An extended functional analysis protocol assesses the role of stereotypy in aggression in two young children with autism spectrum disorder / Pamela J. WHITE in Research in Autism Spectrum Disorders, 5-2 (April-June 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-2 (April-June 2011) . - p.784-789 Titre : An extended functional analysis protocol assesses the role of stereotypy in aggression in two young children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Pamela J. WHITE, Auteur ; Mark O'REILLY, Auteur ; Christina FRAGALE, Auteur ; Soyeon KANG, Auteur ; Kimberly MUHICH, Auteur ; Terry S. FALCOMATA, Auteur ; Russell B. LANG, Auteur ; Jeff SIGAFOOS, Auteur ; Giulio E. LANCIONI, Auteur Année de publication : 2011 Article en page(s) : p.784-789 Langues : Anglais (eng) Mots-clés : Stereotypy  Challenging behavior  Autism  Functional analysis Index. décimale : PER Périodiques Résumé : Two children with autism who engaged in aggression and stereotypy were assessed using common analogue functional analysis procedures. Aggression was maintained by access to specific preferred items. Data on the rates of stereotypy and appropriate play were collected during an extended functional analysis tangible condition. These data reveal that once the child was given access to the items shown to be maintaining challenging behavior that these items were then used to engage in stereotypy. These results suggest a relationship between stereotypy and socially mediated challenging behavior. Potential modifications to standard functional analysis procedures designed to identify this relationship and the implications of this relationship for intervention design are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.09.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114 [article] An extended functional analysis protocol assesses the role of stereotypy in aggression in two young children with autism spectrum disorder [Texte imprimé et/ou numérique] / Pamela J. WHITE, Auteur ; Mark O'REILLY, Auteur ; Christina FRAGALE, Auteur ; Soyeon KANG, Auteur ; Kimberly MUHICH, Auteur ; Terry S. FALCOMATA, Auteur ; Russell B. LANG, Auteur ; Jeff SIGAFOOS, Auteur ; Giulio E. LANCIONI, Auteur . - 2011 . - p.784-789. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-2 (April-June 2011) . - p.784-789 Mots-clés : Stereotypy  Challenging behavior  Autism  Functional analysis Index. décimale : PER Périodiques Résumé : Two children with autism who engaged in aggression and stereotypy were assessed using common analogue functional analysis procedures. Aggression was maintained by access to specific preferred items. Data on the rates of stereotypy and appropriate play were collected during an extended functional analysis tangible condition. These data reveal that once the child was given access to the items shown to be maintaining challenging behavior that these items were then used to engage in stereotypy. These results suggest a relationship between stereotypy and socially mediated challenging behavior. Potential modifications to standard functional analysis procedures designed to identify this relationship and the implications of this relationship for intervention design are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.09.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114

Applied Behavior Analysis and Its Application to Autism and Autism Related Disorders / Joel E. RINGDAHL

Public ISBD contenu dans Applied Behavior Analysis for Children with Autism Spectrum Disorders / Johnny L. MATSON Titre : Applied Behavior Analysis and Its Application to Autism and Autism Related Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Joel E. RINGDAHL, Auteur ; Todd KOPELMAN, Auteur ; Terry S. FALCOMATA, Auteur Année de publication : 2009 Importance : p.15-32 Langues : Anglais (eng) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=101 contenu dans Applied Behavior Analysis for Children with Autism Spectrum Disorders / Johnny L. MATSON Applied Behavior Analysis and Its Application to Autism and Autism Related Disorders [Texte imprimé et/ou numérique] / Joel E. RINGDAHL, Auteur ; Todd KOPELMAN, Auteur ; Terry S. FALCOMATA, Auteur . - 2009 . - p.15-32. Langues : Anglais (eng) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=101

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Interactive Social Skills / Mark O'REILLY

Public ISBD in Teaching and Behavior Support for Children and Adults with Autism Spectrum Disorder / James K. LUISELLI Titre : Interactive Social Skills Type de document : Texte imprimé et/ou numérique Auteurs : Mark O'REILLY, Auteur ; Amanda LITTLE, Auteur ; Terry S. FALCOMATA, Auteur ; Christina FRAGALE, Auteur ; Vanessa A. GREEN, Auteur ; Jeff SIGAFOOS, Auteur ; Giulio E. LANCIONI, Auteur ; Chaturi EDRISINHA, Auteur ; Hayoung CHOI, Auteur Année de publication : 2011 Importance : p.104-110 Langues : Anglais (eng) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=140 in Teaching and Behavior Support for Children and Adults with Autism Spectrum Disorder / James K. LUISELLI Interactive Social Skills [Texte imprimé et/ou numérique] / Mark O'REILLY, Auteur ; Amanda LITTLE, Auteur ; Terry S. FALCOMATA, Auteur ; Christina FRAGALE, Auteur ; Vanessa A. GREEN, Auteur ; Jeff SIGAFOOS, Auteur ; Giulio E. LANCIONI, Auteur ; Chaturi EDRISINHA, Auteur ; Hayoung CHOI, Auteur . - 2011 . - p.104-110. Langues : Anglais (eng) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=140

