ABA Versus TEACCH: The Case for Defining and Validating Comprehensive Treatment Models in Autism / Kevin CALLAHAN in Journal of Autism and Developmental Disorders, 40-1 (January 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-1 (January 2010) . - p.74-88 Titre : ABA Versus TEACCH: The Case for Defining and Validating Comprehensive Treatment Models in Autism Type de document : Texte imprimé et/ou numérique Auteurs : Kevin CALLAHAN, Auteur ; Smita SHUKLA-MEHTA, Auteur ; Sandy MAGEE, Auteur ; Min WIE, Auteur Année de publication : 2010 Article en page(s) : p.74-88 Langues : Anglais (eng) Mots-clés : Social-validation Expert-validation ABA-vs.-TEACCH Autism-treatment-model Index. décimale : PER Périodiques Résumé : The authors analyzed the results of a social validation survey to determine if autism service providers including special education teachers, parents, and administrators demonstrate a preference for the intervention components of Applied Behavior Analysis or Training and Education of Autistic and other Communication Handicapped Children. They also investigated the comprehensiveness of these treatment models for use in public school programs. The findings indicate no clear preference for either model, but a significantly higher level of social validity for components inherent in both approaches. The authors discuss the need for research to define what is meant by comprehensive programming in autism. En ligne : http://dx.doi.org/10.1007/s10803-009-0834-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=963 [article] ABA Versus TEACCH: The Case for Defining and Validating Comprehensive Treatment Models in Autism [Texte imprimé et/ou numérique] / Kevin CALLAHAN, Auteur ; Smita SHUKLA-MEHTA, Auteur ; Sandy MAGEE, Auteur ; Min WIE, Auteur . - 2010 . - p.74-88. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-1 (January 2010) . - p.74-88 Mots-clés : Social-validation Expert-validation ABA-vs.-TEACCH Autism-treatment-model Index. décimale : PER Périodiques Résumé : The authors analyzed the results of a social validation survey to determine if autism service providers including special education teachers, parents, and administrators demonstrate a preference for the intervention components of Applied Behavior Analysis or Training and Education of Autistic and other Communication Handicapped Children. They also investigated the comprehensiveness of these treatment models for use in public school programs. The findings indicate no clear preference for either model, but a significantly higher level of social validity for components inherent in both approaches. The authors discuss the need for research to define what is meant by comprehensive programming in autism. En ligne : http://dx.doi.org/10.1007/s10803-009-0834-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=963

Evaluating the Effectiveness of Video Instruction on Social and Communication Skills Training for Children With Autism Spectrum Disorders: A Review of the Literature / Smita SHUKLA-MEHTA in Focus on Autism and Other Developmental Disabilities, 25-1 (March 2010)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 25-1 (March 2010) . - p.23-36 Titre : Evaluating the Effectiveness of Video Instruction on Social and Communication Skills Training for Children With Autism Spectrum Disorders: A Review of the Literature Type de document : Texte imprimé et/ou numérique Auteurs : Smita SHUKLA-MEHTA, Auteur ; Kevin CALLAHAN, Auteur ; Trube MILLER, Auteur Année de publication : 2010 Article en page(s) : p.23-36 Langues : Anglais (eng) Mots-clés : Autism-Spectrum-Disorders video-instruction video-modeling video-self-modeling point-of-view-video-modeling social-skills Index. décimale : PER Périodiques Résumé : Video instruction as an intervention for teaching skills to children with Autism Spectrum Disorders (ASD) is gaining increased momentum in applied settings.Video instruction, comprised of video modeling, video self-modeling, and point-of-view video, has been utilized in various fields of study with various populations and target behaviors. Literature on video instruction will be reviewed to determine its effects on the acquisition and generalization of social and communication skills for students with ASD in order to determine whether empirical findings support video instruction as an evidence-based practice. Guidelines for effective implementation of video instruction strategies for students with ASD and recommendations for further research will be provided. En ligne : http://dx.doi.org/10.1177/1088357609352901 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=994 [article] Evaluating the Effectiveness of Video Instruction on Social and Communication Skills Training for Children With Autism Spectrum Disorders: A Review of the Literature [Texte imprimé et/ou numérique] / Smita SHUKLA-MEHTA, Auteur ; Kevin CALLAHAN, Auteur ; Trube MILLER, Auteur . - 2010 . - p.23-36. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 25-1 (March 2010) . - p.23-36 Mots-clés : Autism-Spectrum-Disorders video-instruction video-modeling video-self-modeling point-of-view-video-modeling social-skills Index. décimale : PER Périodiques Résumé : Video instruction as an intervention for teaching skills to children with Autism Spectrum Disorders (ASD) is gaining increased momentum in applied settings.Video instruction, comprised of video modeling, video self-modeling, and point-of-view video, has been utilized in various fields of study with various populations and target behaviors. Literature on video instruction will be reviewed to determine its effects on the acquisition and generalization of social and communication skills for students with ASD in order to determine whether empirical findings support video instruction as an evidence-based practice. Guidelines for effective implementation of video instruction strategies for students with ASD and recommendations for further research will be provided. En ligne : http://dx.doi.org/10.1177/1088357609352901 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=994

