Dépouillements

Functional analysis of challenging behavior in children with autism spectrum disorders: A summary of 10 cases / Mark O'REILLY in Research in Autism Spectrum Disorders, 4-1 (January-March 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-1 (January-March 2010) . - p.1-10 Titre : Functional analysis of challenging behavior in children with autism spectrum disorders: A summary of 10 cases Type de document : Texte imprimé et/ou numérique Auteurs : Mark O'REILLY, Auteur ; Vanessa A. GREEN, Auteur ; Mandy RISPOLI, Auteur ; Russell B. LANG, Auteur ; Tonya N. DAVIS, Auteur ; Wendy MACHALICEK, Auteur ; Robert DIDDEN, Auteur ; Giulio E. LANCIONI, Auteur ; Jeff SIGAFOOS, Auteur ; Soyeon KANG, Auteur Année de publication : 2010 Article en page(s) : p.1-10 Langues : Anglais (eng) Mots-clés : Autism-spectrum-disorder Challenging-behavior Functional-analysis Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASDs) often present with challenging behavior, such as aggression and self-injury. In studies of children with other types of developmental disabilities challenging behavior appears more often to be maintained by attention or escape from demands. Less is known about the operant function of challenging behavior in children with ASD. The aim of the present study was to provide an analysis of the function of challenging behaviors in 10 children with ASD or PDD-NOS. Each child was assessed across five conditions (i.e., attention, escape, tangible, alone, and play). Each condition was presented 8–10 times in a multielement design while the percentage of 10-s intervals with challenging behavior (e.g., aggression, self-injury) was recorded. The results showed that for 8 of the 10 children, challenging behavior was maintained by automatic reinforcement, but by multiple sources of reinforcement for the other 2 children. The overall findings differ from the results of studies on children with other types of developmental disabilities, suggesting the possibility of a characteristically more non-social function to the challenging behavior of children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.07.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=886 [article] Functional analysis of challenging behavior in children with autism spectrum disorders: A summary of 10 cases [Texte imprimé et/ou numérique] / Mark O'REILLY, Auteur ; Vanessa A. GREEN, Auteur ; Mandy RISPOLI, Auteur ; Russell B. LANG, Auteur ; Tonya N. DAVIS, Auteur ; Wendy MACHALICEK, Auteur ; Robert DIDDEN, Auteur ; Giulio E. LANCIONI, Auteur ; Jeff SIGAFOOS, Auteur ; Soyeon KANG, Auteur . - 2010 . - p.1-10. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-1 (January-March 2010) . - p.1-10 Mots-clés : Autism-spectrum-disorder Challenging-behavior Functional-analysis Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASDs) often present with challenging behavior, such as aggression and self-injury. In studies of children with other types of developmental disabilities challenging behavior appears more often to be maintained by attention or escape from demands. Less is known about the operant function of challenging behavior in children with ASD. The aim of the present study was to provide an analysis of the function of challenging behaviors in 10 children with ASD or PDD-NOS. Each child was assessed across five conditions (i.e., attention, escape, tangible, alone, and play). Each condition was presented 8–10 times in a multielement design while the percentage of 10-s intervals with challenging behavior (e.g., aggression, self-injury) was recorded. The results showed that for 8 of the 10 children, challenging behavior was maintained by automatic reinforcement, but by multiple sources of reinforcement for the other 2 children. The overall findings differ from the results of studies on children with other types of developmental disabilities, suggesting the possibility of a characteristically more non-social function to the challenging behavior of children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.07.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=886

Evaluation of an eLearning tool for training behavioral therapists in academic knowledge of applied behavior analysis / Doreen GRANPEESHEH in Research in Autism Spectrum Disorders, 4-1 (January-March 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-1 (January-March 2010) . - p.11-17 Titre : Evaluation of an eLearning tool for training behavioral therapists in academic knowledge of applied behavior analysis Type de document : Texte imprimé et/ou numérique Auteurs : Doreen GRANPEESHEH, Auteur ; Dennis R. DIXON, Auteur ; Jonathan TARBOX, Auteur ; Catherine A. PETERS, Auteur ; Kathleen THOMPSON, Auteur ; Amy KENZER, Auteur Année de publication : 2010 Article en page(s) : p.11-17 Langues : Anglais (eng) Mots-clés : Autism-spectrum-disorders Applied-behavior-analysis eLearning Staff-training Index. décimale : PER Périodiques Résumé : Applied Behavior Analytic (ABA) treatment for children with autism spectrum disorders (ASDs) has been demonstrated to produce significant treatment effects across multiple studies ([Eikeseth, 2009] and [Eldevik et al., 2009]). Despite the demonstrated effectiveness of ABA, there continues to be a lack of trained clinicians to provide the treatment. Traditional training approaches include lecture, group discussion, and role-playing formats. However, alternative training approaches may need to be developed to increase the efficiency of training and/or to disseminate training opportunities to remote regions. One such possibility is eLearning, wherein trainees interact with computer training programs, rather than, or in addition to, live human trainers. Despite the potential contributions of eLearning training approaches, no previous research of which we are aware has evaluated eLearning approaches to training behavioral therapists in ABA principles and procedures for the treatment of autism. In this study, we evaluated an eLearning tool that was developed for training newly hired behavioral therapists in academic knowledge of ABA treatment for children with autism. We compared outcomes for a group of trainees who received eLearning training to a group who received traditional didactic training. Knowledge of ABA principles and procedures increased substantially for both groups, with the traditional didactic group achieving scores slightly higher than the eLearning group. These preliminary results suggest that eLearning tools may be a useful strategy for extending training in ABA principles and procedures to settings in which limited or no contact with live professional trainers may be available. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.07.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=886 [article] Evaluation of an eLearning tool for training behavioral therapists in academic knowledge of applied behavior analysis [Texte imprimé et/ou numérique] / Doreen GRANPEESHEH, Auteur ; Dennis R. DIXON, Auteur ; Jonathan TARBOX, Auteur ; Catherine A. PETERS, Auteur ; Kathleen THOMPSON, Auteur ; Amy KENZER, Auteur . - 2010 . - p.11-17. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-1 (January-March 2010) . - p.11-17 Mots-clés : Autism-spectrum-disorders Applied-behavior-analysis eLearning Staff-training Index. décimale : PER Périodiques Résumé : Applied Behavior Analytic (ABA) treatment for children with autism spectrum disorders (ASDs) has been demonstrated to produce significant treatment effects across multiple studies ([Eikeseth, 2009] and [Eldevik et al., 2009]). Despite the demonstrated effectiveness of ABA, there continues to be a lack of trained clinicians to provide the treatment. Traditional training approaches include lecture, group discussion, and role-playing formats. However, alternative training approaches may need to be developed to increase the efficiency of training and/or to disseminate training opportunities to remote regions. One such possibility is eLearning, wherein trainees interact with computer training programs, rather than, or in addition to, live human trainers. Despite the potential contributions of eLearning training approaches, no previous research of which we are aware has evaluated eLearning approaches to training behavioral therapists in ABA principles and procedures for the treatment of autism. In this study, we evaluated an eLearning tool that was developed for training newly hired behavioral therapists in academic knowledge of ABA treatment for children with autism. We compared outcomes for a group of trainees who received eLearning training to a group who received traditional didactic training. Knowledge of ABA principles and procedures increased substantially for both groups, with the traditional didactic group achieving scores slightly higher than the eLearning group. These preliminary results suggest that eLearning tools may be a useful strategy for extending training in ABA principles and procedures to settings in which limited or no contact with live professional trainers may be available. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.07.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=886

