Dépouillements

Environmental Fit: A Model for Assessing and Treating Problem Behavior Associated With Curricular Difficulties in Children With Autism Spectrum Disorders / Audrey BLAKELEY-SMITH in Focus on Autism and Other Developmental Disabilities, 24-3 (September 2009)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 24-3 (September 2009) . - p.131-145 Titre : Environmental Fit: A Model for Assessing and Treating Problem Behavior Associated With Curricular Difficulties in Children With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Audrey BLAKELEY-SMITH, Auteur ; Edward G. CARR, Auteur ; Jamie S. OWEN-DESCHRYVER, Auteur ; Sanja I. CALE, Auteur Année de publication : 2009 Article en page(s) : p.131-145 Langues : Anglais (eng) Mots-clés : environmental-fit problem-behavior autism curricular-modification school-based-intervention Index. décimale : PER Périodiques Résumé : Theoretical considerations suggest that problem behavior should increase when a child’s competency does not match the curricular demands of the environment (i.e., when there is poor environmental fit). In the present study, environmental fit was examined for six children with autism spectrum disorders. Results indicated that the children exhibited high rates of problem behavior associated with poor motor or academic competency. Curricular modifications resulted in (a) a decrease in the level of problem behavior, (b) an increase in the percentage of task steps completed correctly, and (c) improved affect. Adults who worked with the children reported ease of intervention techniques. The concept of environmental fit and its usefulness in guiding both assessment of and intervention for problem behavior are discussed. En ligne : http://dx.doi.org/10.1177/1088357609339032 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=815 [article] Environmental Fit: A Model for Assessing and Treating Problem Behavior Associated With Curricular Difficulties in Children With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Audrey BLAKELEY-SMITH, Auteur ; Edward G. CARR, Auteur ; Jamie S. OWEN-DESCHRYVER, Auteur ; Sanja I. CALE, Auteur . - 2009 . - p.131-145. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 24-3 (September 2009) . - p.131-145 Mots-clés : environmental-fit problem-behavior autism curricular-modification school-based-intervention Index. décimale : PER Périodiques Résumé : Theoretical considerations suggest that problem behavior should increase when a child’s competency does not match the curricular demands of the environment (i.e., when there is poor environmental fit). In the present study, environmental fit was examined for six children with autism spectrum disorders. Results indicated that the children exhibited high rates of problem behavior associated with poor motor or academic competency. Curricular modifications resulted in (a) a decrease in the level of problem behavior, (b) an increase in the percentage of task steps completed correctly, and (c) improved affect. Adults who worked with the children reported ease of intervention techniques. The concept of environmental fit and its usefulness in guiding both assessment of and intervention for problem behavior are discussed. En ligne : http://dx.doi.org/10.1177/1088357609339032 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=815

Functional Analysis and Treatment of Inappropriate Vocalizations Using a Speech-Generating Device for a Child With Autism / Jessica H. FRANCO in Focus on Autism and Other Developmental Disabilities, 24-3 (September 2009)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 24-3 (September 2009) . - p.146-155 Titre : Functional Analysis and Treatment of Inappropriate Vocalizations Using a Speech-Generating Device for a Child With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Jessica H. FRANCO, Auteur ; Jeff SIGAFOOS, Auteur ; Mark O'REILLY, Auteur ; Jeffrey M. CHAN, Auteur ; Russell B. LANG, Auteur ; Mandy RISPOLI, Auteur Année de publication : 2009 Article en page(s) : p.146-155 Langues : Anglais (eng) Mots-clés : functional-analysis speech-generating-device autism functional-communication-training Index. décimale : PER Périodiques Résumé : The purpose of this study was to extend the research on functional communication training by examining the use of a speech-generating device (SGD) for a 7-year-old child with autism and no spoken language who demonstrated inappropriate vocalizations that served multiple functions. An analog functional analysis was used to determine the function of the behavior and the potential viability of the SGD as a treatment option. The child was taught to discriminate among multiple options on the SGD and then to choose an appropriate message in two generalization settings. When the SGD was available the child reduced his inappropriate vocalizations across all settings and increased his engagement in both appropriate activities and interactions with others. En ligne : http://dx.doi.org/10.1177/1088357609338380 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=815 [article] Functional Analysis and Treatment of Inappropriate Vocalizations Using a Speech-Generating Device for a Child With Autism [Texte imprimé et/ou numérique] / Jessica H. FRANCO, Auteur ; Jeff SIGAFOOS, Auteur ; Mark O'REILLY, Auteur ; Jeffrey M. CHAN, Auteur ; Russell B. LANG, Auteur ; Mandy RISPOLI, Auteur . - 2009 . - p.146-155. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 24-3 (September 2009) . - p.146-155 Mots-clés : functional-analysis speech-generating-device autism functional-communication-training Index. décimale : PER Périodiques Résumé : The purpose of this study was to extend the research on functional communication training by examining the use of a speech-generating device (SGD) for a 7-year-old child with autism and no spoken language who demonstrated inappropriate vocalizations that served multiple functions. An analog functional analysis was used to determine the function of the behavior and the potential viability of the SGD as a treatment option. The child was taught to discriminate among multiple options on the SGD and then to choose an appropriate message in two generalization settings. When the SGD was available the child reduced his inappropriate vocalizations across all settings and increased his engagement in both appropriate activities and interactions with others. En ligne : http://dx.doi.org/10.1177/1088357609338380 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=815

