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

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)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-10 (October 2016) . - p.3216-3231 Titre : 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.3216-3231 Langues : Anglais (eng) Mots-clés : Preschool  Intervention  Expressive language  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : Young children with autism spectrum disorder (ASD) often demonstrate delays in expressive communication, impacting their ability to independently function in typical environments. Individuals with ASD who develop expressive language during early childhood experience better outcomes later in life; therefore, examination of naturalistic language interventions (NLIs) remain an important area of investigation. The current study used a multiple probe design across participants to examine the effects of a classroom-based NLI on various expressive language targets in three preschool-aged children demonstrating characteristics of ASD. Findings suggest the intervention had positive and maintained effects on trial-based use of language targets, as well as concomitant changes in commenting, requesting, and phrase complexity. Implications regarding implementation of NLIs within typical classroom play activities are discussed. En ligne : http://dx.doi.org/10.1007/s10803-016-2856-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=293 [article] 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.3216-3231. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-10 (October 2016) . - p.3216-3231 Mots-clés : Preschool  Intervention  Expressive language  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : Young children with autism spectrum disorder (ASD) often demonstrate delays in expressive communication, impacting their ability to independently function in typical environments. Individuals with ASD who develop expressive language during early childhood experience better outcomes later in life; therefore, examination of naturalistic language interventions (NLIs) remain an important area of investigation. The current study used a multiple probe design across participants to examine the effects of a classroom-based NLI on various expressive language targets in three preschool-aged children demonstrating characteristics of ASD. Findings suggest the intervention had positive and maintained effects on trial-based use of language targets, as well as concomitant changes in commenting, requesting, and phrase complexity. Implications regarding implementation of NLIs within typical classroom play activities are discussed. En ligne : http://dx.doi.org/10.1007/s10803-016-2856-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=293

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)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 31-4 (December 2016) . - p.243-253 Titre : Teaching Young Children With Social-Communication Delays to Label Actions Using Videos and Language Expansion Models Type de document : Texte imprimé et/ou numérique Auteurs : Collin SHEPLEY, Auteur ; Justin D. LANE, Auteur ; Sally B. SHEPLEY, Auteur Article en page(s) : p.243-253 Langues : Anglais (eng) Mots-clés : preschool  communication  technology  language expansion Index. décimale : PER Périodiques Résumé : Young children with autism spectrum disorder (ASD) and related social-communication delays may display difficulties commenting on actions that occur in their natural environment. One method for increasing early conversation skills is direct instruction. Using video examples of actions may increase the salient features of instructional targets and, as such, may be an effective stimulus for presenting actions during instruction. The present study used a multiple-probe design across participants replicated across behaviors to evaluate the effectiveness of a 0- to 4-s progressive time-delay (PTD) procedure using video presentation of actions to teach three preschool-aged children with ASD and related social-communication delays to label actions. In addition, the teacher provided language expansion on all instructional targets, as well as assessed generalization to novel stimuli (videos and pictures or photographs). Results indicate that all participants acquired action labels. Two of the three participants generalized responses to novel videos and pictures while expanding their responses without direct instruction. Implications for teachers targeting action labels in early childhood settings are provided. En ligne : http://dx.doi.org/10.1177/1088357614552189 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 [article] Teaching Young Children With Social-Communication Delays to Label Actions Using Videos and Language Expansion Models [Texte imprimé et/ou numérique] / Collin SHEPLEY, Auteur ; Justin D. LANE, Auteur ; Sally B. SHEPLEY, Auteur . - p.243-253. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 31-4 (December 2016) . - p.243-253 Mots-clés : preschool  communication  technology  language expansion Index. décimale : PER Périodiques Résumé : Young children with autism spectrum disorder (ASD) and related social-communication delays may display difficulties commenting on actions that occur in their natural environment. One method for increasing early conversation skills is direct instruction. Using video examples of actions may increase the salient features of instructional targets and, as such, may be an effective stimulus for presenting actions during instruction. The present study used a multiple-probe design across participants replicated across behaviors to evaluate the effectiveness of a 0- to 4-s progressive time-delay (PTD) procedure using video presentation of actions to teach three preschool-aged children with ASD and related social-communication delays to label actions. In addition, the teacher provided language expansion on all instructional targets, as well as assessed generalization to novel stimuli (videos and pictures or photographs). Results indicate that all participants acquired action labels. Two of the three participants generalized responses to novel videos and pictures while expanding their responses without direct instruction. Implications for teachers targeting action labels in early childhood settings are provided. En ligne : http://dx.doi.org/10.1177/1088357614552189 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297

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)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 31-3 (September 2016) . - p.163-173 Titre : Using Teacher-Implemented Playground Interventions to Increase Engagement, Social Behaviors, and Physical Activity for Young Children With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer R. LEDFORD, Auteur ; Justin D. LANE, Auteur ; Collin SHEPLEY, Auteur ; Sarah M. KROLL, Auteur Article en page(s) : p.163-173 Langues : Anglais (eng) Mots-clés : physical activity  playground  social skills  teacher implemented  choice  autism  engagement Index. décimale : PER Périodiques Résumé : Children with autism have deficits in social communication and may engage in less moderate-to-vigorous physical activity (MVPA) than children without disabilities. In this study, a classroom teacher implemented two interventions in the context of an alternating treatments design. Physical activity, engagement, and social behaviors were monitored for two young children with autism spectrum disorders. Data show that engagement and social behaviors increased during a structured choice (SC) intervention condition. MVPA was variable within and across conditions, but appropriate physical activity (e.g., physical activity that was associated with engagement) was highest during the SC condition. A final condition during which the teacher prompted movement showed minimally higher physical activity with sustained social and engagement behaviors. En ligne : http://dx.doi.org/10.1177/1088357614547892 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292 [article] Using Teacher-Implemented Playground Interventions to Increase Engagement, Social Behaviors, and Physical Activity for Young Children With Autism [Texte imprimé et/ou numérique] / Jennifer R. LEDFORD, Auteur ; Justin D. LANE, Auteur ; Collin SHEPLEY, Auteur ; Sarah M. KROLL, Auteur . - p.163-173. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 31-3 (September 2016) . - p.163-173 Mots-clés : physical activity  playground  social skills  teacher implemented  choice  autism  engagement Index. décimale : PER Périodiques Résumé : Children with autism have deficits in social communication and may engage in less moderate-to-vigorous physical activity (MVPA) than children without disabilities. In this study, a classroom teacher implemented two interventions in the context of an alternating treatments design. Physical activity, engagement, and social behaviors were monitored for two young children with autism spectrum disorders. Data show that engagement and social behaviors increased during a structured choice (SC) intervention condition. MVPA was variable within and across conditions, but appropriate physical activity (e.g., physical activity that was associated with engagement) was highest during the SC condition. A final condition during which the teacher prompted movement showed minimally higher physical activity with sustained social and engagement behaviors. En ligne : http://dx.doi.org/10.1177/1088357614547892 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292

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