A Comprehensive Peer Network Intervention to Improve Social Communication of Children with Autism Spectrum Disorders: A Randomized Trial in Kindergarten and First Grade / Debra M. KAMPS in Journal of Autism and Developmental Disorders, 45-6 (June 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1809-1824 Titre : A Comprehensive Peer Network Intervention to Improve Social Communication of Children with Autism Spectrum Disorders: A Randomized Trial in Kindergarten and First Grade Type de document : Texte imprimé et/ou numérique Auteurs : Debra M. KAMPS, Auteur ; Kathy S. THIEMANN-BOURQUE, Auteur ; Linda HEITZMAN-POWELL, Auteur ; Ilene S. SCHWARTZ, Auteur ; Nancy ROSENBERG, Auteur ; Rose MASON, Auteur ; Suzanne COX, Auteur Article en page(s) : p.1809-1824 Langues : Anglais (eng) Mots-clés : Peer networks  Social-communication skills  Text cues Index. décimale : PER Périodiques Résumé : The purpose of this randomized control group study was to examine the effects of a peer network intervention that included peer mediation and direct instruction for Kindergarten and First-grade children with autism spectrum disorders. Trained school staff members provided direct instruction for 56 children in the intervention group, and 39 children participated in a comparison group. Results showed children in the intervention group displayed significantly more initiations to peers than did the comparison group during non-treatment social probes and generalization probes. Treatment session data showed significant growth for total communications over baseline levels. Children in treatment also showed more growth in language and adaptive communication. Finally, teachers’ ratings of prosocial skills revealed significantly greater improvements for the intervention group. En ligne : http://dx.doi.org/10.1007/s10803-014-2340-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] A Comprehensive Peer Network Intervention to Improve Social Communication of Children with Autism Spectrum Disorders: A Randomized Trial in Kindergarten and First Grade [Texte imprimé et/ou numérique] / Debra M. KAMPS, Auteur ; Kathy S. THIEMANN-BOURQUE, Auteur ; Linda HEITZMAN-POWELL, Auteur ; Ilene S. SCHWARTZ, Auteur ; Nancy ROSENBERG, Auteur ; Rose MASON, Auteur ; Suzanne COX, Auteur . - p.1809-1824. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1809-1824 Mots-clés : Peer networks  Social-communication skills  Text cues Index. décimale : PER Périodiques Résumé : The purpose of this randomized control group study was to examine the effects of a peer network intervention that included peer mediation and direct instruction for Kindergarten and First-grade children with autism spectrum disorders. Trained school staff members provided direct instruction for 56 children in the intervention group, and 39 children participated in a comparison group. Results showed children in the intervention group displayed significantly more initiations to peers than did the comparison group during non-treatment social probes and generalization probes. Treatment session data showed significant growth for total communications over baseline levels. Children in treatment also showed more growth in language and adaptive communication. Finally, teachers’ ratings of prosocial skills revealed significantly greater improvements for the intervention group. En ligne : http://dx.doi.org/10.1007/s10803-014-2340-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

Effects of Task Analysis and Self-Monitoring for Children With Autism in Multiple Social Settings / Daniel PARKER in Focus on Autism and Other Developmental Disabilities, 26-3 (September 2011)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 26-3 (September 2011) . - p.131-142 Titre : Effects of Task Analysis and Self-Monitoring for Children With Autism in Multiple Social Settings Type de document : Texte imprimé et/ou numérique Auteurs : Daniel PARKER, Auteur ; Debra M. KAMPS, Auteur Année de publication : 2011 Article en page(s) : p.131-142 Langues : Anglais (eng) Mots-clés : autism  task completion  self-monitoring  social settings  elementary ages  peer groups Index. décimale : PER Périodiques Résumé : In this study, written task analyses with self-monitoring were used to teach functional skills and verbal interactions to two high-functioning students with autism in social settings with peers. A social script language intervention was included in two of the activities to increase the quantity of verbal interaction between the students and peers. Analysis of the results leads to the conclusion that the intervention package increased independent task completion, peer-directed verbal interaction, and activity engagement for the students with autism during social, game, and cooking activities. Improvements in task completion persisted after the written task analyses were faded. The percentage of intervals with appropriate language use remained consistent as the social scripts were faded during the game activities. En ligne : http://dx.doi.org/10.1177/1088357610376945 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=141 [article] Effects of Task Analysis and Self-Monitoring for Children With Autism in Multiple Social Settings [Texte imprimé et/ou numérique] / Daniel PARKER, Auteur ; Debra M. KAMPS, Auteur . - 2011 . - p.131-142. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 26-3 (September 2011) . - p.131-142 Mots-clés : autism  task completion  self-monitoring  social settings  elementary ages  peer groups Index. décimale : PER Périodiques Résumé : In this study, written task analyses with self-monitoring were used to teach functional skills and verbal interactions to two high-functioning students with autism in social settings with peers. A social script language intervention was included in two of the activities to increase the quantity of verbal interaction between the students and peers. Analysis of the results leads to the conclusion that the intervention package increased independent task completion, peer-directed verbal interaction, and activity engagement for the students with autism during social, game, and cooking activities. Improvements in task completion persisted after the written task analyses were faded. The percentage of intervals with appropriate language use remained consistent as the social scripts were faded during the game activities. En ligne : http://dx.doi.org/10.1177/1088357610376945 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=141

