Brief Report: Clustered Forward Chaining with Embedded Mastery Probes to Teach Recipe Following / Kate T. CHAZIN in Journal of Autism and Developmental Disorders, 47-4 (April 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-4 (April 2017) . - p.1249-1255 Titre : Brief Report: Clustered Forward Chaining with Embedded Mastery Probes to Teach Recipe Following Type de document : texte imprimé Auteurs : Kate T. CHAZIN, Auteur ; Danielle N. BARTELMAY, Auteur ; Joseph M. LAMBERT, Auteur ; Nealetta J. HOUCHINS-JUAREZ, Auteur Article en page(s) : p.1249-1255 Langues : Anglais (eng) Mots-clés : Cooking  Chaining  Task analysis  Autism  Vocational training Index. décimale : PER Périodiques Résumé : This study evaluated the effectiveness of a clustered forward chaining (CFC) procedure to teach a 23-year-old male with autism to follow written recipes. CFC incorporates elements of forward chaining (FC) and total task chaining (TTC) by teaching a small number of steps (i.e., units) using TTC, introducing new units sequentially (akin to FC), and prompting through untrained steps. Results indicated that CFC was effective for teaching the participant to follow written recipes. Results maintained with therapist support for 3–5 weeks for all recipes, and maintained when therapist support was removed. En ligne : http://dx.doi.org/10.1007/s10803-017-3038-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305 [article] Brief Report: Clustered Forward Chaining with Embedded Mastery Probes to Teach Recipe Following [texte imprimé] / Kate T. CHAZIN, Auteur ; Danielle N. BARTELMAY, Auteur ; Joseph M. LAMBERT, Auteur ; Nealetta J. HOUCHINS-JUAREZ, Auteur . - p.1249-1255. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-4 (April 2017) . - p.1249-1255 Mots-clés : Cooking  Chaining  Task analysis  Autism  Vocational training Index. décimale : PER Périodiques Résumé : This study evaluated the effectiveness of a clustered forward chaining (CFC) procedure to teach a 23-year-old male with autism to follow written recipes. CFC incorporates elements of forward chaining (FC) and total task chaining (TTC) by teaching a small number of steps (i.e., units) using TTC, introducing new units sequentially (akin to FC), and prompting through untrained steps. Results indicated that CFC was effective for teaching the participant to follow written recipes. Results maintained with therapist support for 3–5 weeks for all recipes, and maintained when therapist support was removed. En ligne : http://dx.doi.org/10.1007/s10803-017-3038-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305

Decreasing Food Stealing of Child with Prader-Willi Syndrome Through Function-Based Differential Reinforcement / Joseph M. LAMBERT in Journal of Autism and Developmental Disorders, 49-2 (February 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-2 (February 2019) . - p.721-728 Titre : Decreasing Food Stealing of Child with Prader-Willi Syndrome Through Function-Based Differential Reinforcement Type de document : texte imprimé Auteurs : Joseph M. LAMBERT, Auteur ; Naomi PARIKH, Auteur ; Kristen C. STANKIEWICZ, Auteur ; Nealetta J. HOUCHINS-JUAREZ, Auteur ; Vivian A. MORALES, Auteur ; Erin M. SWEENEY, Auteur ; Molly E. MILAM, Auteur Article en page(s) : p.721-728 Langues : Anglais (eng) Mots-clés : Differential reinforcement  Functional analysis  Latency  Prader-Willi syndrome  Tokens Index. décimale : PER Périodiques Résumé : Challenging behaviors involving food are common for individuals with Prader-Willi syndrome (PWS) and often lead to obesity and other chronic health conditions. Efforts to decrease these behaviors, such as isolation during meals and strict monitoring of food consumption, can be stigmatizing. To decrease the food stealing of a 7 year-old girl with PWS, therapists conducted a latency-based functional analysis in a clinic setting before implementing a function-based intervention to facilitate her inclusion at the family dinner table. Intervention components entailed differential reinforcement procedures which incorporated a token board and schedule thinning. The intervention successfully generalized to the home setting and across food preferences and implementers. En ligne : http://dx.doi.org/10.1007/s10803-018-3747-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=382 [article] Decreasing Food Stealing of Child with Prader-Willi Syndrome Through Function-Based Differential Reinforcement [texte imprimé] / Joseph M. LAMBERT, Auteur ; Naomi PARIKH, Auteur ; Kristen C. STANKIEWICZ, Auteur ; Nealetta J. HOUCHINS-JUAREZ, Auteur ; Vivian A. MORALES, Auteur ; Erin M. SWEENEY, Auteur ; Molly E. MILAM, Auteur . - p.721-728. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-2 (February 2019) . - p.721-728 Mots-clés : Differential reinforcement  Functional analysis  Latency  Prader-Willi syndrome  Tokens Index. décimale : PER Périodiques Résumé : Challenging behaviors involving food are common for individuals with Prader-Willi syndrome (PWS) and often lead to obesity and other chronic health conditions. Efforts to decrease these behaviors, such as isolation during meals and strict monitoring of food consumption, can be stigmatizing. To decrease the food stealing of a 7 year-old girl with PWS, therapists conducted a latency-based functional analysis in a clinic setting before implementing a function-based intervention to facilitate her inclusion at the family dinner table. Intervention components entailed differential reinforcement procedures which incorporated a token board and schedule thinning. The intervention successfully generalized to the home setting and across food preferences and implementers. En ligne : http://dx.doi.org/10.1007/s10803-018-3747-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=382

The Evidence Base for Interventions for Individuals With ASD: A Call to Improve Practice Conceptualization and Synthesis / Jennifer R. LEDFORD in Focus on Autism and Other Developmental Disabilities, 36-3 (September 2021)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 36-3 (September 2021) . - p.135-147 Titre : The Evidence Base for Interventions for Individuals With ASD: A Call to Improve Practice Conceptualization and Synthesis Type de document : texte imprimé Auteurs : Jennifer R. LEDFORD, Auteur ; Joseph M. LAMBERT, Auteur ; Erin E. BARTON, Auteur ; Kevin M. AYRES, Auteur Article en page(s) : p.135-147 Langues : Anglais (eng) Mots-clés : evidence-based practices  intervention  single case design  systematic review Index. décimale : PER Périodiques Résumé : Identifying potentially effective practices for improving outcomes for individuals with autism spectrum disorder (ASD) is a complex process. In this article, we respond to recent reviews of evidence-based practices for individuals with ASD. We identify possible problems and make suggestions in relation to identifying well-specified practices, inclusion of gray literature, and considering use of studies with noneffects in systematic reviews. En ligne : http://dx.doi.org/10.1177/10883576211023349 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460 [article] The Evidence Base for Interventions for Individuals With ASD: A Call to Improve Practice Conceptualization and Synthesis [texte imprimé] / Jennifer R. LEDFORD, Auteur ; Joseph M. LAMBERT, Auteur ; Erin E. BARTON, Auteur ; Kevin M. AYRES, Auteur . - p.135-147. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 36-3 (September 2021) . - p.135-147 Mots-clés : evidence-based practices  intervention  single case design  systematic review Index. décimale : PER Périodiques Résumé : Identifying potentially effective practices for improving outcomes for individuals with autism spectrum disorder (ASD) is a complex process. In this article, we respond to recent reviews of evidence-based practices for individuals with ASD. We identify possible problems and make suggestions in relation to identifying well-specified practices, inclusion of gray literature, and considering use of studies with noneffects in systematic reviews. En ligne : http://dx.doi.org/10.1177/10883576211023349 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460

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