Fear of Routine Physical Exams in Children With Autism Spectrum Disorders: Prevalence and Intervention Effectiveness / Jennifer M. GILLIS in Focus on Autism and Other Developmental Disabilities, 24-3 (September 2009)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 24-3 (September 2009) . - p.156-168 Titre : Fear of Routine Physical Exams in Children With Autism Spectrum Disorders: Prevalence and Intervention Effectiveness Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer M. GILLIS, Auteur ; Raymond G. ROMANCZYK, Auteur ; Tammy HAMMOND NATOF, Auteur ; Stephanie B. LOCKSHIN, Auteur Année de publication : 2009 Article en page(s) : p.156-168 Langues : Anglais (eng) Mots-clés : anxiety autism-spectrum-disorders intervention medical-procedures Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASD) have a high prevalence of specific fears, including fear of general medical procedures, but research on the treatment of medical fears has been limited. Two studies are described in this article. The first study involved an assessment of the prevalence of fears associated with physical exams. Caregivers reported that a large proportion of children with ASD demonstrated obvious medical fears. An evaluation of a behavioral intervention designed to address these fears constituted the second study. Graduated in vivo exposure accompanied by reinforced practice and modeling decreased fear-related avoidance behavior in all participants, with 83% of participants completing the intervention successfully. En ligne : http://dx.doi.org/10.1177/1088357609338477 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=815 [article] Fear of Routine Physical Exams in Children With Autism Spectrum Disorders: Prevalence and Intervention Effectiveness [Texte imprimé et/ou numérique] / Jennifer M. GILLIS, Auteur ; Raymond G. ROMANCZYK, Auteur ; Tammy HAMMOND NATOF, Auteur ; Stephanie B. LOCKSHIN, Auteur . - 2009 . - p.156-168. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 24-3 (September 2009) . - p.156-168 Mots-clés : anxiety autism-spectrum-disorders intervention medical-procedures Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASD) have a high prevalence of specific fears, including fear of general medical procedures, but research on the treatment of medical fears has been limited. Two studies are described in this article. The first study involved an assessment of the prevalence of fears associated with physical exams. Caregivers reported that a large proportion of children with ASD demonstrated obvious medical fears. An evaluation of a behavioral intervention designed to address these fears constituted the second study. Graduated in vivo exposure accompanied by reinforced practice and modeling decreased fear-related avoidance behavior in all participants, with 83% of participants completing the intervention successfully. En ligne : http://dx.doi.org/10.1177/1088357609338477 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=815

