Decreasing motor stereotypy in individuals with autism spectrum disorder: A systematic review / Jessica S. AKERS in Research in Autism Spectrum Disorders, 77 (September 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 77 (September 2020) . - 101611 Titre : Decreasing motor stereotypy in individuals with autism spectrum disorder: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Jessica S. AKERS, Auteur ; Tonya N. DAVIS, Auteur ; Stephanie GEROW, Auteur ; Suzannah AVERY, Auteur Article en page(s) : 101611 Langues : Anglais (eng) Mots-clés : Stereotypy  Autism  Behavioral interventions  Review Index. décimale : PER Périodiques Résumé : Background Stereotypic behaviors are repetitive, coordinated, seemingly purposeless behaviors that are most often maintained by automatic reinforcement. Motor stereotypy can range from mild to severe depending on the topography, frequency and extent to which they interfere with ongoing activities. Individuals with autism spectrum disorder (ASD) are at an increased risk of exhibiting complex motor stereotypies. Method The purpose of this literature review was to summarize and evaluate the quality of the literature on behavioral interventions to reduce motor stereotypy among individuals with ASD. We reviewed 126 experiments that addressed motor stereotypy using antecedent interventions, reinforcement-based interventions, punishment interventions or a combination of interventions. Results We determined that altering the environment during the session (e.g., continuous access to a competing stimulus) and differential reinforcement of alternative behavior are evidence-based interventions according to the What Works Clearinghouse standards. Conclusions Based on these findings, we discuss considerations for implementing these interventions, procedures for conducting assessments, and areas for future research. En ligne : https://doi.org/10.1016/j.rasd.2020.101611 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432 [article] Decreasing motor stereotypy in individuals with autism spectrum disorder: A systematic review [Texte imprimé et/ou numérique] / Jessica S. AKERS, Auteur ; Tonya N. DAVIS, Auteur ; Stephanie GEROW, Auteur ; Suzannah AVERY, Auteur . - 101611. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 77 (September 2020) . - 101611 Mots-clés : Stereotypy  Autism  Behavioral interventions  Review Index. décimale : PER Périodiques Résumé : Background Stereotypic behaviors are repetitive, coordinated, seemingly purposeless behaviors that are most often maintained by automatic reinforcement. Motor stereotypy can range from mild to severe depending on the topography, frequency and extent to which they interfere with ongoing activities. Individuals with autism spectrum disorder (ASD) are at an increased risk of exhibiting complex motor stereotypies. Method The purpose of this literature review was to summarize and evaluate the quality of the literature on behavioral interventions to reduce motor stereotypy among individuals with ASD. We reviewed 126 experiments that addressed motor stereotypy using antecedent interventions, reinforcement-based interventions, punishment interventions or a combination of interventions. Results We determined that altering the environment during the session (e.g., continuous access to a competing stimulus) and differential reinforcement of alternative behavior are evidence-based interventions according to the What Works Clearinghouse standards. Conclusions Based on these findings, we discuss considerations for implementing these interventions, procedures for conducting assessments, and areas for future research. En ligne : https://doi.org/10.1016/j.rasd.2020.101611 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432

Effects of Multiple Schedules of Reinforcement on Appropriate Communication and Challenging Behaviors: A Meta-analysis / Reem MUHARIB in Journal of Autism and Developmental Disorders, 51-2 (February 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-2 (February 2021) . - p.613-631 Titre : Effects of Multiple Schedules of Reinforcement on Appropriate Communication and Challenging Behaviors: A Meta-analysis Type de document : Texte imprimé et/ou numérique Auteurs : Reem MUHARIB, Auteur ; Virginia L. WALKER, Auteur ; Fahad ALRESHEED, Auteur ; Stephanie GEROW, Auteur Article en page(s) : p.613-631 Langues : Anglais (eng) Mots-clés : Challenging behavior  Communicative behavior  Developmental disabilities  Multiple schedules of reinforcement Index. décimale : PER Périodiques Résumé : In this review, we summarized and meta-analyzed 35 single-case intervention studies that involved the use of multiple schedules of reinforcement with 78 individuals with intellectual and developmental disabilities. Based on Tau-U calculations, multiple schedules of reinforcement produced an overall large effect for appropriate communicative behavior