Book Review: Bondy, A., & Frost, L. (2008). Autism 24/7: A Family Guide to Learning at Home and in the Community. Bethesda, MD: Woodbine House. 177 pages. US$19.95, ISBN: 978-1-890627-53-9 / Linda C. MURDOCK in Focus on Autism and Other Developmental Disabilities, 24-3 (September 2009)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 24-3 (September 2009) . - p.188-189 Titre : Book Review: Bondy, A., & Frost, L. (2008). Autism 24/7: A Family Guide to Learning at Home and in the Community. Bethesda, MD: Woodbine House. 177 pages. US$19.95, ISBN: 978-1-890627-53-9 Type de document : Texte imprimé et/ou numérique Auteurs : Linda C. MURDOCK, Auteur Année de publication : 2009 Article en page(s) : p.188-189 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357609332673 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=816 [article] Book Review: Bondy, A., & Frost, L. (2008). Autism 24/7: A Family Guide to Learning at Home and in the Community. Bethesda, MD: Woodbine House. 177 pages. US$19.95, ISBN: 978-1-890627-53-9 [Texte imprimé et/ou numérique] / Linda C. MURDOCK, Auteur . - 2009 . - p.188-189. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 24-3 (September 2009) . - p.188-189 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357609332673 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=816

Measurement of Social Communication Skills of Children With Autism Spectrum Disorders During Interactions With Typical Peers / Linda C. MURDOCK in Focus on Autism and Other Developmental Disabilities, 22-3 (Fall 2007)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 22-3 (Fall 2007) . - p.160-172 Titre : Measurement of Social Communication Skills of Children With Autism Spectrum Disorders During Interactions With Typical Peers Type de document : Texte imprimé et/ou numérique Auteurs : Linda C. MURDOCK, Auteur ; Hollie C. COST, Auteur ; Carol TIESO, Auteur Année de publication : 2007 Article en page(s) : p.160-172 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The Social-Communication Assessment Tool (S-CAT) was created as a direct observation instrument to quantify specific social and communication deficits of children with autism spectrum disorders (ASD) within educational settings. In this pilot study, the instrument's content validity and interrater reliability were investigated to determine the degree to which the S-CAT categorically discriminated between children with ASD and those without ASD. S-CAT ratings of 16 children with ASD were compared to the ratings of 16 children without ASD using a one-factor analysis of variance (ANOVA). Differences in verbal initiations, verbal responses, joint attention, and total interactions were significant at the .01 level. Differences in nonverbal communication attempts were not significant. The results suggest that the S-CAT is valid for discriminating between children with and without ASD. En ligne : http://dx.doi.org/10.1177/10883576070220030301 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179 [article] Measurement of Social Communication Skills of Children With Autism Spectrum Disorders During Interactions With Typical Peers [Texte imprimé et/ou numérique] / Linda C. MURDOCK, Auteur ; Hollie C. COST, Auteur ; Carol TIESO, Auteur . - 2007 . - p.160-172. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 22-3 (Fall 2007) . - p.160-172 Index. décimale : PER Périodiques Résumé : The Social-Communication Assessment Tool (S-CAT) was created as a direct observation instrument to quantify specific social and communication deficits of children with autism spectrum disorders (ASD) within educational settings. In this pilot study, the instrument's content validity and interrater reliability were investigated to determine the degree to which the S-CAT categorically discriminated between children with ASD and those without ASD. S-CAT ratings of 16 children with ASD were compared to the ratings of 16 children without ASD using a one-factor analysis of variance (ANOVA). Differences in verbal initiations, verbal responses, joint attention, and total interactions were significant at the .01 level. Differences in nonverbal communication attempts were not significant. The results suggest that the S-CAT is valid for discriminating between children with and without ASD. En ligne : http://dx.doi.org/10.1177/10883576070220030301 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179

Picture Me Playing: Increasing Pretend Play Dialogue of Children with Autism Spectrum Disorders / Linda C. MURDOCK in Journal of Autism and Developmental Disorders, 41-7 (July 2011)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 41-7 (July 2011) . - p.870-878 Titre : Picture Me Playing: Increasing Pretend Play Dialogue of Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Linda C. MURDOCK, Auteur ; Jan Q. HOBBS, Auteur Année de publication : 2011 Article en page(s) : p.870-878 Langues : Anglais (eng) Mots-clés : Autism  Pretend play  Peer interaction  Social communication Index. décimale : PER Périodiques Résumé : This study examined the effectiveness of the Picture Me Playing intervention for increasing the play dialogue of preschool children with ASD during pretend play opportunities with typical peers. Picture Me Playing is a pictorially enhanced, script based intervention targeting character role play through a narrative vignette. A single-treatment counterbalanced design was utilized to contrast the performance of intervention and comparison groups, followed by within-subject analysis. Results indicated significant increases in play dialogue represented by both scripted and novel utterances. Results generalized to an unscripted play opportunity with novel toys. En ligne : http://dx.doi.org/10.1007/s10803-010-1108-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=130 [article] Picture Me Playing: Increasing Pretend Play Dialogue of Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Linda C. MURDOCK, Auteur ; Jan Q. HOBBS, Auteur . - 2011 . - p.870-878. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 41-7 (July 2011) . - p.870-878 Mots-clés : Autism  Pretend play  Peer interaction  Social communication Index. décimale : PER Périodiques Résumé : This study examined the effectiveness of the Picture Me Playing intervention for increasing the play dialogue of preschool children with ASD during pretend play opportunities with typical peers. Picture Me Playing is a pictorially enhanced, script based intervention targeting character role play through a narrative vignette. A single-treatment counterbalanced design was utilized to contrast the performance of intervention and comparison groups, followed by within-subject analysis. Results indicated significant increases in play dialogue represented by both scripted and novel utterances. Results generalized to an unscripted play opportunity with novel toys. En ligne : http://dx.doi.org/10.1007/s10803-010-1108-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=130

