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 et/ou numérique 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 et/ou numérique] / 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

Brief Report: Evaluation of the Noncontingent Provision of Fidget Toys During Group Activities / Jennifer R. LEDFORD in Focus on Autism and Other Developmental Disabilities, 35-2 (June 2020)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 35-2 (June 2020) . - p.101-107 Titre : Brief Report: Evaluation of the Noncontingent Provision of Fidget Toys During Group Activities Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer R. LEDFORD, Auteur ; Kathleen N. ZIMMERMAN, Auteur ; Katherine E. SEVERINI, Auteur ; Hunter A. GAST, Auteur ; Kirsten OSBORNE, Auteur ; Emilee R. HARBIN, Auteur Article en page(s) : p.101-107 Mots-clés : fad interventions, fidgets, alternating treatments design, group instruction Index. décimale : PER Périodiques Résumé : Provision of small ?sensory? fidget toys during group activities is a low-effort intervention that may be used during group activities to encourage attendance and engagement by children with autism spectrum disorders (ASD). The purpose of this study was to evaluate the noncontingent provision of fidget toys during a group activity. Research activities occurred at a summer camp designed to improve social skills for young children with ASD. The impact of fidgets was compared with a baseline condition and contingent provision of tokens using a single case alternating treatments design. Results suggest contra-therapeutic effects or decreased engagement over time for the fidget condition. Practitioners should consider using evidence-based alternatives to improve engagement or should engage in careful data-based decision-making when fidgets are used with the intent to improve engagement in group activities. En ligne : https://doi.org/10.1177/1088357620902501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 [article] Brief Report: Evaluation of the Noncontingent Provision of Fidget Toys During Group Activities [Texte imprimé et/ou numérique] / Jennifer R. LEDFORD, Auteur ; Kathleen N. ZIMMERMAN, Auteur ; Katherine E. SEVERINI, Auteur ; Hunter A. GAST, Auteur ; Kirsten OSBORNE, Auteur ; Emilee R. HARBIN, Auteur . - p.101-107. in Focus on Autism and Other Developmental Disabilities > 35-2 (June 2020) . - p.101-107 Mots-clés : fad interventions, fidgets, alternating treatments design, group instruction Index. décimale : PER Périodiques Résumé : Provision of small ?sensory? fidget toys during group activities is a low-effort intervention that may be used during group activities to encourage attendance and engagement by children with autism spectrum disorders (ASD). The purpose of this study was to evaluate the noncontingent provision of fidget toys during a group activity. Research activities occurred at a summer camp designed to improve social skills for young children with ASD. The impact of fidgets was compared with a baseline condition and contingent provision of tokens using a single case alternating treatments design. Results suggest contra-therapeutic effects or decreased engagement over time for the fidget condition. Practitioners should consider using evidence-based alternatives to improve engagement or should engage in careful data-based decision-making when fidgets are used with the intent to improve engagement in group activities. En ligne : https://doi.org/10.1177/1088357620902501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422

Improving the Use of Evidence-Based Instructional Practices for Paraprofessionals / Jennifer R. LEDFORD in Focus on Autism and Other Developmental Disabilities, 33-4 (December 2018)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 33-4 (December 2018) . - p.206-216 Titre : Improving the Use of Evidence-Based Instructional Practices for Paraprofessionals Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer R. LEDFORD, Auteur ; Kathleen N. ZIMMERMAN, Auteur ; Emilee R. HARBIN, Auteur ; Sarah E. WARD, Auteur Année de publication : 2018 Article en page(s) : p.206-216 Langues : Anglais (eng) Mots-clés : coaching  multiple baseline design  implementation  paraprofessionals Index. décimale : PER Périodiques Résumé : Coaching has been shown to improve the use of evidence-based instructional practices (EBIPs), but relatively few studies have been conducted to assess the effectiveness of coaching for adults belonging to minority groups and paraprofessionals in public elementary school settings. In this study, a multiple probe design across participants was used to assess the effectiveness of coaching and the provision of feedback on the use of prompting procedures and associated practices for three adults supporting three young students with autism in a self-contained elementary school setting. Results showed improved use of target practices and increased student engagement. More research is needed regarding the training and coaching of teaching teams and the use of evidence-based coaching and feedback practices to assist paraprofessionals in implementing EBIPs with small groups of students and in a variety of educational settings. En ligne : http://dx.doi.org/10.1177/1088357617699178 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=372 [article] Improving the Use of Evidence-Based Instructional Practices for Paraprofessionals [Texte imprimé et/ou numérique] / Jennifer R. LEDFORD, Auteur ; Kathleen N. ZIMMERMAN, Auteur ; Emilee R. HARBIN, Auteur ; Sarah E. WARD, Auteur . - 2018 . - p.206-216. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 33-4 (December 2018) . - p.206-216 Mots-clés : coaching  multiple baseline design  implementation  paraprofessionals Index. décimale : PER Périodiques Résumé : Coaching has been shown to improve the use of evidence-based instructional practices (EBIPs), but relatively few studies have been conducted to assess the effectiveness of coaching for adults belonging to minority groups and paraprofessionals in public elementary school settings. In this study, a multiple probe design across participants was used to assess the effectiveness of coaching and the provision of feedback on the use of prompting procedures and associated practices for three adults supporting three young students with autism in a self-contained elementary school setting. Results showed improved use of target practices and increased student engagement. More research is needed regarding the training and coaching of teaching teams and the use of evidence-based coaching and feedback practices to assist paraprofessionals in implementing EBIPs with small groups of students and in a variety of educational settings. En ligne : http://dx.doi.org/10.1177/1088357617699178 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=372

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