Do Naturalistic Developmental Behavioral Interventions improve family quality of life? A systematic review and meta-analysis / Hannah KEENE ; Collin SHEPLEY in Autism, 28-9 (September 2024)  

Public ISBD [article]  inAutism > 28-9 (September 2024) . - p.2152-2165 Titre : Do Naturalistic Developmental Behavioral Interventions improve family quality of life? A systematic review and meta-analysis Type de document : Texte imprimé et/ou numérique Auteurs : Hannah KEENE, Auteur ; Collin SHEPLEY, Auteur Article en page(s) : p.2152-2165 Langues : (en) Mots-clés : autism  meta-analysis  NDBI  quality of life Index. décimale : PER Périodiques Résumé : Naturalistic Developmental Behavioral Interventions have been described as culturally responsive and family-friendly interventions, with research demonstrating improvements in children?s development when receiving these services. Given the child-directed nature of Naturalistic Developmental Behavioral Interventions and the intervention?s congruence with families' daily routines, many studies have examined the impact of Naturalistic Developmental Behavioral Interventions on family and family member quality of life. Therefore, we conducted a systematic review and meta-analysis to explore the relationship between Naturalistic Developmental Behavioral Interventions and family quality of life. Results suggest that the receipt of Naturalistic Developmental Behavioral Intervention services neither improved nor worsened family and family member quality of life. For those involved in the provision of Naturalistic Developmental Behavioral Intervention services, there is an immediate need to convey to families that children?s improvements will likely not translate into improvements in family quality of life (osf.io/3ua5f). Lay abstract Naturalistic Developmental Behavioral Interventions have been described as culturally responsive and family-friendly interventions, with research demonstrating improvements in children?s development following the receipt of these interventions. Given the child-directed nature of Naturalistic Developmental Behavioral Interventions and the intervention?s integration within families' daily routines, many studies have examined the impact of Naturalistic Developmental Behavioral Interventions on family and family member quality of life. We conducted a systematic review and meta-analysis to explore the relationship between Naturalistic Developmental Behavioral Interventions and family quality of life. Results suggest that the provision of a Naturalistic Developmental Behavioral Intervention neither improved nor worsened family or family member quality of life. For those involved in delivering Naturalistic Developmental Behavioral Intervention services, there is an immediate need to convey to families that children?s improvements will likely not translate into improvements in family quality of life. En ligne : https://dx.doi.org/10.1177/13623613241227516 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=535 [article] Do Naturalistic Developmental Behavioral Interventions improve family quality of life? A systematic review and meta-analysis [Texte imprimé et/ou numérique] / Hannah KEENE, Auteur ; Collin SHEPLEY, Auteur . - p.2152-2165. Langues : (en) in Autism > 28-9 (September 2024) . - p.2152-2165 Mots-clés : autism  meta-analysis  NDBI  quality of life Index. décimale : PER Périodiques Résumé : Naturalistic Developmental Behavioral Interventions have been described as culturally responsive and family-friendly interventions, with research demonstrating improvements in children?s development when receiving these services. Given the child-directed nature of Naturalistic Developmental Behavioral Interventions and the intervention?s congruence with families' daily routines, many studies have examined the impact of Naturalistic Developmental Behavioral Interventions on family and family member quality of life. Therefore, we conducted a systematic review and meta-analysis to explore the relationship between Naturalistic Developmental Behavioral Interventions and family quality of life. Results suggest that the receipt of Naturalistic Developmental Behavioral Intervention services neither improved nor worsened family and family member quality of life. For those involved in the provision of Naturalistic Developmental Behavioral Intervention services, there is an immediate need to convey to families that children?s improvements will likely not translate into improvements in family quality of life (osf.io/3ua5f). Lay abstract Naturalistic Developmental Behavioral Interventions have been described as culturally responsive and family-friendly interventions, with research demonstrating improvements in children?s development following the receipt of these interventions. Given the child-directed nature of Naturalistic Developmental Behavioral Interventions and the intervention?s integration within families' daily routines, many studies have examined the impact of Naturalistic Developmental Behavioral Interventions on family and family member quality of life. We conducted a systematic review and meta-analysis to explore the relationship between Naturalistic Developmental Behavioral Interventions and family quality of life. Results suggest that the provision of a Naturalistic Developmental Behavioral Intervention neither improved nor worsened family or family member quality of life. For those involved in delivering Naturalistic Developmental Behavioral Intervention services, there is an immediate need to convey to families that children?s improvements will likely not translate into improvements in family quality of life. En ligne : https://dx.doi.org/10.1177/13623613241227516 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=535

