Dépouillements

Effects of Weighted Vests on the Engagement of Children With Developmental Delays and Autism / Brian REICHOW in Focus on Autism and Other Developmental Disabilities, 25-1 (March 2010)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 25-1 (March 2010) . - p.3-11 Titre : Effects of Weighted Vests on the Engagement of Children With Developmental Delays and Autism Type de document : Texte imprimé et/ou numérique Auteurs : Brian REICHOW, Auteur ; Mark WOLERY, Auteur ; Erin E. BARTON, Auteur ; Leslie GOOD, Auteur ; Joanna NEELY SEWELL, Auteur Année de publication : 2010 Article en page(s) : p.3-11 Langues : Anglais (eng) Mots-clés : autism-spectrum-disorders sensory-integration weighted-vests engagement Index. décimale : PER Périodiques Résumé : The use of weighted vests for children with autism spectrum disorders and developmental disabilities is a common practice as part of sensory integration therapy programs. The purpose of the current investigation was to extend the research on the use of weighted vests for children with autism and developmental delays in a methodologically rigorous study. The study was conducted using an alternating treatment design.This allowed the comparison of three different conditions: weighted vest, vest with no weight (which served as a placebo), and no vest (which served as a baseline). The results showed no differentiation in engagement between conditions for any of the participants. Implications for practice and future research are provided. En ligne : http://dx.doi.org/10.1177/1088357609353751 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=994 [article] Effects of Weighted Vests on the Engagement of Children With Developmental Delays and Autism [Texte imprimé et/ou numérique] / Brian REICHOW, Auteur ; Mark WOLERY, Auteur ; Erin E. BARTON, Auteur ; Leslie GOOD, Auteur ; Joanna NEELY SEWELL, Auteur . - 2010 . - p.3-11. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 25-1 (March 2010) . - p.3-11 Mots-clés : autism-spectrum-disorders sensory-integration weighted-vests engagement Index. décimale : PER Périodiques Résumé : The use of weighted vests for children with autism spectrum disorders and developmental disabilities is a common practice as part of sensory integration therapy programs. The purpose of the current investigation was to extend the research on the use of weighted vests for children with autism and developmental delays in a methodologically rigorous study. The study was conducted using an alternating treatment design.This allowed the comparison of three different conditions: weighted vest, vest with no weight (which served as a placebo), and no vest (which served as a baseline). The results showed no differentiation in engagement between conditions for any of the participants. Implications for practice and future research are provided. En ligne : http://dx.doi.org/10.1177/1088357609353751 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=994

Power Cards to Improve Conversational Skills in Adolescents With Asperger Syndrome / Kathy M. DAVIS in Focus on Autism and Other Developmental Disabilities, 25-1 (March 2010)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 25-1 (March 2010) . - p.12-22 Titre : Power Cards to Improve Conversational Skills in Adolescents With Asperger Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Kathy M. DAVIS, Auteur ; David F. CIHAK, Auteur ; Richard T. BOON, Auteur ; Cecil III FORE, Auteur Année de publication : 2010 Article en page(s) : p.12-22 Langues : Anglais (eng) Mots-clés : Cognitive-Strategy-Instruction Conversational-Skills Social/Communication High-School Asperger-Syndrome Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine the effects of Power Cards on the initiation and maintenance of conversational skills in students with Asperger syndrome. Three high school students with Asperger Syndrome participated in this study. Power Cards were used to prompt students’ previously learned conversational skills in a multiple-baseline design across students. Results can be interpreted to conclude that there was a functional relationship between use of Power Cards and the percentage of time students engaged in conversations that focused on the interests of their conversational partners. Power Cards are inexpensive, easy to make, and may be useful for high school students with Asperger Syndrome. En ligne : http://dx.doi.org/10.1177/1088357609354299 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=994 [article] Power Cards to Improve Conversational Skills in Adolescents With Asperger Syndrome [Texte imprimé et/ou numérique] / Kathy M. DAVIS, Auteur ; David F. CIHAK, Auteur ; Richard T. BOON, Auteur ; Cecil III FORE, Auteur . - 2010 . - p.12-22. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 25-1 (March 2010) . - p.12-22 Mots-clés : Cognitive-Strategy-Instruction Conversational-Skills Social/Communication High-School Asperger-Syndrome Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine the effects of Power Cards on the initiation and maintenance of conversational skills in students with Asperger syndrome. Three high school students with Asperger Syndrome participated in this study. Power Cards were used to prompt students’ previously learned conversational skills in a multiple-baseline design across students. Results can be interpreted to conclude that there was a functional relationship between use of Power Cards and the percentage of time students engaged in conversations that focused on the interests of their conversational partners. Power Cards are inexpensive, easy to make, and may be useful for high school students with Asperger Syndrome. En ligne : http://dx.doi.org/10.1177/1088357609354299 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=994

