Improving Collaborative Play Between Children with Autism Spectrum Disorders and Their Siblings: The Effectiveness of a Robot-Mediated Intervention Based on Lego® Therapy / Bibi HUSKENS in Journal of Autism and Developmental Disorders, 45-11 (November 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-11 (November 2015) . - p.3746-3755 Titre : Improving Collaborative Play Between Children with Autism Spectrum Disorders and Their Siblings: The Effectiveness of a Robot-Mediated Intervention Based on Lego® Therapy Type de document : Texte imprimé et/ou numérique Auteurs : Bibi HUSKENS, Auteur ; Annemiek PALMEN, Auteur ; Marije VAN DER WERFF, Auteur ; Tino LOURENS, Auteur ; Emilia I. BARAKOVA, Auteur Article en page(s) : p.3746-3755 Langues : Anglais (eng) Mots-clés : ASD  Children  Robot-intervention  Lego® therapy  Collaborative play Index. décimale : PER Périodiques Résumé : The aim of the study was to investigate the effectiveness of a brief robot-mediated intervention based on Lego® therapy on improving collaborative behaviors (i.e., interaction initiations, responses, and play together) between children with ASD and their siblings during play sessions, in a therapeutic setting. A concurrent multiple baseline design across three child–sibling pairs was in effect. The robot-intervention resulted in no statistically significant changes in collaborative behaviors of the children with ASD. Despite limited effectiveness of the intervention, this study provides several practical implications and directions for future research. En ligne : http://dx.doi.org/10.1007/s10803-014-2326-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 [article] Improving Collaborative Play Between Children with Autism Spectrum Disorders and Their Siblings: The Effectiveness of a Robot-Mediated Intervention Based on Lego® Therapy [Texte imprimé et/ou numérique] / Bibi HUSKENS, Auteur ; Annemiek PALMEN, Auteur ; Marije VAN DER WERFF, Auteur ; Tino LOURENS, Auteur ; Emilia I. BARAKOVA, Auteur . - p.3746-3755. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-11 (November 2015) . - p.3746-3755 Mots-clés : ASD  Children  Robot-intervention  Lego® therapy  Collaborative play Index. décimale : PER Périodiques Résumé : The aim of the study was to investigate the effectiveness of a brief robot-mediated intervention based on Lego® therapy on improving collaborative behaviors (i.e., interaction initiations, responses, and play together) between children with ASD and their siblings during play sessions, in a therapeutic setting. A concurrent multiple baseline design across three child–sibling pairs was in effect. The robot-intervention resulted in no statistically significant changes in collaborative behaviors of the children with ASD. Despite limited effectiveness of the intervention, this study provides several practical implications and directions for future research. En ligne : http://dx.doi.org/10.1007/s10803-014-2326-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270

Increasing Opportunities for Question-Asking in School-Aged Children with Autism Spectrum Disorder: Effectiveness of Staff Training in Pivotal Response Treatment / Rianne VERSCHUUR in Journal of Autism and Developmental Disorders, 47-2 (February 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-2 (February 2017) . - p.490-505 Titre : Increasing Opportunities for Question-Asking in School-Aged Children with Autism Spectrum Disorder: Effectiveness of Staff Training in Pivotal Response Treatment Type de document : Texte imprimé et/ou numérique Auteurs : Rianne VERSCHUUR, Auteur ; Bibi HUSKENS, Auteur ; Ludo VERHOEVEN, Auteur ; Robert DIDDEN, Auteur Article en page(s) : p.490-505 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Pivotal response treatment  Staff training  Question-asking Index. décimale : PER Périodiques Résumé : Deficits in question-asking are common in children with autism spectrum disorder (ASD). Furthermore, their opportunities to self-initiate questions are often hindered by directive behavior of their conversation partners. This study assessed the effectiveness of staff training in pivotal response treatment (PRT) on staff member-created opportunities and self-initiated questions of school-aged children with ASD. Generalization and maintenance were also assessed. Participants were 14 staff members and children with ASD attending an inpatient treatment facility. Data showed that PRT resulted in significant increases in both staff member-created opportunities and child-initiated questions. Generalization to group situations and collateral changes in children’s language, pragmatic, and adaptive skills, and maladaptive behaviors did not occur. Implications for clinical practice and directions for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-016-2966-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303 [article] Increasing Opportunities for Question-Asking in School-Aged Children with Autism Spectrum Disorder: Effectiveness of Staff Training in Pivotal Response Treatment [Texte imprimé et/ou numérique] / Rianne VERSCHUUR, Auteur ; Bibi HUSKENS, Auteur ; Ludo VERHOEVEN, Auteur ; Robert DIDDEN, Auteur . - p.490-505. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-2 (February 2017) . - p.490-505 Mots-clés : Autism spectrum disorder  Pivotal response treatment  Staff training  Question-asking Index. décimale : PER Périodiques Résumé : Deficits in question-asking are common in children with autism spectrum disorder (ASD). Furthermore, their opportunities to self-initiate questions are often hindered by directive behavior of their conversation partners. This study assessed the effectiveness of staff training in pivotal response treatment (PRT) on staff member-created opportunities and self-initiated questions of school-aged children with ASD. Generalization and maintenance were also assessed. Participants were 14 staff members and children with ASD attending an inpatient treatment facility. Data showed that PRT resulted in significant increases in both staff member-created opportunities and child-initiated questions. Generalization to group situations and collateral changes in children’s language, pragmatic, and adaptive skills, and maladaptive behaviors did not occur. Implications for clinical practice and directions for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-016-2966-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303