Surviving in the mainstream: Capacity of children with autism spectrum disorders to perform academically and regulate their emotions and behavior at school / Jill ASHBURNER in Research in Autism Spectrum Disorders, 4-1 (January-March 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-1 (January-March 2010) . - p.18-27 Titre : Surviving in the mainstream: Capacity of children with autism spectrum disorders to perform academically and regulate their emotions and behavior at school Type de document : Texte imprimé et/ou numérique Auteurs : Jill ASHBURNER, Auteur ; Sylvia RODGER, Auteur ; Jenny ZIVIANI, Auteur Année de publication : 2010 Article en page(s) : p.18-27 Langues : Anglais (eng) Mots-clés : Autism Asperger's-syndrome School Index. décimale : PER Périodiques Résumé : This study compares teachers’ perceptions of students with autism spectrum disorders (ASD) to their perceptions of typically developing students with regard to capacity to perform academically and regulate emotions and behavior in mainstream classrooms. A case-control research design was used to compare teacher ratings of academic performance and classroom emotional and behavioral regulation of 28 students with ASD (with average range IQ) and 51 age- and gender-matched typically developing (TD) students drawn from the same mainstream classrooms. Teachers rated students with ASD as exhibiting behavioral and emotional difficulties (including attention difficulties, anxiety, depression, oppositional and aggressive behaviors) to a significantly higher level than their typically developing peers. Fifty-four percent of students with ASD were rated as under-achieving academically as compared to 8% of typically developing students. Students with ASD seem to be underperforming relative to their level of ability and are struggling to maintain their attention and regulate their emotions and behaviors in mainstream classrooms, despite receiving a range of specialist support services in the classroom. Consideration needs to be given to investigating alternative models of supporting these students in mainstream classrooms and assisting them to develop strategies to cope with the student role. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.07.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=887 [article] Surviving in the mainstream: Capacity of children with autism spectrum disorders to perform academically and regulate their emotions and behavior at school [Texte imprimé et/ou numérique] / Jill ASHBURNER, Auteur ; Sylvia RODGER, Auteur ; Jenny ZIVIANI, Auteur . - 2010 . - p.18-27. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-1 (January-March 2010) . - p.18-27 Mots-clés : Autism Asperger's-syndrome School Index. décimale : PER Périodiques Résumé : This study compares teachers’ perceptions of students with autism spectrum disorders (ASD) to their perceptions of typically developing students with regard to capacity to perform academically and regulate emotions and behavior in mainstream classrooms. A case-control research design was used to compare teacher ratings of academic performance and classroom emotional and behavioral regulation of 28 students with ASD (with average range IQ) and 51 age- and gender-matched typically developing (TD) students drawn from the same mainstream classrooms. Teachers rated students with ASD as exhibiting behavioral and emotional difficulties (including attention difficulties, anxiety, depression, oppositional and aggressive behaviors) to a significantly higher level than their typically developing peers. Fifty-four percent of students with ASD were rated as under-achieving academically as compared to 8% of typically developing students. Students with ASD seem to be underperforming relative to their level of ability and are struggling to maintain their attention and regulate their emotions and behaviors in mainstream classrooms, despite receiving a range of specialist support services in the classroom. Consideration needs to be given to investigating alternative models of supporting these students in mainstream classrooms and assisting them to develop strategies to cope with the student role. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.07.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=887

The Autistic Behavioural Indicators Instrument (ABII): Development and instrument utility in discriminating Autistic Disorder from speech and language impairment and typical development / Samantha L. WARD in Research in Autism Spectrum Disorders, 4-1 (January-March 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-1 (January-March 2010) . - p.28-42 Titre : The Autistic Behavioural Indicators Instrument (ABII): Development and instrument utility in discriminating Autistic Disorder from speech and language impairment and typical development Type de document : Texte imprimé et/ou numérique Auteurs : Samantha L. WARD, Auteur ; Linda GILMORE, Auteur Année de publication : 2010 Article en page(s) : p.28-42 Langues : Anglais (eng) Mots-clés : Autism ASD Early-detection Diagnosis Unique-Indicators Screening ABII Index. décimale : PER Périodiques Résumé : The Autistic Behavioural Indicators Instrument (ABII) is an 18-item instrument developed to identify children with Autistic Disorder (AD) based on the presence of unique autistic behavioural indicators. The ABII was administered to 20 children with AD, 20 children with speech and language impairment (SLI) and 20 typically developing (TD) children aged 2–6 years. The ABII discriminated children diagnosed with AD from those diagnosed with SLI and those who were TD, based on the presence of specific social attention, sensory, and behavioural symptoms. A combination of symptomology across these domains correctly classified 100% of children with and without AD. The paper concludes that the ABII shows considerable promise as an instrument for the early identification of AD. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.07.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=887 [article] The Autistic Behavioural Indicators Instrument (ABII): Development and instrument utility in discriminating Autistic Disorder from speech and language impairment and typical development [Texte imprimé et/ou numérique] / Samantha L. WARD, Auteur ; Linda GILMORE, Auteur . - 2010 . - p.28-42. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-1 (January-March 2010) . - p.28-42 Mots-clés : Autism ASD Early-detection Diagnosis Unique-Indicators Screening ABII Index. décimale : PER Périodiques Résumé : The Autistic Behavioural Indicators Instrument (ABII) is an 18-item instrument developed to identify children with Autistic Disorder (AD) based on the presence of unique autistic behavioural indicators. The ABII was administered to 20 children with AD, 20 children with speech and language impairment (SLI) and 20 typically developing (TD) children aged 2–6 years. The ABII discriminated children diagnosed with AD from those diagnosed with SLI and those who were TD, based on the presence of specific social attention, sensory, and behavioural symptoms. A combination of symptomology across these domains correctly classified 100% of children with and without AD. The paper concludes that the ABII shows considerable promise as an instrument for the early identification of AD. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.07.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=887

Contamination sensitivity in autism, Down syndrome, and typical development / Efrosini KALYVA in Research in Autism Spectrum Disorders, 4-1 (January-March 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-1 (January-March 2010) . - p.43-50 Titre : Contamination sensitivity in autism, Down syndrome, and typical development Type de document : Texte imprimé et/ou numérique Auteurs : Efrosini KALYVA, Auteur ; Sandra PELLIZZONI, Auteur ; Alessandro TAVANO, Auteur ; Paola IANNELLO, Auteur ; Michael SIEGAL, Auteur Année de publication : 2010 Article en page(s) : p.43-50 Langues : Anglais (eng) Mots-clés : Autism Contamination Disgust Representation Theory-of-mind Index. décimale : PER Périodiques Résumé : Although typically developing children are attuned early to others’ communicative signals, one of the very first noticeable impairments in children with autism is in attending to voices and speech. Yet it is through conversations with others that children are made aware that apparently edible substances may in reality be contaminated. In two experiments, we examined contamination sensitivity in children with autism, typically developing children, and a group of children with Down syndrome. In Experiment 1, many children with autism who ranged in age from 4 to 10 years were prepared to drink liquids that had been contaminated by insects. There was evidence for a developmental delay as contamination sensitivity in autism was associated with increasing age. In Experiment 2, children with autism were prepared to drink liquids that had been contaminated by human hair or had insects in close proximity. By contrast, in both experiments, both typically developing children and children with Down syndrome demonstrated strong contamination sensitivity. We discuss the results in terms of constraints on the early learning of the edible–inedible distinction. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.07.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=887 [article] Contamination sensitivity in autism, Down syndrome, and typical development [Texte imprimé et/ou numérique] / Efrosini KALYVA, Auteur ; Sandra PELLIZZONI, Auteur ; Alessandro TAVANO, Auteur ; Paola IANNELLO, Auteur ; Michael SIEGAL, Auteur . - 2010 . - p.43-50. