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

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

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