Antecedent Social Skills Interventions for Individuals With ASD: What Works, for Whom, and Under What Conditions? / Jennifer R. LEDFORD in Focus on Autism and Other Developmental Disabilities, 33-1 (March 2018)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 33-1 (March 2018) . - p.3-13 Titre : Antecedent Social Skills Interventions for Individuals With ASD: What Works, for Whom, and Under What Conditions? Type de document : texte imprimé Auteurs : Jennifer R. LEDFORD, Auteur ; Seth KING, Auteur ; Emilee R. HARBIN, Auteur ; Kathleen N. ZIMMERMAN, Auteur Article en page(s) : p.3-13 Langues : Anglais (eng) Mots-clés : social skills interventions,evidence-based practices,single-case synthesis Index. décimale : PER Périodiques Résumé : Social skills interventions designed to increase pro-social interactions for individuals with autism spectrum disorders are critical, but the relative effectiveness of these interventions is not well understood. More than 250 single-case design studies in 113 articles were reviewed and described in terms of participants, settings, arrangements, implementers, social partners, target behaviors, and treatment components. Differential success rates are reported, given the variation in study and participant characteristics (e.g., implementers, treatment components, participant age). Environmental arrangement, social skills training, and prompting were highly successful, and peer training, priming, and video-based interventions were less successful. More evidence is needed, particularly research including older individuals and utilizing indigenous implementers and typical social partners. En ligne : https://doi.org/10.1177/1088357616634024 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=336 [article] Antecedent Social Skills Interventions for Individuals With ASD: What Works, for Whom, and Under What Conditions? [texte imprimé] / Jennifer R. LEDFORD, Auteur ; Seth KING, Auteur ; Emilee R. HARBIN, Auteur ; Kathleen N. ZIMMERMAN, Auteur . - p.3-13. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 33-1 (March 2018) . - p.3-13 Mots-clés : social skills interventions,evidence-based practices,single-case synthesis Index. décimale : PER Périodiques Résumé : Social skills interventions designed to increase pro-social interactions for individuals with autism spectrum disorders are critical, but the relative effectiveness of these interventions is not well understood. More than 250 single-case design studies in 113 articles were reviewed and described in terms of participants, settings, arrangements, implementers, social partners, target behaviors, and treatment components. Differential success rates are reported, given the variation in study and participant characteristics (e.g., implementers, treatment components, participant age). Environmental arrangement, social skills training, and prompting were highly successful, and peer training, priming, and video-based interventions were less successful. More evidence is needed, particularly research including older individuals and utilizing indigenous implementers and typical social partners. En ligne : https://doi.org/10.1177/1088357616634024 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=336

Developing an Early Reading Intervention Aligned With the Down Syndrome Behavioral Phenotype / Christopher J. LEMONS in Focus on Autism and Other Developmental Disabilities, 32-3 (September 2017)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 32-3 (September 2017) . - p.176-187 Titre : Developing an Early Reading Intervention Aligned With the Down Syndrome Behavioral Phenotype Type de document : texte imprimé Auteurs : Christopher J. LEMONS, Auteur ; Seth KING, Auteur ; Kimberly A. DAVIDSON, Auteur ; Cynthia S. PURANIK, Auteur ; Stephanie AL OTAIBA, Auteur ; Deborah FULMER, Auteur ; Alicia A. MRACHKO, Auteur ; Jane PARTANEN, Auteur ; Deborah J. FIDLER, Auteur Article en page(s) : p.176-187 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The aim of this project was to develop an early reading intervention for children with Down syndrome based on the related behavioral phenotype. The intervention targeted learning of letter?sound correspondences, reading of decodable and high frequency words, and phonological awareness. We evaluated the feasibility and potential efficacy of the intervention with seven children between the ages of 6 and 8 years who participated in a series of multiple-probe across lessons single-case design studies. Results indicate a functional relation between the intervention and mastery of taught content for three students. Two students demonstrated positive although inconsistent response; two students demonstrated limited learning. Implications for future research and practice are discussed. En ligne : http://dx.doi.org/10.1177/1088357615618941 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=313 [article] Developing an Early Reading Intervention Aligned With the Down Syndrome Behavioral Phenotype [texte imprimé] / Christopher J. LEMONS, Auteur ; Seth KING, Auteur ; Kimberly A. DAVIDSON, Auteur ; Cynthia S. PURANIK, Auteur ; Stephanie AL OTAIBA, Auteur ; Deborah FULMER, Auteur ; Alicia A. MRACHKO, Auteur ; Jane PARTANEN, Auteur ; Deborah J. FIDLER, Auteur . - p.176-187. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 32-3 (September 2017) . - p.176-187 Index. décimale : PER Périodiques Résumé : The aim of this project was to develop an early reading intervention for children with Down syndrome based on the related behavioral phenotype. The intervention targeted learning of letter?sound correspondences, reading of decodable and high frequency words, and phonological awareness. We evaluated the feasibility and potential efficacy of the intervention with seven children between the ages of 6 and 8 years who participated in a series of multiple-probe across lessons single-case design studies. Results indicate a functional relation between the intervention and mastery of taught content for three students. Two students demonstrated positive although inconsistent response; two students demonstrated limited learning. Implications for future research and practice are discussed. En ligne : http://dx.doi.org/10.1177/1088357615618941 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=313

---

1 (1 - 2 / 2) Par page : 25 50 100 200