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-1 (January-March 2010) . - p.43-50 Mots-clés : Autism Contamination Disgust Representation Theory-of-mind Index. décimale : PER Périodiques Résumé : Although typically developing children are attuned early to others’ communicative signals, one of the very first noticeable impairments in children with autism is in attending to voices and speech. Yet it is through conversations with others that children are made aware that apparently edible substances may in reality be contaminated. In two experiments, we examined contamination sensitivity in children with autism, typically developing children, and a group of children with Down syndrome. In Experiment 1, many children with autism who ranged in age from 4 to 10 years were prepared to drink liquids that had been contaminated by insects. There was evidence for a developmental delay as contamination sensitivity in autism was associated with increasing age. In Experiment 2, children with autism were prepared to drink liquids that had been contaminated by human hair or had insects in close proximity. By contrast, in both experiments, both typically developing children and children with Down syndrome demonstrated strong contamination sensitivity. We discuss the results in terms of constraints on the early learning of the edible–inedible distinction. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.07.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=887

The effect of a script-fading procedure on unscripted social initiations and novel utterances among young children with autism / Alison M. WICHNICK in Research in Autism Spectrum Disorders, 4-1 (January-March 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-1 (January-March 2010) . - p.51-64 Titre : The effect of a script-fading procedure on unscripted social initiations and novel utterances among young children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Alison M. WICHNICK, Auteur ; Claire L. POULSON, Auteur ; Susan M. VENER, Auteur ; Colleen KEATING, Auteur Année de publication : 2010 Article en page(s) : p.51-64 Langues : Anglais (eng) Mots-clés : Autism Script-fading Novel-utterances Generalization Social-skills Index. décimale : PER Périodiques Résumé : Autism is a disorder characterized by a severe deficit in social interaction skills. The initiation of social behavior is the focus of this study. Several studies provide evidence for the effectiveness of the script-fading procedure on improving the social initiation skills of children and adults with autism. Nevertheless, there is little focus on initiations to peers among young children with autism and on the production of novel utterances. The purpose of this study was to use toys with pre-recorded scripts on voice-over-recording devices to evoke initiations to peers and to measure unscripted and novel utterances among three young children with autism. One 4-year-old and two 6-year-old children showed deficits in peer-initiation skills and tended to initiate to adults only. During baseline, the three participants emitted few, if any, initiations to one another. When scripts were introduced, unscripted and novel initiations systematically increased across the participants, thus demonstrating response generalization. The script-fading procedure was effective in increasing unscripted and novel initiations to peers among young children with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.07.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=887 [article] The effect of a script-fading procedure on unscripted social initiations and novel utterances among young children with autism [Texte imprimé et/ou numérique] / Alison M. WICHNICK, Auteur ; Claire L. POULSON, Auteur ; Susan M. VENER, Auteur ; Colleen KEATING, Auteur . - 2010 . - p.51-64. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-1 (January-March 2010) . - p.51-64 Mots-clés : Autism Script-fading Novel-utterances Generalization Social-skills Index. décimale : PER Périodiques Résumé : Autism is a disorder characterized by a severe deficit in social interaction skills. The initiation of social behavior is the focus of this study. Several studies provide evidence for the effectiveness of the script-fading procedure on improving the social initiation skills of children and adults with autism. Nevertheless, there is little focus on initiations to peers among young children with autism and on the production of novel utterances. The purpose of this study was to use toys with pre-recorded scripts on voice-over-recording devices to evoke initiations to peers and to measure unscripted and novel utterances among three young children with autism. One 4-year-old and two 6-year-old children showed deficits in peer-initiation skills and tended to initiate to adults only. During baseline, the three participants emitted few, if any, initiations to one another. When scripts were introduced, unscripted and novel initiations systematically increased across the participants, thus demonstrating response generalization. The script-fading procedure was effective in increasing unscripted and novel initiations to peers among young children with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.07.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=887