Tell Me What You Did Today: A Visual Cueing Strategy for Children With ASD / Linda C. MURDOCK in Focus on Autism and Other Developmental Disabilities, 26-3 (September 2011)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 26-3 (September 2011) . - p.162-172 Titre : Tell Me What You Did Today: A Visual Cueing Strategy for Children With ASD Type de document : Texte imprimé et/ou numérique Auteurs : Linda C. MURDOCK, Auteur ; Jan Q. HOBBS, Auteur Année de publication : 2011 Article en page(s) : p.162-172 Langues : Anglais (eng) Mots-clés : autism  visual cueing strategy  communication  positive behavioral support Index. décimale : PER Périodiques Résumé : A multiple-baseline design across participants was utilized to investigate the effects of a visual cueing system (VCS) on the ability of three children with Autism Spectrum Disorders to retell the events of their school day. The VCS comprised consistent pictures but text that changed to reflect each day’s activities. The participants utilized the VCS in a complete form and later in a partial form to respond to the prompt, “Tell me what you did today.” All 3 participants demonstrated increases in the number of events they were able to report. The skill was largely maintained through generalization and follow-up phases. Large effect sizes and positive social validity were evidenced. En ligne : http://dx.doi.org/10.1177/1088357611405191 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=141 [article] Tell Me What You Did Today: A Visual Cueing Strategy for Children With ASD [Texte imprimé et/ou numérique] / Linda C. MURDOCK, Auteur ; Jan Q. HOBBS, Auteur . - 2011 . - p.162-172. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 26-3 (September 2011) . - p.162-172 Mots-clés : autism  visual cueing strategy  communication  positive behavioral support Index. décimale : PER Périodiques Résumé : A multiple-baseline design across participants was utilized to investigate the effects of a visual cueing system (VCS) on the ability of three children with Autism Spectrum Disorders to retell the events of their school day. The VCS comprised consistent pictures but text that changed to reflect each day’s activities. The participants utilized the VCS in a complete form and later in a partial form to respond to the prompt, “Tell me what you did today.” All 3 participants demonstrated increases in the number of events they were able to report. The skill was largely maintained through generalization and follow-up phases. Large effect sizes and positive social validity were evidenced. En ligne : http://dx.doi.org/10.1177/1088357611405191 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=141

The Effect of a Platform Swing on the Independent Work Behaviors of Children With Autism Spectrum Disorders / Linda C. MURDOCK in Focus on Autism and Other Developmental Disabilities, 29-1 (March 2014)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 29-1 (March 2014) . - p.50-61 Titre : The Effect of a Platform Swing on the Independent Work Behaviors of Children With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Linda C. MURDOCK, Auteur ; John A. DANTZLER, Auteur ; Anne N. WALKER, Auteur ; L. Becca WOOD, Auteur Article en page(s) : p.50-61 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  integration  sensory  self-stimulatory (STIMS) behavior  intervention  behavior Index. décimale : PER Périodiques Résumé : A randomized pretest–posttest control group design was utilized to measure the effects of a platform swing on independent work behaviors of 30 children with Autism Spectrum Disorders (ASD). Participants engaged in two 5-min intervals of independent work. Between the intervals, participants in the treatment group received 5 min of vestibular stimulation using a platform swing and children in the control group watched a video. No significant differences were evidenced between the treatment and control groups on engagement, on-task behavior, stereotyped/repetitive behavior, or out-of-seat behavior. Changes noted for individual participants could not be linked to age, diagnosis, or sensory profile patterns. En ligne : http://foa.sagepub.com/cgi/content/abstract/29/1/50 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 [article] The Effect of a Platform Swing on the Independent Work Behaviors of Children With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Linda C. MURDOCK, Auteur ; John A. DANTZLER, Auteur ; Anne N. WALKER, Auteur ; L. Becca WOOD, Auteur . - p.50-61. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 29-1 (March 2014) . - p.50-61 Mots-clés : autism spectrum disorders  integration  sensory  self-stimulatory (STIMS) behavior  intervention  behavior Index. décimale : PER Périodiques Résumé : A randomized pretest–posttest control group design was utilized to measure the effects of a platform swing on independent work behaviors of 30 children with Autism Spectrum Disorders (ASD). Participants engaged in two 5-min intervals of independent work. Between the intervals, participants in the treatment group received 5 min of vestibular stimulation using a platform swing and children in the control group watched a video. No significant differences were evidenced between the treatment and control groups on engagement, on-task behavior, stereotyped/repetitive behavior, or out-of-seat behavior. Changes noted for individual participants could not be linked to age, diagnosis, or sensory profile patterns. En ligne : http://foa.sagepub.com/cgi/content/abstract/29/1/50 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225

Use of an iPad Play Story to Increase Play Dialogue of Preschoolers with Autism Spectrum Disorders / Linda C. MURDOCK in Journal of Autism and Developmental Disorders, 43-9 (September 2013)  

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