Impact of a Teacher-as-Coach Model: Improving Paraprofessionals Fidelity of Implementation of Discrete Trial Training for Students with Moderate-to-Severe Developmental Disabilities / Rose A. MASON in Journal of Autism and Developmental Disorders, 47-6 (June 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-6 (June 2017) . - p.1696-1707 Titre : Impact of a Teacher-as-Coach Model: Improving Paraprofessionals Fidelity of Implementation of Discrete Trial Training for Students with Moderate-to-Severe Developmental Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Rose A. MASON, Auteur ; Alana G. SCHNITZ, Auteur ; Howard P. WILLS, Auteur ; Raia ROSENBLOOM, Auteur ; Debra M. KAMPS, Auteur ; Darcey BAST, Auteur Article en page(s) : p.1696-1707 Langues : Anglais (eng) Mots-clés : Paraprofessionals  Developmental disabilities  Autism  Coaching  Discrete trial training Index. décimale : PER Périodiques Résumé : Ensuring educational progress for students with moderate-to-severe developmental disabilities requires exposure to well executed evidence-based practices. This necessitates that the special education workforce, including paraprofessionals, be well-trained. Yet evidence regarding effective training mechanisms for paraprofessionals is limited. A multiple baseline design across five teachers was used to evaluate the impact of online instructional modules and a Practice-Based Coaching (PBC) model with teacher-as-coach on their paraprofessionals’ fidelity of discrete trial training (DTT). Implementation of the instructional modules yielded little to no change in paraprofessionals’ DTT fidelity, however, a clear functional relation between PBC and improvement in paraprofessionals’ fidelity of implementation of DTT was demonstrated. Implications for future research and practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-017-3086-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=308 [article] Impact of a Teacher-as-Coach Model: Improving Paraprofessionals Fidelity of Implementation of Discrete Trial Training for Students with Moderate-to-Severe Developmental Disabilities [Texte imprimé et/ou numérique] / Rose A. MASON, Auteur ; Alana G. SCHNITZ, Auteur ; Howard P. WILLS, Auteur ; Raia ROSENBLOOM, Auteur ; Debra M. KAMPS, Auteur ; Darcey BAST, Auteur . - p.1696-1707. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-6 (June 2017) . - p.1696-1707 Mots-clés : Paraprofessionals  Developmental disabilities  Autism  Coaching  Discrete trial training Index. décimale : PER Périodiques Résumé : Ensuring educational progress for students with moderate-to-severe developmental disabilities requires exposure to well executed evidence-based practices. This necessitates that the special education workforce, including paraprofessionals, be well-trained. Yet evidence regarding effective training mechanisms for paraprofessionals is limited. A multiple baseline design across five teachers was used to evaluate the impact of online instructional modules and a Practice-Based Coaching (PBC) model with teacher-as-coach on their paraprofessionals’ fidelity of discrete trial training (DTT). Implementation of the instructional modules yielded little to no change in paraprofessionals’ DTT fidelity, however, a clear functional relation between PBC and improvement in paraprofessionals’ fidelity of implementation of DTT was demonstrated. Implications for future research and practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-017-3086-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=308