A comparison of electronic to traditional pen-and-paper data collection in discrete trial training for children with autism / Jonathan TARBOX in Research in Autism Spectrum Disorders, 4-1 (January-March 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-1 (January-March 2010) . - p.65-75 Titre : A comparison of electronic to traditional pen-and-paper data collection in discrete trial training for children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Jonathan TARBOX, Auteur ; Doreen GRANPEESHEH, Auteur ; Arthur E. WILKE, Auteur ; Rachel S. FINDEL-PYLES, Auteur ; Ryan M. BERGSTROM, Auteur Année de publication : 2010 Article en page(s) : p.65-75 Langues : Anglais (eng) Mots-clés : Descriptors Electronic-data-collection Discrete-trial-training Autism Index. décimale : PER Périodiques Résumé : There is considerable empirical evidence that demonstrates that early intensive behavioral intervention (EIBI) produces substantial improvements in young children with autism. A central feature of this treatment approach is the reliance on continuous measurement of child performance during all treatment hours (20–40 h per week) to ensure an objective and quantitative analysis of behavior. Pen-and-paper data collection is standard practice in service delivery agencies. An alternative is to collect data via an electronic format, however little research has been done on electronic data collection in these settings. The purpose of this study was to compare mTrial®, a program that allows therapists to record, store, and report discrete trial and other behavior data for students on a personal data assistant, to traditional pen-and-paper data, in terms of the accuracy of data collected and the time required to do it. Results suggest that both formats are of approximately equal accuracy but that traditional data collection is faster. Implications of the two data collection methods for data storage and analysis are also discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.07.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=887 [article] A comparison of electronic to traditional pen-and-paper data collection in discrete trial training for children with autism [Texte imprimé et/ou numérique] / Jonathan TARBOX, Auteur ; Doreen GRANPEESHEH, Auteur ; Arthur E. WILKE, Auteur ; Rachel S. FINDEL-PYLES, Auteur ; Ryan M. BERGSTROM, Auteur . - 2010 . - p.65-75. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-1 (January-March 2010) . - p.65-75 Mots-clés : Descriptors Electronic-data-collection Discrete-trial-training Autism Index. décimale : PER Périodiques Résumé : There is considerable empirical evidence that demonstrates that early intensive behavioral intervention (EIBI) produces substantial improvements in young children with autism. A central feature of this treatment approach is the reliance on continuous measurement of child performance during all treatment hours (20–40 h per week) to ensure an objective and quantitative analysis of behavior. Pen-and-paper data collection is standard practice in service delivery agencies. An alternative is to collect data via an electronic format, however little research has been done on electronic data collection in these settings. The purpose of this study was to compare mTrial®, a program that allows therapists to record, store, and report discrete trial and other behavior data for students on a personal data assistant, to traditional pen-and-paper data, in terms of the accuracy of data collected and the time required to do it. Results suggest that both formats are of approximately equal accuracy but that traditional data collection is faster. Implications of the two data collection methods for data storage and analysis are also discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.07.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=887

Establishing generalized syntactical responding in young children with autism / Jenny L. FISCHER in Research in Autism Spectrum Disorders, 4-1 (January-March 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-1 (January-March 2010) . - p.76-88 Titre : Establishing generalized syntactical responding in young children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Jenny L. FISCHER, Auteur ; Jane S. HOWARD, Auteur ; Coleen R. SPARKMAN, Auteur ; Allyson G. MOORE, Auteur Année de publication : 2010 Article en page(s) : p.76-88 Langues : Anglais (eng) Mots-clés : Autism Developmental-disabilities Early-intensive behavioral-intervention Applied-behavior-analysis ABA Syntax Language-development Generative-complex-language Index. décimale : PER Périodiques Résumé : Many children with autism who speak tend to emit utterances of only 1 or 2 words. A multiple baseline design with changing criterion features was used to evaluate the effectiveness of training with pictorial prompts to increase the syntactical complexity and length of novel utterances by 4 preschoolers with autism. Two target sentence structures were taught; responses during probe trials matched the specific sentence structure being trained. At baseline utterances averaged 1–2 words per photograph. All children averaged 6 words per photograph following training. Variability in the number of training trials to mastery across participants was likely due to differences in entry skills. The training methods were effective for establishing one type of generative language performance in the 4 participants. