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

Brief Report: The Effects of a Weighted Blanket on Engagement for a Student With ASD / Kathleen N. ZIMMERMAN in Focus on Autism and Other Developmental Disabilities, 34-1 (March 2019)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 34-1 (March 2019) . - p.15-19 Titre : Brief Report: The Effects of a Weighted Blanket on Engagement for a Student With ASD Type de document : Texte imprimé et/ou numérique Auteurs : Kathleen N. ZIMMERMAN, Auteur ; Jennifer R. LEDFORD, Auteur ; Katherine E. SEVERINI, Auteur Article en page(s) : p.15-19 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The effectiveness of a weighted blanket intervention and structured work boxes for improving engagement for a child with autism during math circle time in a general education kindergarten classroom were evaluated relative to baseline using an alternating treatments design. The structured work boxes resulted in higher levels of engagement, and the weighted blanket resulted in levels that were similar to or lower than baseline. Additional research is needed on sensory-based interventions; in the meantime, teachers should use evidence-based practices. En ligne : https://doi.org/10.1177/1088357618794911 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 [article] Brief Report: The Effects of a Weighted Blanket on Engagement for a Student With ASD [Texte imprimé et/ou numérique] / Kathleen N. ZIMMERMAN, Auteur ; Jennifer R. LEDFORD, Auteur ; Katherine E. SEVERINI, Auteur . - p.15-19. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 34-1 (March 2019) . - p.15-19 Index. décimale : PER Périodiques Résumé : The effectiveness of a weighted blanket intervention and structured work boxes for improving engagement for a child with autism during math circle time in a general education kindergarten classroom were evaluated relative to baseline using an alternating treatments design. The structured work boxes resulted in higher levels of engagement, and the weighted blanket resulted in levels that were similar to or lower than baseline. Additional research is needed on sensory-based interventions; in the meantime, teachers should use evidence-based practices. En ligne : https://doi.org/10.1177/1088357618794911 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383

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

A meta-analysis of self-management interventions for students with ASD / Lauren M. ZAESKE ; Elisabeth J. MALONE ; Kathleen N. ZIMMERMAN in Research in Autism Spectrum Disorders, 110 (February 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 110 (February 2024) . - p.102294 Titre : A meta-analysis of self-management interventions for students with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Lauren M. ZAESKE, Auteur ; Elisabeth J. MALONE, Auteur ; Kathleen N. ZIMMERMAN, Auteur Article en page(s) : p.102294 Mots-clés : Autism spectrum disorders  Self-management interventions  Self-monitoring  Evidence-based practices  Translational research Index. décimale : PER Périodiques Résumé : Background Self-management interventions (SMI) are a broad class of interventions used to teach students to assess, monitor, and adjust their own behavior without direct intervention from an educator. SMI support students with autism spectrum disorder (ASD) to learn valuable self-awareness and self-determination skills for better outcomes in adulthood. Methods A systematic review and meta-analysis were employed to examine the students with ASD who are likely to benefit from SMIs in educational settings, the conditions these interventions are effective under, and identify the discrete intervention packages, social validity, and anticipated effects of the intervention. Results This review examined 62 single case designs with adequate quality and rigor in 18 studies, including 34 cases and 53 students with ASD. Findings indicating limited participant and intervention condition reporting within the evidence-base. Conclusions Lack of translational reporting of ASD characteristics, implementation conditions, and training methods limited conclusions about for whom and under what conditions. Further, the majority of studies in the evidence base focused exclusively on self-monitoring interventions to address engagement behaviors, indicating a need for further examination of other self-management components. Future directions of translational research of SMI for students with ASD are discussed. En ligne : https://doi.org/10.1016/j.rasd.2023.102294 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520 [article] A meta-analysis of self-management interventions for students with ASD [Texte imprimé et/ou numérique] / Lauren M. ZAESKE, Auteur ; Elisabeth J. MALONE, Auteur ; Kathleen N. ZIMMERMAN, Auteur . - p.102294. in Research in Autism Spectrum Disorders > 110 (February 2024) . - p.102294 Mots-clés : Autism spectrum disorders  Self-management interventions  Self-monitoring  Evidence-based practices  Translational research Index. décimale : PER Périodiques Résumé : Background Self-management interventions (SMI) are a broad class of interventions used to teach students to assess, monitor, and adjust their own behavior without direct intervention from an educator. SMI support students with autism spectrum disorder (ASD) to learn valuable self-awareness and self-determination skills for better outcomes in adulthood. Methods A systematic review and meta-analysis were employed to examine the students with ASD who are likely to benefit from SMIs in educational settings, the conditions these interventions are effective under, and identify the discrete intervention packages, social validity, and anticipated effects of the intervention. Results This review examined 62 single case designs with adequate quality and rigor in 18 studies, including 34 cases and 53 students with ASD. Findings indicating limited participant and intervention condition reporting within the evidence-base. Conclusions Lack of translational reporting of ASD characteristics, implementation conditions, and training methods limited conclusions about for whom and under what conditions. Further, the majority of studies in the evidence base focused exclusively on self-monitoring interventions to address engagement behaviors, indicating a need for further examination of other self-management components. Future directions of translational research of SMI for students with ASD are discussed. En ligne : https://doi.org/10.1016/j.rasd.2023.102294 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520

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