Erratum to: Promoting Expressive Language in Young Children with or At-Risk for Autism Spectrum Disorder in a Preschool Classroom / Justin D. LANE 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.523-523 Titre : Erratum to: Promoting Expressive Language in Young Children with or At-Risk for Autism Spectrum Disorder in a Preschool Classroom Type de document : Texte imprimé et/ou numérique Auteurs : Justin D. LANE, Auteur ; Collin SHEPLEY, Auteur ; Rebecca LIEBERMAN-BETZ, Auteur Article en page(s) : p.523-523 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-016-2917-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303 [article] Erratum to: Promoting Expressive Language in Young Children with or At-Risk for Autism Spectrum Disorder in a Preschool Classroom [Texte imprimé et/ou numérique] / Justin D. LANE, Auteur ; Collin SHEPLEY, Auteur ; Rebecca LIEBERMAN-BETZ, Auteur . - p.523-523. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-2 (February 2017) . - p.523-523 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-016-2917-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303

Exploratory Time-Series Analysis of Consecutive Case Series Data: A Quality Improvement and Adherence Study of a Behavior Analytic Service Provider / Collin SHEPLEY in Journal of Autism and Developmental Disorders, 54-6 (June 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-6 (June 2024) . - p.2240-2253 Titre : Exploratory Time-Series Analysis of Consecutive Case Series Data: A Quality Improvement and Adherence Study of a Behavior Analytic Service Provider Type de document : Texte imprimé et/ou numérique Auteurs : Collin SHEPLEY, Auteur Article en page(s) : p.2240-2253 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Program evaluation is an essential practice for providers of behavior analytic services, as it helps providers understand the extent to which they are achieving their intended mission to the community they serve. A proposed method for conducting such evaluations, is through the use of a consecutive case series design, for which cases are sequentially gathered following the onset of a specific occurrence. Given the sequential nature in which data are collected within a consecutive case series, analytic techniques that adopt a time-series framework may be particularly advantageous. Although such methods are commonly used for program evaluation in medicine and economics, their application within the field of applied behavior analysis is largely absent. To serve as a model for providers undertaking evaluation efforts, I conducted a program evaluation of an outpatient severe behavior clinic, in which I employed quasi-experimental methods using an interrupted time-series analysis. En ligne : https://doi.org/10.1007/s10803-023-05940-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=530 [article] Exploratory Time-Series Analysis of Consecutive Case Series Data: A Quality Improvement and Adherence Study of a Behavior Analytic Service Provider [Texte imprimé et/ou numérique] / Collin SHEPLEY, Auteur . - p.2240-2253. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-6 (June 2024) . - p.2240-2253 Index. décimale : PER Périodiques Résumé : Program evaluation is an essential practice for providers of behavior analytic services, as it helps providers understand the extent to which they are achieving their intended mission to the community they serve. A proposed method for conducting such evaluations, is through the use of a consecutive case series design, for which cases are sequentially gathered following the onset of a specific occurrence. Given the sequential nature in which data are collected within a consecutive case series, analytic techniques that adopt a time-series framework may be particularly advantageous. Although such methods are commonly used for program evaluation in medicine and economics, their application within the field of applied behavior analysis is largely absent. To serve as a model for providers undertaking evaluation efforts, I conducted a program evaluation of an outpatient severe behavior clinic, in which I employed quasi-experimental methods using an interrupted time-series analysis. En ligne : https://doi.org/10.1007/s10803-023-05940-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=530