and an overall moderate effect for challenging behavior. To evaluate variability in study outcomes, we conducted moderator analyses across 21 variables using the Kruskal-Wallis one-way ANOVA test. Our findings suggest that the use of response prompts significantly moderated the effects of multiple schedules of reinforcement for appropriate communicative behaviors. We discuss these findings and provide implications for future research and practice. En ligne : http://dx.doi.org/10.1007/s10803-020-04569-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440 [article] Effects of Multiple Schedules of Reinforcement on Appropriate Communication and Challenging Behaviors: A Meta-analysis [Texte imprimé et/ou numérique] / Reem MUHARIB, Auteur ; Virginia L. WALKER, Auteur ; Fahad ALRESHEED, Auteur ; Stephanie GEROW, Auteur . - p.613-631. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-2 (February 2021) . - p.613-631 Mots-clés : Challenging behavior  Communicative behavior  Developmental disabilities  Multiple schedules of reinforcement Index. décimale : PER Périodiques Résumé : In this review, we summarized and meta-analyzed 35 single-case intervention studies that involved the use of multiple schedules of reinforcement with 78 individuals with intellectual and developmental disabilities. Based on Tau-U calculations, multiple schedules of reinforcement produced an overall large effect for appropriate communicative behavior and an overall moderate effect for challenging behavior. To evaluate variability in study outcomes, we conducted moderator analyses across 21 variables using the Kruskal-Wallis one-way ANOVA test. Our findings suggest that the use of response prompts significantly moderated the effects of multiple schedules of reinforcement for appropriate communicative behaviors. We discuss these findings and provide implications for future research and practice. En ligne : http://dx.doi.org/10.1007/s10803-020-04569-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440

Parent-Implemented Trial-Based Functional Analysis for Young Children With ASD / Stephanie GEROW in Focus on Autism and Other Developmental Disabilities, 34-1 (March 2019)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 34-1 (March 2019) . - p.29-40 Titre : Parent-Implemented Trial-Based Functional Analysis for Young Children With ASD Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie GEROW, Auteur ; Mandy RISPOLI, Auteur ; Emily GREGORI, Auteur ; Lisa SANCHEZ, Auteur Article en page(s) : p.29-40 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : There is growing support for the use of trial-based functional analysis (TBFA) in applied settings. The purpose of the present study was to assess the accuracy and social validity of parent-implemented TBFAs. The participants were three young children (ages 3?7 years old) with autism spectrum disorder (ASD) and their mothers. Each mother implemented the TBFA with coaching from a behavior consultant. Following the TBFA, parent-implemented function-based interventions were evaluated using a multiple-probe across parent?child dyads design. Child challenging behavior decreased and communication increased following the implementation of the function-based intervention. TBFAs required approximately 5 to 7 hr of consultant time, and each mother rated the TBFA as socially valid. The results of this study indicate parent-implemented TBFAs may be an accurate and socially valid method to evaluate the function of challenging behavior in homes. The discussion includes implications for practice and directions for future research. En ligne : https://doi.org/10.1177/1088357618755695 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 [article] Parent-Implemented Trial-Based Functional Analysis for Young Children With ASD [Texte imprimé et/ou numérique] / Stephanie GEROW, Auteur ; Mandy RISPOLI, Auteur ; Emily GREGORI, Auteur ; Lisa SANCHEZ, Auteur . - p.29-40. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 34-1 (March 2019) . - p.29-40 Index. décimale : PER Périodiques Résumé : There is growing support for the use of trial-based functional analysis (TBFA) in applied settings. The purpose of the present study was to assess the accuracy and social validity of parent-implemented TBFAs. The participants were three young children (ages 3?7 years old) with autism spectrum disorder (ASD) and their mothers. Each mother implemented the TBFA with coaching from a behavior consultant. Following the TBFA, parent-implemented function-based interventions were evaluated using a multiple-probe across parent?child dyads design. Child challenging behavior decreased and communication increased following the implementation of the function-based intervention. TBFAs required approximately 5 to 7 hr of consultant time, and each mother rated the TBFA as socially valid. The results of this study indicate parent-implemented TBFAs may be an accurate and socially valid method to evaluate the function of challenging behavior in homes. The discussion includes implications for practice and directions for future research. En ligne : https://doi.org/10.1177/1088357618755695 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383

