Building Family Capacity: supporting multiple family members to implement aided Language modeling / Sarah N. DOUGLAS in Journal of Autism and Developmental Disorders, 53-7 (July 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-7 (July 2023) . - p.2587-2599 Titre : Building Family Capacity: supporting multiple family members to implement aided Language modeling Type de document : Texte imprimé et/ou numérique Auteurs : Sarah N. DOUGLAS, Auteur ; Hedda MEADAN, Auteur ; Elizabeth E. BIGGS, Auteur ; Atikah BAGAWAN, Auteur ; Adriana Kaori TEROL, Auteur Article en page(s) : p.2587-2599 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Family-centered capacity-building practices have been shown to benefit children and families. However, limited research explores these practices for children who use augmentative and alternative communication. This study explored an intervention to teach family members to implement an Aided Language Modeling (ALM) strategy across natural activities at home. A single case multiple probe design was used to evaluate the intervention with five family members and a girl with autism. Results showed the intervention increased family members' percentage of high-fidelity ALM strategy use and rate of ALM. Descriptively, a modest increase was also observed in the proportion of the child?s communication using the speech-generating device. Social validity interviews suggested the goals, procedures, and outcomes were socially valid and supported family capacity building. En ligne : https://doi.org/10.1007/s10803-022-05492-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=507 [article] Building Family Capacity: supporting multiple family members to implement aided Language modeling [Texte imprimé et/ou numérique] / Sarah N. DOUGLAS, Auteur ; Hedda MEADAN, Auteur ; Elizabeth E. BIGGS, Auteur ; Atikah BAGAWAN, Auteur ; Adriana Kaori TEROL, Auteur . - p.2587-2599. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-7 (July 2023) . - p.2587-2599 Index. décimale : PER Périodiques Résumé : Family-centered capacity-building practices have been shown to benefit children and families. However, limited research explores these practices for children who use augmentative and alternative communication. This study explored an intervention to teach family members to implement an Aided Language Modeling (ALM) strategy across natural activities at home. A single case multiple probe design was used to evaluate the intervention with five family members and a girl with autism. Results showed the intervention increased family members' percentage of high-fidelity ALM strategy use and rate of ALM. Descriptively, a modest increase was also observed in the proportion of the child?s communication using the speech-generating device. Social validity interviews suggested the goals, procedures, and outcomes were socially valid and supported family capacity building. En ligne : https://doi.org/10.1007/s10803-022-05492-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=507

Quality of Life for Transition-Age Youth with Autism or Intellectual Disability / Elizabeth E. BIGGS in Journal of Autism and Developmental Disorders, 46-1 (January 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-1 (January 2016) . - p.190-204 Titre : Quality of Life for Transition-Age Youth with Autism or Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth E. BIGGS, Auteur ; Erik W. CARTER, Auteur Année de publication : 2016 Article en page(s) : p.190-204 Langues : Anglais (eng) Mots-clés : Adolescence  Quality of life  Intellectual disability  Autism  Transition Index. décimale : PER Périodiques Résumé : We examined the subjective health and well-being of 389 transition-age youth with autism or intellectual disability using the parent proxy version of the KIDSCREEN-27. Parents reported well-being of youth with autism and youth with intellectual disability lower than a normative sample in the domains of Physical Well-being, Psychological Well-being, and Social Support and Peers. For both groups of young people, the lowest ratings were reported in Social Support and Peers. Higher ratings of well-being in one or more domains were predicted by minority status, youth character strengths, involvement in community activities, and religious faith. Challenging behaviors, autism, age, and speech as the primary mode of communication were predictive of lower ratings of well-being. We discuss implications for special educators and service providers and offer directions for future research. En ligne : http://dx.doi.org/10.1007/s10803-015-2563-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278 [article] Quality of Life for Transition-Age Youth with Autism or Intellectual Disability [Texte imprimé et/ou numérique] / Elizabeth E. BIGGS, Auteur ; Erik W. CARTER, Auteur . - 2016 . - p.190-204. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-1 (January 2016) . - p.190-204 Mots-clés : Adolescence  Quality of life  Intellectual disability  Autism  Transition Index. décimale : PER Périodiques Résumé : We examined the subjective health and well-being of 389 transition-age youth with autism or intellectual disability using the parent proxy version of the KIDSCREEN-27. Parents reported well-being of youth with autism and youth with intellectual disability lower than a normative sample in the domains of Physical Well-being, Psychological Well-being, and Social Support and Peers. For both groups of young people, the lowest ratings were reported in Social Support and Peers. Higher ratings of well-being in one or more domains were predicted by minority status, youth character strengths, involvement in community activities, and religious faith. Challenging behaviors, autism, age, and speech as the primary mode of communication were predictive of lower ratings of well-being. We discuss implications for special educators and service providers and offer directions for future research. En ligne : http://dx.doi.org/10.1007/s10803-015-2563-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278

---

1 (1 - 2 / 2)