Initiation and Generalization of Self-Instructional Skills in Adolescents with Autism and Intellectual Disability / Katherine A. SMITH in Journal of Autism and Developmental Disorders, 46-4 (April 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-4 (April 2016) . - p.1196-1209 Titre : Initiation and Generalization of Self-Instructional Skills in Adolescents with Autism and Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : Katherine A. SMITH, Auteur ; Kevin A. AYRES, Auteur ; Jennifer L. ALEXANDER, Auteur ; Jennifer R. LEDFORD, Auteur ; Collin SHEPLEY, Auteur ; Sally B. SHEPLEY, Auteur Année de publication : 2016 Article en page(s) : p.1196-1209 Langues : Anglais (eng) Mots-clés : Video modeling  Self-instruction  Intellectual disability  Autism  Daily living skills  Vocational skills Index. décimale : PER Périodiques Résumé : Self-instruction using videos or other supports on a mobile device is a pivotal skill and can increase independence for individuals with disabilities by decreasing a need for adult supports. This study evaluated the effects of progressive time delay (PTD) to teach four adolescents with autism and intellectual disability how to initiate self-instruction in the presence of a task direction for an untrained task. Participants were screened for imitating video models prior to the study and were taught to navigate to videos on an iPhone® in history training. A multiple probe design across settings embedded in a multiple probe design across participants was used to evaluate the effects of PTD on initiation of self-instruction. All participants learned to self-instruct. Two participants generalized self-instruction to two novel settings. Two participants required instruction in two settings before generalizing to the third. Three participants generalized self-instruction in the presence of a task direction from the researcher to a task direction from their classroom teacher in all three settings. One participant generalized to a task direction presented by the classroom teacher in one setting, but not in the other two. All participants maintained self-instruction behaviors assessed 1 week after all participants met criteria in all settings. Self-instruction using videos or other supports on a mobile device is a pivotal skill and can increase independence for individuals with disabilities by decreasing a need for adult supports. En ligne : http://dx.doi.org/10.1007/s10803-015-2654-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=284 [article] Initiation and Generalization of Self-Instructional Skills in Adolescents with Autism and Intellectual Disability [Texte imprimé et/ou numérique] / Katherine A. SMITH, Auteur ; Kevin A. AYRES, Auteur ; Jennifer L. ALEXANDER, Auteur ; Jennifer R. LEDFORD, Auteur ; Collin SHEPLEY, Auteur ; Sally B. SHEPLEY, Auteur . - 2016 . - p.1196-1209. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-4 (April 2016) . - p.1196-1209 Mots-clés : Video modeling  Self-instruction  Intellectual disability  Autism  Daily living skills  Vocational skills Index. décimale : PER Périodiques Résumé : Self-instruction using videos or other supports on a mobile device is a pivotal skill and can increase independence for individuals with disabilities by decreasing a need for adult supports. This study evaluated the effects of progressive time delay (PTD) to teach four adolescents with autism and intellectual disability how to initiate self-instruction in the presence of a task direction for an untrained task. Participants were screened for imitating video models prior to the study and were taught to navigate to videos on an iPhone® in history training. A multiple probe design across settings embedded in a multiple probe design across participants was used to evaluate the effects of PTD on initiation of self-instruction. All participants learned to self-instruct. Two participants generalized self-instruction to two novel settings. Two participants required instruction in two settings before generalizing to the third. Three participants generalized self-instruction in the presence of a task direction from the researcher to a task direction from their classroom teacher in all three settings. One participant generalized to a task direction presented by the classroom teacher in one setting, but not in the other two. All participants maintained self-instruction behaviors assessed 1 week after all participants met criteria in all settings. Self-instruction using videos or other supports on a mobile device is a pivotal skill and can increase independence for individuals with disabilities by decreasing a need for adult supports. En ligne : http://dx.doi.org/10.1007/s10803-015-2654-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=284

Modifying a naturalistic language intervention for use in an elementary school classroom / Justin D LANE in Autism & Developmental Language Impairments, 5 (January-December 2020)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 5 (January-December 2020) Titre : Modifying a naturalistic language intervention for use in an elementary school classroom Type de document : Texte imprimé et/ou numérique Auteurs : Justin D LANE, Auteur ; Collin SHEPLEY, Auteur ; Emily SARTINI, Auteur ; Amanda HOGUE, Auteur Langues : Anglais (eng) Mots-clés : Communication and language  school-age children  intervention/therapy Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/2396941519896925 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438 [article] Modifying a naturalistic language intervention for use in an elementary school classroom [Texte imprimé et/ou numérique] / Justin D LANE, Auteur ; Collin SHEPLEY, Auteur ; Emily SARTINI, Auteur ; Amanda HOGUE, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 5 (January-December 2020) Mots-clés : Communication and language  school-age children  intervention/therapy Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/2396941519896925 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438

Promoting Expressive Language in Young Children with or At-Risk for Autism Spectrum Disorder in a Preschool Classroom / Justin D. LANE in Journal of Autism and Developmental Disorders, 46-10 (October 2016)  

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Teaching Young Children With Social-Communication Delays to Label Actions Using Videos and Language Expansion Models / Collin SHEPLEY in Focus on Autism and Other Developmental Disabilities, 31-4 (December 2016)  

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Using Teacher-Implemented Playground Interventions to Increase Engagement, Social Behaviors, and Physical Activity for Young Children With Autism / Jennifer R. LEDFORD in Focus on Autism and Other Developmental Disabilities, 31-3 (September 2016)  

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