Evaluating the Effectiveness of Video Instruction on Social and Communication Skills Training for Children With Autism Spectrum Disorders: A Review of the Literature / Smita SHUKLA-MEHTA in Focus on Autism and Other Developmental Disabilities, 25-1 (March 2010)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 25-1 (March 2010) . - p.23-36 Titre : Evaluating the Effectiveness of Video Instruction on Social and Communication Skills Training for Children With Autism Spectrum Disorders: A Review of the Literature Type de document : Texte imprimé et/ou numérique Auteurs : Smita SHUKLA-MEHTA, Auteur ; Kevin CALLAHAN, Auteur ; Trube MILLER, Auteur Année de publication : 2010 Article en page(s) : p.23-36 Langues : Anglais (eng) Mots-clés : Autism-Spectrum-Disorders video-instruction video-modeling video-self-modeling point-of-view-video-modeling social-skills Index. décimale : PER Périodiques Résumé : Video instruction as an intervention for teaching skills to children with Autism Spectrum Disorders (ASD) is gaining increased momentum in applied settings.Video instruction, comprised of video modeling, video self-modeling, and point-of-view video, has been utilized in various fields of study with various populations and target behaviors. Literature on video instruction will be reviewed to determine its effects on the acquisition and generalization of social and communication skills for students with ASD in order to determine whether empirical findings support video instruction as an evidence-based practice. Guidelines for effective implementation of video instruction strategies for students with ASD and recommendations for further research will be provided. En ligne : http://dx.doi.org/10.1177/1088357609352901 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=994 [article] Evaluating the Effectiveness of Video Instruction on Social and Communication Skills Training for Children With Autism Spectrum Disorders: A Review of the Literature [Texte imprimé et/ou numérique] / Smita SHUKLA-MEHTA, Auteur ; Kevin CALLAHAN, Auteur ; Trube MILLER, Auteur . - 2010 . - p.23-36. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 25-1 (March 2010) . - p.23-36 Mots-clés : Autism-Spectrum-Disorders video-instruction video-modeling video-self-modeling point-of-view-video-modeling social-skills Index. décimale : PER Périodiques Résumé : Video instruction as an intervention for teaching skills to children with Autism Spectrum Disorders (ASD) is gaining increased momentum in applied settings.Video instruction, comprised of video modeling, video self-modeling, and point-of-view video, has been utilized in various fields of study with various populations and target behaviors. Literature on video instruction will be reviewed to determine its effects on the acquisition and generalization of social and communication skills for students with ASD in order to determine whether empirical findings support video instruction as an evidence-based practice. Guidelines for effective implementation of video instruction strategies for students with ASD and recommendations for further research will be provided. En ligne : http://dx.doi.org/10.1177/1088357609352901 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=994

Sibling Adjustment and Maternal Well-Being: An Examination of Families With and Without a Child With an Autism Spectrum Disorder / Nicole QUINTERO in Focus on Autism and Other Developmental Disabilities, 25-1 (March 2010)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 25-1 (March 2010) . - p.37-46 Titre : Sibling Adjustment and Maternal Well-Being: An Examination of Families With and Without a Child With an Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Nicole QUINTERO, Auteur ; Laura Lee MCINTYRE, Auteur Année de publication : 2010 Article en page(s) : p.37-46 Langues : Anglais (eng) Mots-clés : siblings autism-spectrum-disorder maternal-well-being depression Index. décimale : PER Périodiques Résumé : Differences in sibling social, behavioral, and academic adjustment and maternal well-being in families with (n = 20) and without (n = 23) a preschooler with autism spectrum disorder (ASD) were explored. Results are interpreted to suggest that mothers of children with autism report more daily hassles, life stress, and depression than mothers without a child with ASD. There were no significant differences in parent and teacher reports of older siblings’ social, behavioral, and academic adjustment in families with and without a child with ASD. Sibling behavioral adjustment was, however, significantly related to maternal well-being. Because families with children with ASD often experience more parenting stress and depression, siblings may be more vulnerable to the cumulative risks over time. En ligne : http://dx.doi.org/10.1177/1088357609350367 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=994 [article] Sibling Adjustment and Maternal Well-Being: An Examination of Families With and Without a Child With an Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Nicole QUINTERO, Auteur ; Laura Lee MCINTYRE, Auteur . - 2010 . - p.37-46. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 25-1 (March 2010) . - p.37-46 Mots-clés : siblings autism-spectrum-disorder maternal-well-being depression Index. décimale : PER Périodiques Résumé : Differences in sibling social, behavioral, and academic adjustment and maternal well-being in families with (n = 20) and without (n = 23) a preschooler with autism spectrum disorder (ASD) were explored. Results are interpreted to suggest that mothers of children with autism report more daily hassles, life stress, and depression than mothers without a child with ASD. There were no significant differences in parent and teacher reports of older siblings’ social, behavioral, and academic adjustment in families with and without a child with ASD. Sibling behavioral adjustment was, however, significantly related to maternal well-being. Because families with children with ASD often experience more parenting stress and depression, siblings may be more vulnerable to the cumulative risks over time. En ligne : http://dx.doi.org/10.1177/1088357609350367 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=994