Treatment of Food Selectivity in a Young Child With Autism / Brenna K. WOOD in Focus on Autism and Other Developmental Disabilities, 24-3 (September 2009)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 24-3 (September 2009) . - p.169-177 Titre : Treatment of Food Selectivity in a Young Child With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Brenna K. WOOD, Auteur ; Mark WOLERY, Auteur ; Ann P. KAISER, Auteur Année de publication : 2009 Article en page(s) : p.169-177 Langues : Anglais (eng) Mots-clés : autism food-selectivity gluten-free-casein-free-(GFCF)-diet intervention Index. décimale : PER Périodiques Résumé : Children who have autism have an increased risk for food selectivity. In this study, the effects of a therapeutic feeding intervention, implemented within the parameters of a gluten-free/casein-free diet, on the food consumption of a 5.5-year-old boy with autism were assessed. The treatment package used combined task direction, contingent reinforcement, physical prompts, and procedures to introduce food gradually based on the frequency with which the food was offered to the child and the percentage of times he accepted the food (e.g., from food consumed daily 100% of the time to new food items likely to be rejected). During intervention, number and variety of foods consumed increased from baseline. The child’s mother was highly satisfied with the intervention. Implications are discussed. En ligne : http://dx.doi.org/10.1177/1088357609338381 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=815 [article] Treatment of Food Selectivity in a Young Child With Autism [Texte imprimé et/ou numérique] / Brenna K. WOOD, Auteur ; Mark WOLERY, Auteur ; Ann P. KAISER, Auteur . - 2009 . - p.169-177. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 24-3 (September 2009) . - p.169-177 Mots-clés : autism food-selectivity gluten-free-casein-free-(GFCF)-diet intervention Index. décimale : PER Périodiques Résumé : Children who have autism have an increased risk for food selectivity. In this study, the effects of a therapeutic feeding intervention, implemented within the parameters of a gluten-free/casein-free diet, on the food consumption of a 5.5-year-old boy with autism were assessed. The treatment package used combined task direction, contingent reinforcement, physical prompts, and procedures to introduce food gradually based on the frequency with which the food was offered to the child and the percentage of times he accepted the food (e.g., from food consumed daily 100% of the time to new food items likely to be rejected). During intervention, number and variety of foods consumed increased from baseline. The child’s mother was highly satisfied with the intervention. Implications are discussed. En ligne : http://dx.doi.org/10.1177/1088357609338381 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=815

Parenting Stress and Closeness: Mothers of Typically Developing Children and Mothers of Children With Autism / Charles D. HOFFMAN in Focus on Autism and Other Developmental Disabilities, 24-3 (September 2009)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 24-3 (September 2009) . - p.178-187 Titre : Parenting Stress and Closeness: Mothers of Typically Developing Children and Mothers of Children With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Charles D. HOFFMAN, Auteur ; Dwight P. SWEENEY, Auteur ; Muriel C. LOPEZ-WAGNER, Auteur ; Danelle HODGE, Auteur ; Lisa LOONEY, Auteur Année de publication : 2009 Article en page(s) : p.178-187 Langues : Anglais (eng) Mots-clés : autism maternal-stress parenting attachment Index. décimale : PER Périodiques Résumé : Mothers of children diagnosed with autism (N = 104) reported higher levels of stress than mothers of typically developing children (N = 342) on 13 of 14 subscales of the Parenting Stress Index. The only scores that did not differ were from the Attachment subscale, which indicates lack of emotional closeness and rather cold patterns of parent-child interaction. Mean Child Domain subscale scores for mothers in the autism group were at the 99th percentile; mean scores on the Attachment subscale were at about the 50th percentile for both groups. Despite substantial stress, mothers of children with autism report close relationships with their children. Results substantiate the need to develop interventions to help these mothers reduce their stress. En ligne : http://dx.doi.org/10.1177/1088357609338715 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=816 [article] Parenting Stress and Closeness: Mothers of Typically Developing Children and Mothers of Children With Autism [Texte imprimé et/ou numérique] / Charles D. HOFFMAN, Auteur ; Dwight P. SWEENEY, Auteur ; Muriel C. LOPEZ-WAGNER, Auteur ; Danelle HODGE, Auteur ; Lisa LOONEY, Auteur . - 2009 . - p.178-187. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 24-3 (September 2009) . - p.178-187 Mots-clés : autism maternal-stress parenting attachment Index. décimale : PER Périodiques Résumé : Mothers of children diagnosed with autism (N = 104) reported higher levels of stress than mothers of typically developing children (N = 342) on 13 of 14 subscales of the Parenting Stress Index. The only scores that did not differ were from the Attachment subscale, which indicates lack of emotional closeness and rather cold patterns of parent-child interaction. Mean Child Domain subscale scores for mothers in the autism group were at the 99th percentile; mean scores on the Attachment subscale were at about the 50th percentile for both groups. Despite substantial stress, mothers of children with autism report close relationships with their children. Results substantiate the need to develop interventions to help these mothers reduce their stress. En ligne : http://dx.doi.org/10.1177/1088357609338715 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=816