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Reading Comprehension Interventions for Students With Autism Spectrum Disorders / Michael SOLIS 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.284-299 Titre : Reading Comprehension Interventions for Students With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Michael SOLIS, Auteur ; Farah El ZEIN, Auteur ; Sharon VAUGHN, Auteur ; Lisa V. MCCULLEY, Auteur ; Terry S. FALCOMATA, Auteur Article en page(s) : p.284-299 Langues : Anglais (eng) Mots-clés : autism  reading comprehension  behavior  intervention Index. décimale : PER Périodiques Résumé : We conducted two separate but related single-case studies using alternating treatment designs to investigate the effects of two single-component reading interventions: question development and anaphoric cueing. In each study, we compared a typical intervention approach (Study 1, question development; Study 2, anaphoric cueing) with an alternate approach that included the addition of applied behavior analysis (ABA) techniques. The treatments that included ABA techniques were designed to improve the performance of students with autism spectrum disorders (ASD) on curriculum-based measures (CBM) of reading and on-task behavior measures during the reading tasks. The ABA techniques included the use of visual supports, a token economy, and the use of readings based on the perseverative interests of students. Four students in Grades 3 to 5 identified with ASD participated—two students in each study. Study 1 evaluated the relative effects of question development plus ABA compared with question development on CBM reading probes and an on-task behavior measure for two students. Study 2 evaluated the relative effects of anaphoric cueing plus ABA compared with anaphoric cueing on CBM reading probes and an on-task behavior measure for two students. The results indicated that the treatments that included ABA techniques were more effective than treatments that did not include ABA. These data support the use of ABA techniques for the enhancement of question development and anaphoric cueing as a means to improve reading comprehension and on-task behavior for students with ASD. En ligne : http://dx.doi.org/10.1177/1088357615583464 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 [article] Reading Comprehension Interventions for Students With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Michael SOLIS, Auteur ; Farah El ZEIN, Auteur ; Sharon VAUGHN, Auteur ; Lisa V. MCCULLEY, Auteur ; Terry S. FALCOMATA, Auteur . - p.284-299. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 31-4 (December 2016) . - p.284-299 Mots-clés : autism  reading comprehension  behavior  intervention Index. décimale : PER Périodiques Résumé : We conducted two separate but related single-case studies using alternating treatment designs to investigate the effects of two single-component reading interventions: question development and anaphoric cueing. In each study, we compared a typical intervention approach (Study 1, question development; Study 2, anaphoric cueing) with an alternate approach that included the addition of applied behavior analysis (ABA) techniques. The treatments that included ABA techniques were designed to improve the performance of students with autism spectrum disorders (ASD) on curriculum-based measures (CBM) of reading and on-task behavior measures during the reading tasks. The ABA techniques included the use of visual supports, a token economy, and the use of readings based on the perseverative interests of students. Four students in Grades 3 to 5 identified with ASD participated—two students in each study. Study 1 evaluated the relative effects of question development plus ABA compared with question development on CBM reading probes and an on-task behavior measure for two students. Study 2 evaluated the relative effects of anaphoric cueing plus ABA compared with anaphoric cueing on CBM reading probes and an on-task behavior measure for two students. The results indicated that the treatments that included ABA techniques were more effective than treatments that did not include ABA. These data support the use of ABA techniques for the enhancement of question development and anaphoric cueing as a means to improve reading comprehension and on-task behavior for students with ASD. En ligne : http://dx.doi.org/10.1177/1088357615583464 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297

Training Culturally Diverse Caregivers to Decrease Their Child?s Challenging Behaviors: A Systematic Review and Meta-analysis / Fabiola VARGAS LONDONO in Journal of Autism and Developmental Disorders, 53-7 (July 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-7 (July 2023) . - p.2613-2635 Titre : Training Culturally Diverse Caregivers to Decrease Their Child?s Challenging Behaviors: A Systematic Review and Meta-analysis Type de document : Texte imprimé et/ou numérique Auteurs : Fabiola VARGAS LONDONO, Auteur ; Nataly LIM, Auteur ; Monique R. BARNETT, Auteur ; Lauren H. HAMPTON, Auteur ; Terry S. FALCOMATA, Auteur Article en page(s) : p.2613-2635 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Parents are the primary source of support for their children and can become principal interventionists for preventing and treating their child?s challenging behavior. Yet, providing adequate and adapted training for culturally diverse families can be difficult due to the increase of international migration and the diversity of languages spoken worldwide. This systematic review and meta-analysis evaluated 13 studies that implemented training for caregivers with limited proficiency in the majority language. Overall, the results suggested a moderate-small treatment effects on positive and negative parenting practices. The results also indicated moderate-small treatment effects on challenging behaviors exhibited by both individuals with developmental disabilities and typically developmental. Findings are discussed in terms of strategies used and recommendations for future research and practice. En ligne : https://doi.org/10.1007/s10803-022-05564-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=507 [article] Training Culturally Diverse Caregivers to Decrease Their Child?s Challenging Behaviors: A Systematic Review and Meta-analysis [Texte imprimé et/ou numérique] / Fabiola VARGAS LONDONO, Auteur ; Nataly LIM, Auteur ; Monique R. BARNETT, Auteur ; Lauren H. HAMPTON, Auteur ; Terry S. FALCOMATA, Auteur . - p.2613-2635. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-7 (July 2023) . - p.2613-2635 Index. décimale : PER Périodiques Résumé : Parents are the primary source of support for their children and can become principal interventionists for preventing and treating their child?s challenging behavior. Yet, providing adequate and adapted training for culturally diverse families can be difficult due to the increase of international migration and the diversity of languages spoken worldwide. This systematic review and meta-analysis evaluated 13 studies that implemented training for caregivers with limited proficiency in the majority language. Overall, the results suggested a moderate-small treatment effects on positive and negative parenting practices. The results also indicated moderate-small treatment effects on challenging behaviors exhibited by both individuals with developmental disabilities and typically developmental. Findings are discussed in terms of strategies used and recommendations for future research and practice. En ligne : https://doi.org/10.1007/s10803-022-05564-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=507

Unintentional stimulus control during the treatment of pica displayed by a young man with autism / Terry S. FALCOMATA in Research in Autism Spectrum Disorders, 1-4 (October/December 2007)  

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