The Use of Randomization Tests in Single-Subject Research / Regine HAARDORFER in Focus on Autism and Other Developmental Disabilities, 25-1 (March 2010)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 25-1 (March 2010) . - p.47-54 Titre : The Use of Randomization Tests in Single-Subject Research Type de document : Texte imprimé et/ou numérique Auteurs : Regine HAARDORFER, Auteur ; Phill GAGNE, Auteur Année de publication : 2010 Article en page(s) : p.47-54 Langues : Anglais (eng) Mots-clés : randomization-tests single-subject-research Index. décimale : PER Périodiques Résumé : Some researchers have argued for the use of or have attempted to make use of randomization tests in single-subject research. To address this tide of interest, the authors of this article describe randomization tests, discuss the theoretical rationale for applying them to single-subject research, and provide an overview of the methodological research into the Type I error rates and statistical power of randomization tests in single-subject designs. It is found that randomization tests generally are an awkward fit to single-subject designs, and they are found to have low statistical power in single-subject contexts. It is therefore recommended that single-subject researchers make sparing, if any, use of randomization tests to analyze their data. En ligne : http://dx.doi.org/10.1177/1088357609350745 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=994 [article] The Use of Randomization Tests in Single-Subject Research [Texte imprimé et/ou numérique] / Regine HAARDORFER, Auteur ; Phill GAGNE, Auteur . - 2010 . - p.47-54. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 25-1 (March 2010) . - p.47-54 Mots-clés : randomization-tests single-subject-research Index. décimale : PER Périodiques Résumé : Some researchers have argued for the use of or have attempted to make use of randomization tests in single-subject research. To address this tide of interest, the authors of this article describe randomization tests, discuss the theoretical rationale for applying them to single-subject research, and provide an overview of the methodological research into the Type I error rates and statistical power of randomization tests in single-subject designs. It is found that randomization tests generally are an awkward fit to single-subject designs, and they are found to have low statistical power in single-subject contexts. It is therefore recommended that single-subject researchers make sparing, if any, use of randomization tests to analyze their data. En ligne : http://dx.doi.org/10.1177/1088357609350745 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=994

Book Review: Toni Linder, Tanni L. Anthony, Anita C. Bundy, Renee Charlifue-Smith, Jan Christian Hafer, Forrest Hancock, & Cheryl Cole Rooke Transdisciplinary Play-Based Assessment, Second Edition (TPBA2) Baltimore: Paul H. Brookes, 2008. 445 pp. $54.95 ( / Kimberly CRAWFORD in Focus on Autism and Other Developmental Disabilities, 25-1 (March 2010)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 25-1 (March 2010) . - p.55-57 Titre : Book Review: Toni Linder, Tanni L. Anthony, Anita C. Bundy, Renee Charlifue-Smith, Jan Christian Hafer, Forrest Hancock, & Cheryl Cole Rooke Transdisciplinary Play-Based Assessment, Second Edition (TPBA2) Baltimore: Paul H. Brookes, 2008. 445 pp. $54.95 ( : ISBN 9781557668714 Toni Linder, Tanni L. Anthony, Anita C. Bundy, Renee Charlifue-Smith, Susan Dwinal, Jan Christian Hafer, Natasha Hall, & Forrest Hancock Transdisciplinary Play-Based Intervention, Second Edition (TPBI2) Baltimore: Paul H. Brookes, 2008. Type de document : Texte imprimé et/ou numérique Auteurs : Kimberly CRAWFORD, Auteur ; Billy T. OGLETREE, Auteur Année de publication : 2010 Article en page(s) : p.55-57 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357609350368 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=994 [article] Book Review: Toni Linder, Tanni L. Anthony, Anita C. Bundy, Renee Charlifue-Smith, Jan Christian Hafer, Forrest Hancock, & Cheryl Cole Rooke Transdisciplinary Play-Based Assessment, Second Edition (TPBA2) Baltimore: Paul H. Brookes, 2008. 445 pp. $54.95 ( : ISBN 9781557668714 Toni Linder, Tanni L. Anthony, Anita C. Bundy, Renee Charlifue-Smith, Susan Dwinal, Jan Christian Hafer, Natasha Hall, & Forrest Hancock Transdisciplinary Play-Based Intervention, Second Edition (TPBI2) Baltimore: Paul H. Brookes, 2008. [Texte imprimé et/ou numérique] / Kimberly CRAWFORD, Auteur ; Billy T. OGLETREE, Auteur . - 2010 . - p.55-57. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 25-1 (March 2010) . - p.55-57 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357609350368 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=994