Pivotal response treatment: A study into the relationship between therapist characteristics and fidelity of implementation / Rianne VERSCHUUR in Autism, 24-2 (February 2020)  

Public ISBD [article]  inAutism > 24-2 (February 2020) . - p.499-514 Titre : Pivotal response treatment: A study into the relationship between therapist characteristics and fidelity of implementation Type de document : Texte imprimé et/ou numérique Auteurs : Rianne VERSCHUUR, Auteur ; Bibi HUSKENS, Auteur ; Hubert KORZILIUS, Auteur ; Leonhard BAKKER, Auteur ; Michelle SNIJDER, Auteur ; Robert DIDDEN, Auteur Article en page(s) : p.499-514 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  evidence-based practice  fidelity of implementation  pivotal response treatment  therapist characteristics Index. décimale : PER Périodiques Résumé : LAY ABSTRACT: Pivotal response treatment is a naturalistic behavioral intervention that teaches pivotal skills to children with autism spectrum disorder to produce widespread gains in other skills. Although most children with autism spectrum disorder benefit from pivotal response treatment, intervention outcomes vary considerably among children. Fidelity of intervention implementation (i.e. the extent to which an intervention is implemented as intended) may affect intervention outcomes. In this study, we studied the relationship between fidelity of pivotal response treatment implementation and therapist characteristics, such as therapist personality, therapist-child relationship, therapist attitude toward evidence-based practices, and therapist experience. We also explored whether a child's age and autism symptom severity were related to pivotal response treatment fidelity. Participants were 41 pivotal response treatment therapists who videotaped three pivotal response treatment sessions and completed four questionnaires to measure therapist characteristics. This study found that therapists' openness to innovation and their experience with pivotal response treatment predicted fidelity of implementation. Therapist personality, therapist-child relationship, and child characteristics were not related to pivotal response treatment fidelity. The results of this study emphasize that it is important (1) to target therapists' attitudes toward innovation prior to or during training in pivotal response treatment and (2) to provide therapists with ongoing supervision and feedback after training to increase fidelity of implementation and thus to improve intervention outcomes for children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361319876213 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=415 [article] Pivotal response treatment: A study into the relationship between therapist characteristics and fidelity of implementation [Texte imprimé et/ou numérique] / Rianne VERSCHUUR, Auteur ; Bibi HUSKENS, Auteur ; Hubert KORZILIUS, Auteur ; Leonhard BAKKER, Auteur ; Michelle SNIJDER, Auteur ; Robert DIDDEN, Auteur . - p.499-514. Langues : Anglais (eng) in Autism > 24-2 (February 2020) . - p.499-514 Mots-clés : autism spectrum disorder  evidence-based practice  fidelity of implementation  pivotal response treatment  therapist characteristics Index. décimale : PER Périodiques Résumé : LAY ABSTRACT: Pivotal response treatment is a naturalistic behavioral intervention that teaches pivotal skills to children with autism spectrum disorder to produce widespread gains in other skills. Although most children with autism spectrum disorder benefit from pivotal response treatment, intervention outcomes vary considerably among children. Fidelity of intervention implementation (i.e. the extent to which an intervention is implemented as intended) may affect intervention outcomes. In this study, we studied the relationship between fidelity of pivotal response treatment implementation and therapist characteristics, such as therapist personality, therapist-child relationship, therapist attitude toward evidence-based practices, and therapist experience. We also explored whether a child's age and autism symptom severity were related to pivotal response treatment fidelity. Participants were 41 pivotal response treatment therapists who videotaped three pivotal response treatment sessions and completed four questionnaires to measure therapist characteristics. This study found that therapists' openness to innovation and their experience with pivotal response treatment predicted fidelity of implementation. Therapist personality, therapist-child relationship, and child characteristics were not related to pivotal response treatment fidelity. The results of this study emphasize that it is important (1) to target therapists' attitudes toward innovation prior to or during training in pivotal response treatment and (2) to provide therapists with ongoing supervision and feedback after training to increase fidelity of implementation and thus to improve intervention outcomes for children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361319876213 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=415

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