Book Review: Bondy, A., & Frost, L. (2008). Autism 24/7: A Family Guide to Learning at Home and in the Community. Bethesda, MD: Woodbine House. 177 pages. US$19.95, ISBN: 978-1-890627-53-9 / Linda C. MURDOCK in Focus on Autism and Other Developmental Disabilities, 24-3 (September 2009)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 24-3 (September 2009) . - p.188-189 Titre : Book Review: Bondy, A., & Frost, L. (2008). Autism 24/7: A Family Guide to Learning at Home and in the Community. Bethesda, MD: Woodbine House. 177 pages. US$19.95, ISBN: 978-1-890627-53-9 Type de document : Texte imprimé et/ou numérique Auteurs : Linda C. MURDOCK, Auteur Année de publication : 2009 Article en page(s) : p.188-189 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357609332673 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=816 [article] Book Review: Bondy, A., & Frost, L. (2008). Autism 24/7: A Family Guide to Learning at Home and in the Community. Bethesda, MD: Woodbine House. 177 pages. US$19.95, ISBN: 978-1-890627-53-9 [Texte imprimé et/ou numérique] / Linda C. MURDOCK, Auteur . - 2009 . - p.188-189. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 24-3 (September 2009) . - p.188-189 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357609332673 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=816

Book Review: Schreibman, L. (2005). The Science and Fiction of Autism. Cambridge, MA: Harvard University Press. US$15.95, Paperback, 293 pages, ISBN: 0-674-01931-8 / Ginny L. VAN RIE in Focus on Autism and Other Developmental Disabilities, 24-3 (September 2009)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 24-3 (September 2009) . - p.189-190 Titre : Book Review: Schreibman, L. (2005). The Science and Fiction of Autism. Cambridge, MA: Harvard University Press. US$15.95, Paperback, 293 pages, ISBN: 0-674-01931-8 Type de document : Texte imprimé et/ou numérique Auteurs : Ginny L. VAN RIE, Auteur Année de publication : 2009 Article en page(s) : p.189-190 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357609332985 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=816 [article] Book Review: Schreibman, L. (2005). The Science and Fiction of Autism. Cambridge, MA: Harvard University Press. US$15.95, Paperback, 293 pages, ISBN: 0-674-01931-8 [Texte imprimé et/ou numérique] / Ginny L. VAN RIE, Auteur . - 2009 . - p.189-190. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 24-3 (September 2009) . - p.189-190 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357609332985 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=816

Book Review: Sandall, S. R., & Schwartz, I. S. (2008). Building Blocks for Teaching Preschoolers with Special Needs (2nd ed.). Baltimore: Paul H. Brookes. 236 pages. US$34.95, ISBN-10: 1-55766-967-8 in Focus on Autism and Other Developmental Disabilities, 24-3 (September 2009)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 24-3 (September 2009) . - p.190-192 Titre : Book Review: Sandall, S. R., & Schwartz, I. S. (2008). Building Blocks for Teaching Preschoolers with Special Needs (2nd ed.). Baltimore: Paul H. Brookes. 236 pages. US$34.95, ISBN-10: 1-55766-967-8 Type de document : Texte imprimé et/ou numérique Année de publication : 2009 Article en page(s) : p.190-192 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357609332672 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=816 [article] Book Review: Sandall, S. R., & Schwartz, I. S. (2008). Building Blocks for Teaching Preschoolers with Special Needs (2nd ed.). Baltimore: Paul H. Brookes. 236 pages. US$34.95, ISBN-10: 1-55766-967-8 [Texte imprimé et/ou numérique] . - 2009 . - p.190-192. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 24-3 (September 2009) . - p.190-192 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357609332672 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=816