A review of the quality of primary caregiver-implemented communication intervention research for children with ASD / Ee Rea HONG in Research in Autism Spectrum Disorders, 25 (May 2016)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 25 (May 2016) . - p.122-136 Titre : A review of the quality of primary caregiver-implemented communication intervention research for children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Ee Rea HONG, Auteur ; Jennifer B. GANZ, Auteur ; Leslie NEELY, Auteur ; Stephanie GEROW, Auteur ; Jennifer NINCI, Auteur Article en page(s) : p.122-136 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Communication behaviors  Caregiver  Single-case research  Evidence-based practice  Quality of research  What Works Clearinghouse Index. décimale : PER Périodiques Résumé : AbstractBackground Most children with autism spectrum disorder (ASD) spend most of their waking hours at home with their caregivers; thus, involving caregivers in interventions may increase communication interaction opportunities across time and settings. Method In this review, an analysis of the quality of the research on communication interventions implemented or mediated by caregivers of children with ASD was conducted based on the What Works Clearinghouse guidelines (Kratochwill et al., 2010) and adapted by Maggin et al. (2013). Results About one-third of studies included in this review were found to meet the design standards, indicating that those studies utilized a high quality of research design. The studies that failed to meet the design standards were primarily those that lacked sufficient interobserver agreement data collected in each condition, thus, not meeting the minimum quality thresholds. To evaluate an overall effectiveness, a total of 31 single-case experiments were evaluated with the evidence standards. As a result, about half of the experiments were found to have either strong or moderate evidence of an effect. Conclusions The findings in this review suggest issues that need to be addressed in the field related to quality of designs in single-case research on primary caregiver-implemented communication interventions for children with ASD. Limitations and implications for future research and for practitioners are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.02.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=285 [article] A review of the quality of primary caregiver-implemented communication intervention research for children with ASD [Texte imprimé et/ou numérique] / Ee Rea HONG, Auteur ; Jennifer B. GANZ, Auteur ; Leslie NEELY, Auteur ; Stephanie GEROW, Auteur ; Jennifer NINCI, Auteur . - p.122-136. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 25 (May 2016) . - p.122-136 Mots-clés : Autism spectrum disorder  Communication behaviors  Caregiver  Single-case research  Evidence-based practice  Quality of research  What Works Clearinghouse Index. décimale : PER Périodiques Résumé : AbstractBackground Most children with autism spectrum disorder (ASD) spend most of their waking hours at home with their caregivers; thus, involving caregivers in interventions may increase communication interaction opportunities across time and settings. Method In this review, an analysis of the quality of the research on communication interventions implemented or mediated by caregivers of children with ASD was conducted based on the What Works Clearinghouse guidelines (Kratochwill et al., 2010) and adapted by Maggin et al. (2013). Results About one-third of studies included in this review were found to meet the design standards, indicating that those studies utilized a high quality of research design. The studies that failed to meet the design standards were primarily those that lacked sufficient interobserver agreement data collected in each condition, thus, not meeting the minimum quality thresholds. To evaluate an overall effectiveness, a total of 31 single-case experiments were evaluated with the evidence standards. As a result, about half of the experiments were found to have either strong or moderate evidence of an effect. Conclusions The findings in this review suggest issues that need to be addressed in the field related to quality of designs in single-case research on primary caregiver-implemented communication interventions for children with ASD. Limitations and implications for future research and for practitioners are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.02.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=285

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