Efficacy of the ASAP Intervention for Preschoolers with ASD: A Cluster Randomized Controlled Trial / Brian A. BOYD in Journal of Autism and Developmental Disorders, 48-9 (September 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-9 (September 2018) . - p.3144-3162 Titre : Efficacy of the ASAP Intervention for Preschoolers with ASD: A Cluster Randomized Controlled Trial Type de document : Texte imprimé et/ou numérique Auteurs : Brian A. BOYD, Auteur ; Linda R. WATSON, Auteur ; S. S. RESZKA, Auteur ; J. SIDERIS, Auteur ; Michael ALESSANDRI, Auteur ; Grace T. BARANEK, Auteur ; Elizabeth R. CRAIS, Auteur ; A. DONALDSON, Auteur ; A. GUTIERREZ, Auteur ; L. JOHNSON, Auteur ; Katie BELARDI, Auteur Article en page(s) : p.3144-3162 Langues : Anglais (eng) Mots-clés : Asap  Autism spectrum disorder  Engagement  Randomized controlled trial  School interventions  Social-communication Index. décimale : PER Périodiques Résumé : The advancing social-communication and play (ASAP) intervention was designed as a classroom-based intervention, in which the educational teams serving preschool-aged children with autism spectrum disorder are trained to implement the intervention in order to improve these children's social-communication and play skills. In this 4-year, multi-site efficacy trial, classrooms were randomly assigned to ASAP or a business-as-usual control condition. A total of 78 classrooms, including 161 children, enrolled in this study. No significant group differences were found for the primary outcomes of children's social-communication and play. However, children in the ASAP group showed increased classroom engagement. Additionally, participation in ASAP seemed to have a protective effect for one indicator of teacher burnout. Implications for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-018-3584-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367 [article] Efficacy of the ASAP Intervention for Preschoolers with ASD: A Cluster Randomized Controlled Trial [Texte imprimé et/ou numérique] / Brian A. BOYD, Auteur ; Linda R. WATSON, Auteur ; S. S. RESZKA, Auteur ; J. SIDERIS, Auteur ; Michael ALESSANDRI, Auteur ; Grace T. BARANEK, Auteur ; Elizabeth R. CRAIS, Auteur ; A. DONALDSON, Auteur ; A. GUTIERREZ, Auteur ; L. JOHNSON, Auteur ; Katie BELARDI, Auteur . - p.3144-3162. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-9 (September 2018) . - p.3144-3162 Mots-clés : Asap  Autism spectrum disorder  Engagement  Randomized controlled trial  School interventions  Social-communication Index. décimale : PER Périodiques Résumé : The advancing social-communication and play (ASAP) intervention was designed as a classroom-based intervention, in which the educational teams serving preschool-aged children with autism spectrum disorder are trained to implement the intervention in order to improve these children's social-communication and play skills. In this 4-year, multi-site efficacy trial, classrooms were randomly assigned to ASAP or a business-as-usual control condition. A total of 78 classrooms, including 161 children, enrolled in this study. No significant group differences were found for the primary outcomes of children's social-communication and play. However, children in the ASAP group showed increased classroom engagement. Additionally, participation in ASAP seemed to have a protective effect for one indicator of teacher burnout. Implications for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-018-3584-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367

The Association between Adult Participation and the Engagement of Preschoolers with ASD / Ann M. SAM in Autism Research and Treatment, 2016 (2016)  

Public ISBD [article]  inAutism Research and Treatment > 2016 (2016) Titre : The Association between Adult Participation and the Engagement of Preschoolers with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Ann M. SAM, Auteur ; S. S. RESZKA, Auteur ; Brian A. BOYD, Auteur ; Y. PAN, Auteur ; K. HUME, Auteur ; Samuel L ODOM, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The ability for a child to engage in the classroom is associated with better academic outcomes. Yet, there is limited information on how child characteristics of autism and adult behavior impact engagement. This study examined (1) the pattern of adult participation and child engagement in preschool classrooms that serve children with ASD, (2) the associations between child engagement and adult participation, and (3) how characteristics of ASD (autism severity, language ability, and challenging behavior) moderate the relationship between adult participation and child engagement. Overall, children were less likely to be engaged when adults were actively or passively participating with them. Moderators impacted this relationship. Children with higher levels of autism severity were more likely to be engaged when adults were actively or passively participating with them. Similarly, children with lower language abilities were more likely to be engaged when adults were actively or passively participating with them. Finally, children with higher levels of challenging behaviors were less likely to be engaged when adults were actively or passively participating with them. These findings have important implications for how adults can best support the engagement of children with ASD. En ligne : http://dx.doi.org/10.1155/2016/6029837 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=332 [article] The Association between Adult Participation and the Engagement of Preschoolers with ASD [Texte imprimé et/ou numérique] / Ann M. SAM, Auteur ; S. S. RESZKA, Auteur ; Brian A. BOYD, Auteur ; Y. PAN, Auteur ; K. HUME, Auteur ; Samuel L ODOM, Auteur. Langues : Anglais (eng) in Autism Research and Treatment > 2016 (2016) Index. décimale : PER Périodiques Résumé : The ability for a child to engage in the classroom is associated with better academic outcomes. Yet, there is limited information on how child characteristics of autism and adult behavior impact engagement. This study examined (1) the pattern of adult participation and child engagement in preschool classrooms that serve children with ASD, (2) the associations between child engagement and adult participation, and (3) how characteristics of ASD (autism severity, language ability, and challenging behavior) moderate the relationship between adult participation and child engagement. Overall, children were less likely to be engaged when adults were actively or passively participating with them. Moderators impacted this relationship. Children with higher levels of autism severity were more likely to be engaged when adults were actively or passively participating with them. Similarly, children with lower language abilities were more likely to be engaged when adults were actively or passively participating with them. Finally, children with higher levels of challenging behaviors were less likely to be engaged when adults were actively or passively participating with them. These findings have important implications for how adults can best support the engagement of children with ASD. En ligne : http://dx.doi.org/10.1155/2016/6029837 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=332

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