teaching intervention programme in a ‘real world’ setting [texte imprimé] / 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)
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PermalinkIntensive behavioural interventions based on applied behaviour analysis for young children with autism: An international collaborative individual participant data meta-analysis / Mark RODGERS in Autism, 25-4 (May 2021)
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PermalinkPermalinkParenting 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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PermalinkParents'perceptions of communication with professionals during the diagnosis of autism / Lisa A. OSBORNE in Autism, 12-3 (May 2008)
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PermalinkPersonal 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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PermalinkA 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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PermalinkReaction to diagnosis and subsequent health in mothers of children with autism spectrum disorder / Phil REED in Autism, 23-6 (August 2019)
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PermalinkRelationship 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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PermalinkRelationship 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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