Environmental Fit: A Model for Assessing and Treating Problem Behavior Associated With Curricular Difficulties in Children With Autism Spectrum Disorders / Audrey BLAKELEY-SMITH in Focus on Autism and Other Developmental Disabilities, 24-3 (September 2009)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 24-3 (September 2009) . - p.131-145 Titre : Environmental Fit: A Model for Assessing and Treating Problem Behavior Associated With Curricular Difficulties in Children With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Audrey BLAKELEY-SMITH, Auteur ; Edward G. CARR, Auteur ; Jamie S. OWEN-DESCHRYVER, Auteur ; Sanja I. CALE, Auteur Année de publication : 2009 Article en page(s) : p.131-145 Langues : Anglais (eng) Mots-clés : environmental-fit problem-behavior autism curricular-modification school-based-intervention Index. décimale : PER Périodiques Résumé : Theoretical considerations suggest that problem behavior should increase when a child’s competency does not match the curricular demands of the environment (i.e., when there is poor environmental fit). In the present study, environmental fit was examined for six children with autism spectrum disorders. Results indicated that the children exhibited high rates of problem behavior associated with poor motor or academic competency. Curricular modifications resulted in (a) a decrease in the level of problem behavior, (b) an increase in the percentage of task steps completed correctly, and (c) improved affect. Adults who worked with the children reported ease of intervention techniques. The concept of environmental fit and its usefulness in guiding both assessment of and intervention for problem behavior are discussed. En ligne : http://dx.doi.org/10.1177/1088357609339032 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=815 [article] Environmental Fit: A Model for Assessing and Treating Problem Behavior Associated With Curricular Difficulties in Children With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Audrey BLAKELEY-SMITH, Auteur ; Edward G. CARR, Auteur ; Jamie S. OWEN-DESCHRYVER, Auteur ; Sanja I. CALE, Auteur . - 2009 . - p.131-145. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 24-3 (September 2009) . - p.131-145 Mots-clés : environmental-fit problem-behavior autism curricular-modification school-based-intervention Index. décimale : PER Périodiques Résumé : Theoretical considerations suggest that problem behavior should increase when a child’s competency does not match the curricular demands of the environment (i.e., when there is poor environmental fit). In the present study, environmental fit was examined for six children with autism spectrum disorders. Results indicated that the children exhibited high rates of problem behavior associated with poor motor or academic competency. Curricular modifications resulted in (a) a decrease in the level of problem behavior, (b) an increase in the percentage of task steps completed correctly, and (c) improved affect. Adults who worked with the children reported ease of intervention techniques. The concept of environmental fit and its usefulness in guiding both assessment of and intervention for problem behavior are discussed. En ligne : http://dx.doi.org/10.1177/1088357609339032 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=815

Promoting Social Interactions Between Students With Autism Spectrum Disorders and Their Peers in Inclusive School Settings / Jamie S. OWEN-DESCHRYVER in Focus on Autism and Other Developmental Disabilities, 23-1 (March 2008)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 23-1 (March 2008) . - p.15-28 Titre : Promoting Social Interactions Between Students With Autism Spectrum Disorders and Their Peers in Inclusive School Settings Type de document : Texte imprimé et/ou numérique Auteurs : Jamie S. OWEN-DESCHRYVER, Auteur ; Edward G. CARR, Auteur ; Sanja I. CALE, Auteur ; Audrey BLAKELEY-SMITH, Auteur Année de publication : 2008 Article en page(s) : p.15-28 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study evaluated the impact of a peer training intervention on social interactions among three students with autism spectrum disorders (ASD) and their typical peers. Two second graders and one fourth grader with ASD participated. For each student with ASD, two to four typical peers participated in training sessions that targeted increased social interactions. Data collected during lunchtime and recess showed that the peer training intervention generally resulted in increased initiations by trained peers as well as increased initiations and responses by students with ASD. Unexpectedly, untrained peers also showed increased initiations. Future research directions are discussed, including characteristics of the peers selected for training (e.g., gender, popularity) and measurement of qualitative changes in social relationships and opportunities. Key Words: autism • social skills • peer training • social initiations • schools En ligne : http://dx.doi.org/10.1177/1088357608314370 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=333 [article] Promoting Social Interactions Between Students With Autism Spectrum Disorders and Their Peers in Inclusive School Settings [Texte imprimé et/ou numérique] / Jamie S. OWEN-DESCHRYVER, Auteur ; Edward G. CARR, Auteur ; Sanja I. CALE, Auteur ; Audrey BLAKELEY-SMITH, Auteur . - 2008 . - p.15-28. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 23-1 (March 2008) . - p.15-28 Index. décimale : PER Périodiques Résumé : This study evaluated the impact of a peer training intervention on social interactions among three students with autism spectrum disorders (ASD) and their typical peers. Two second graders and one fourth grader with ASD participated. For each student with ASD, two to four typical peers participated in training sessions that targeted increased social interactions. Data collected during lunchtime and recess showed that the peer training intervention generally resulted in increased initiations by trained peers as well as increased initiations and responses by students with ASD. Unexpectedly, untrained peers also showed increased initiations. Future research directions are discussed, including characteristics of the peers selected for training (e.g., gender, popularity) and measurement of qualitative changes in social relationships and opportunities. Key Words: autism • social skills • peer training • social initiations • schools En ligne : http://dx.doi.org/10.1177/1088357608314370 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=333

---

1 (1 - 2 / 2)