Peer mediation to increase communication and interaction at recess for students with autism spectrum disorders / Rose MASON in Research in Autism Spectrum Disorders, 8-3 (March 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-3 (March 2014) . - p.334-344 Titre : Peer mediation to increase communication and interaction at recess for students with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Rose MASON, Auteur ; Debra M. KAMPS, Auteur ; Amy TURCOTTE, Auteur ; Suzanne COX, Auteur ; Sarah FELDMILLER, Auteur ; Todd MILLER, Auteur Article en page(s) : p.334-344 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Elementary school  Recess  Social skills  Communication  Peer mediation Index. décimale : PER Périodiques Résumé : Abstract Recess plays an integral role in the social and emotional development of children given the time provided to engage in interactions with others and practice important social skills. Students with ASD, however, typically fail to achieve even minimal benefit from recess due to social and communication impairments as well as a tendency to withdraw. Implementation of evidence-based interventions such as peer-mediated social skills groups, are necessary to ensure recess is an advantageous learning environment for students with ASD. A multiple-baseline design across participants was used to determine if a functional relationship exists between a social skills instructional program combined with peer networks with school staff as implementers and increases in level of communicative acts for participants with ASD at recess. Results indicate all participants demonstrated an immediate increase in the number of communicative acts with the introduction of the intervention. Implications for practice are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.12.014 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=224 [article] Peer mediation to increase communication and interaction at recess for students with autism spectrum disorders [Texte imprimé et/ou numérique] / Rose MASON, Auteur ; Debra M. KAMPS, Auteur ; Amy TURCOTTE, Auteur ; Suzanne COX, Auteur ; Sarah FELDMILLER, Auteur ; Todd MILLER, Auteur . - p.334-344. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-3 (March 2014) . - p.334-344 Mots-clés : Autism spectrum disorders  Elementary school  Recess  Social skills  Communication  Peer mediation Index. décimale : PER Périodiques Résumé : Abstract Recess plays an integral role in the social and emotional development of children given the time provided to engage in interactions with others and practice important social skills. Students with ASD, however, typically fail to achieve even minimal benefit from recess due to social and communication impairments as well as a tendency to withdraw. Implementation of evidence-based interventions such as peer-mediated social skills groups, are necessary to ensure recess is an advantageous learning environment for students with ASD. A multiple-baseline design across participants was used to determine if a functional relationship exists between a social skills instructional program combined with peer networks with school staff as implementers and increases in level of communicative acts for participants with ASD at recess. Results indicate all participants demonstrated an immediate increase in the number of communicative acts with the introduction of the intervention. Implications for practice are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.12.014 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=224

Social communication effects of peer-mediated recess intervention for children with autism / Brandon MCFADDEN in Research in Autism Spectrum Disorders, 8-12 (December 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-12 (December 2014) . - p.1699-1712 Titre : Social communication effects of peer-mediated recess intervention for children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Brandon MCFADDEN, Auteur ; Debra M. KAMPS, Auteur ; Linda HEITZMAN-POWELL, Auteur Article en page(s) : p.1699-1712 Langues : Anglais (eng) Mots-clés : Autism  Peer training  Social communication skills  Recess Index. décimale : PER Périodiques Résumé : Abstract Children with ASD face enormous challenges in the area of social functioning. Research has shown that impairments in social functioning distinguish this population from both typically developing children and children with disabilities. This study incorporated several evidence-based social skills-teaching procedures (i.e., direct instruction, priming, prompting, peer-mediation, contingent reinforcement, and token economies) directly in the recess setting to increase appropriate social behaviors for four children with ASD (ages 6–8). Elements of peer networks and pivotal response training (two types of social skills intervention packages in the literature) were included. Results showed significant increases in social communication between focus children and their peers, as well as generalization of skills to non-intervention recesses. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.08.015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243 [article] Social communication effects of peer-mediated recess intervention for children with autism [Texte imprimé et/ou numérique] / Brandon MCFADDEN, Auteur ; Debra M. KAMPS, Auteur ; Linda HEITZMAN-POWELL, Auteur . - p.1699-1712. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-12 (December 2014) . - p.1699-1712 Mots-clés : Autism  Peer training  Social communication skills  Recess Index. décimale : PER Périodiques Résumé : Abstract Children with ASD face enormous challenges in the area of social functioning. Research has shown that impairments in social functioning distinguish this population from both typically developing children and children with disabilities. This study incorporated several evidence-based social skills-teaching procedures (i.e., direct instruction, priming, prompting, peer-mediation, contingent reinforcement, and token economies) directly in the recess setting to increase appropriate social behaviors for four children with ASD (ages 6–8). Elements of peer networks and pivotal response training (two types of social skills intervention packages in the literature) were included. Results showed significant increases in social communication between focus children and their peers, as well as generalization of skills to non-intervention recesses. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.08.015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243

The Use of Peer Networks to Increase Communicative Acts of Students With Autism Spectrum Disorders / Debra M. KAMPS in Focus on Autism and Other Developmental Disabilities, 29-4 (December 2014)  

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