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.07.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=887 [article] Establishing generalized syntactical responding in young children with autism [Texte imprimé et/ou numérique] / Jenny L. FISCHER, Auteur ; Jane S. HOWARD, Auteur ; Coleen R. SPARKMAN, Auteur ; Allyson G. MOORE, Auteur . - 2010 . - p.76-88. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-1 (January-March 2010) . - p.76-88 Mots-clés : Autism Developmental-disabilities Early-intensive behavioral-intervention Applied-behavior-analysis ABA Syntax Language-development Generative-complex-language Index. décimale : PER Périodiques Résumé : Many children with autism who speak tend to emit utterances of only 1 or 2 words. A multiple baseline design with changing criterion features was used to evaluate the effectiveness of training with pictorial prompts to increase the syntactical complexity and length of novel utterances by 4 preschoolers with autism. Two target sentence structures were taught; responses during probe trials matched the specific sentence structure being trained. At baseline utterances averaged 1–2 words per photograph. All children averaged 6 words per photograph following training. Variability in the number of training trials to mastery across participants was likely due to differences in entry skills. The training methods were effective for establishing one type of generative language performance in the 4 participants. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.07.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=887

Inter-rater reliability and smallest real difference of the Chinese Psychoeducational Profile-third edition for children with Autism Spectrum Disorder / Chung-Pei FU in Research in Autism Spectrum Disorders, 4-1 (January-March 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-1 (January-March 2010) . - p.89-94 Titre : Inter-rater reliability and smallest real difference of the Chinese Psychoeducational Profile-third edition for children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Chung-Pei FU, Auteur ; Ching-Lin HSIEH, Auteur ; Mei-Hui TSENG, Auteur ; Yu-Lan CHEN, Auteur ; Wei-Tian HUANG, Auteur ; Pei-Chin WU, Auteur ; Fu-Mei CHIANG, Auteur Année de publication : 2010 Article en page(s) : p.89-94 Langues : Anglais (eng) Mots-clés : Psychoeducational-Profile-third-edition Autism-Spectrum-Disorder Inter-rater-reliability Smallest-real-difference Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine the inter-rater reliability of the Chinese version of the Psychoeducational Profile-third edition (CPEP-3) in children with Autism Spectrum Disorder. We also calculated the smallest real difference (SRD) for users to determine whether the change score rated by different raters for an individual child is valid. The CPEP-3 was administered to 42 children aged from 2 years 4 months to 7 years 7 months by two independent therapists twice, with an 11- to 21-day interval. The high internal consistency for performance subtests (Cronbach's alpha = 0.92–0.98) and composites (Cronbach's alpha = 0.92–0.95) in the CPEP-3 indicates the homogeneity of all the items in each subtest and composite. The inter-rater reliability of the CPEP-3, examined by intra-class correlation coefficient, ranged from 0.57 to 0.94 for the performance subtests, and 0.63 to 0.89 for the composites. The SRDs of the CPEP-3 ranged from 5.8 to 12.8 for the performance subtests, and 7.3 to 18.0 for the composites. The SRDs of the CPEP-3 were 14.4–51.8% of the possible highest scores of each subtest and composite. The substantial SRDs indicate that clinicians should consider such SRD values in determining whether a child's change score of the CPEP-3 indicates real change when the CPEP-3 is administered by different raters. Further studies to examine the construct validity, responsiveness, and minimally important difference of the CPEP-3 are needed to improve the utility of the CPEP-3. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.09.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=887 [article] Inter-rater reliability and smallest real difference of the Chinese Psychoeducational Profile-third edition for children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Chung-Pei FU, Auteur ; Ching-Lin HSIEH, Auteur ; Mei-Hui TSENG, Auteur ; Yu-Lan CHEN, Auteur ; Wei-Tian HUANG, Auteur ; Pei-Chin WU, Auteur ; Fu-Mei CHIANG, Auteur . - 2010 . - p.89-94. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-1 (January-March 2010) . - p.89-94 Mots-clés : Psychoeducational-Profile-third-edition Autism-Spectrum-Disorder Inter-rater-reliability Smallest-real-difference Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine the inter-rater reliability of the Chinese version of the Psychoeducational Profile-third edition (CPEP-3) in children with Autism Spectrum Disorder. We also calculated the smallest real difference (SRD) for users to determine whether the change score rated by different raters for an individual child is valid. The CPEP-3 was administered to 42 children aged from 2 years 4 months to 7 years 7 months by two independent therapists twice, with an 11- to 21-day interval. The high internal consistency for performance subtests (Cronbach's alpha = 0.92–0.98) and composites (Cronbach's alpha = 0.92–0.95) in the CPEP-3 indicates the homogeneity of all the items in each subtest and composite. The inter-rater reliability of the CPEP-3, examined by intra-class correlation coefficient, ranged from 0.57 to 0.94 for the performance subtests, and 0.63 to 0.89 for the composites. The SRDs of the CPEP-3 ranged from 5.8 to 12.8 for the performance subtests, and 7.3 to 18.0 for the composites. The SRDs of the CPEP-3 were 14.4–51.8% of the possible highest scores of each subtest and composite. The substantial SRDs indicate that clinicians should consider such SRD values in determining whether a child's change score of the CPEP-3 indicates real change when the CPEP-3 is administered by different raters. Further studies to examine the construct validity, responsiveness, and minimally important difference of the CPEP-3 are needed to improve the utility of the CPEP-3. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.09.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=887

Verbal prowess equals higher IQ: Implications for evaluating autism / Daniel T. LENNEN in Research in Autism Spectrum Disorders, 4-1 (January-March 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-1 (January-March 2010) . - p.95-101 Titre : Verbal prowess equals higher IQ: Implications for evaluating autism Type de document : Texte imprimé et/ou numérique Auteurs : Daniel T. LENNEN, Auteur ; Trevor A. HALL, Auteur ; Gordon D. LAMB, Auteur ; Benjamin J. DUNAGAN, Auteur Année de publication : 2010 Article en page(s) : p.95-101 Langues : Anglais (eng) Mots-clés : Stanford-Binet Autism Nonverbal-IQ Differential-diagnosis Index. décimale : PER Périodiques Résumé : This study evaluated the clinical utility of the Stanford-Binet-5 (SB-5) in assessing individuals suspected of having an autism spectrum disorder (ASD). Comparisons were made between individuals with and without autism (AD), with or without comorbid mental retardation. Differences in score profiles were discovered based on AD and mental retardation (MR) status. Score differences were then evaluated using VIQ as a covariate. Findings suggested that verbal ability has a large influence on scores, even within the nonverbal subtests. Discriminant analysis revealed that SB-5 scores could predict group membership with 52.9% accuracy among the four groups, and with 82.6% accuracy when determining between MR and MR with AD. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.09.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=887 [article] Verbal prowess equals higher IQ: Implications for evaluating autism [Texte imprimé et/ou numérique] / Daniel T. LENNEN, Auteur ; Trevor A. HALL, Auteur ; Gordon D. LAMB, Auteur ; Benjamin J. DUNAGAN, Auteur . - 2010 . - p.95-101. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-1 (January-March 2010) . - p.95-101 Mots-clés : Stanford-Binet Autism Nonverbal-IQ Differential-diagnosis Index. décimale : PER Périodiques Résumé : This study evaluated the clinical utility of the Stanford-Binet-5 (SB-5) in assessing individuals suspected of having an autism spectrum disorder (ASD). Comparisons were made between individuals with and without autism (AD), with or without comorbid mental retardation. Differences in score profiles were discovered based on AD and mental retardation (MR) status. Score differences were then evaluated using VIQ as a covariate. Findings suggested that verbal ability has a large influence on scores, even within the nonverbal subtests. Discriminant analysis revealed that SB-5 scores could predict group membership with 52.9% accuracy among the four groups, and with 82.6% accuracy when determining between MR and MR with AD. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.09.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=887