Evidence-Based Practices / Kevin CALLAHAN

Public ISBD in Systemically Treating Autism / Brie TURNS Titre : Evidence-Based Practices Type de document : Texte imprimé et/ou numérique Auteurs : Kevin CALLAHAN, Auteur ; Susan M. NICHOLS, Auteur Année de publication : 2019 Importance : p.194-202 Langues : Anglais (eng) Index. décimale : AUT-F AUT-F - L'Autisme - Soins Résumé : When looking for effective therapies and supports for individuals with ASD, clinicians and parents need to be aware of the available effective treatment and consider factors such as the severity of symptoms of the individual. It is also important for clinicians to be able to evaluate the evidence of effectiveness for potential therapeutic approaches. Being familiar with comprehensive treatment models such as applied behavior analysis, the Denver Model, and TEACCH are also key. In this chapter, the authors provide an overview of evidence-based services available to families with children with ASD. Specifically, the authors discuss applied behavior analysis because applied behavior analysis is considered by many to be the most familiar and frequently used model in ASD intervention. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417 in Systemically Treating Autism / Brie TURNS Evidence-Based Practices [Texte imprimé et/ou numérique] / Kevin CALLAHAN, Auteur ; Susan M. NICHOLS, Auteur . - 2019 . - p.194-202. Langues : Anglais (eng) Index. décimale : AUT-F AUT-F - L'Autisme - Soins Résumé : When looking for effective therapies and supports for individuals with ASD, clinicians and parents need to be aware of the available effective treatment and consider factors such as the severity of symptoms of the individual. It is also important for clinicians to be able to evaluate the evidence of effectiveness for potential therapeutic approaches. Being familiar with comprehensive treatment models such as applied behavior analysis, the Denver Model, and TEACCH are also key. In this chapter, the authors provide an overview of evidence-based services available to families with children with ASD. Specifically, the authors discuss applied behavior analysis because applied behavior analysis is considered by many to be the most familiar and frequently used model in ASD intervention. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417

Exemplaires

Code-barres	Cote	Support	Localisation	Section	Disponibilité
aucun exemplaire

Social Validation of Evidence-Based Practices in Autism by Parents, Teachers, and Administrators / Kevin CALLAHAN in Journal of Autism and Developmental Disorders, 38-4 (April 2008)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 38-4 (April 2008) . - p.678-692 Titre : Social Validation of Evidence-Based Practices in Autism by Parents, Teachers, and Administrators Type de document : Texte imprimé et/ou numérique Auteurs : Kevin CALLAHAN, Auteur ; Robin K. HENSON, Auteur ; Angela K. COWAN, Auteur Année de publication : 2008 Article en page(s) : p.678-692 Langues : Anglais (eng) Mots-clés : Autism Social-validation Special-education Evidence-based-practices Index. décimale : PER Périodiques Résumé : Relatively little attention has been devoted to the social validation of potentially effective autism interventions. Thus, it is often difficult to identify and implement evidence-based practices, and programming is often inadequate. The authors identified autism intervention components with reported effectiveness for school settings. The results of a social validation survey completed by parents, teachers, and administrators indicate strong, consistent support for program components falling within five functional areas: (a) individualized programming, (b) data collection, (c) the use of empirically-based strategies, (d) active collaboration, and (e) a focus on long-term outcomes. These socially validated interventions can be used to evaluate existing autism curricula and develop training for professionals, parents, and students in order to improve public school autism programs. En ligne : http://dx.doi.org/10.1007/s10803-007-0434-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=340 [article] Social Validation of Evidence-Based Practices in Autism by Parents, Teachers, and Administrators [Texte imprimé et/ou numérique] / Kevin CALLAHAN, Auteur ; Robin K. HENSON, Auteur ; Angela K. COWAN, Auteur . - 2008 . - p.678-692. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 38-4 (April 2008) . - p.678-692 Mots-clés : Autism Social-validation Special-education Evidence-based-practices Index. décimale : PER Périodiques Résumé : Relatively little attention has been devoted to the social validation of potentially effective autism interventions. Thus, it is often difficult to identify and implement evidence-based practices, and programming is often inadequate. The authors identified autism intervention components with reported effectiveness for school settings. The results of a social validation survey completed by parents, teachers, and administrators indicate strong, consistent support for program components falling within five functional areas: (a) individualized programming, (b) data collection, (c) the use of empirically-based strategies, (d) active collaboration, and (e) a focus on long-term outcomes. These socially validated interventions can be used to evaluate existing autism curricula and develop training for professionals, parents, and students in order to improve public school autism programs. En ligne : http://dx.doi.org/10.1007/s10803-007-0434-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=340

Social Validity of Evidence-Based Practices and Emerging Interventions in Autism / Kevin CALLAHAN 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.188-197 Titre : Social Validity of Evidence-Based Practices and Emerging Interventions in Autism Type de document : Texte imprimé et/ou numérique Auteurs : Kevin CALLAHAN, Auteur ; Heather L. HUGHES, Auteur ; Smita MEHTA, Auteur ; Karen A. TOUSSAINT, Auteur ; Susan M. NICHOLS, Auteur ; Phoenix S. MA, Auteur ; Metehan KUTLU, Auteur ; Hui-Ting WANG, Auteur Article en page(s) : p.188-197 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Although social validation of the goals, methods, and outcomes of evidence-based practices (EBPs) in autism treatment is a significant factor in their selection and effective use, EBPs are typically identified on the basis of the technical soundness of research without consideration of social validity. The authors investigated EBPs and emerging treatments identified by the National Autism Center (NAC) and National Professional Development Center on Autism Spectrum Disorders (NPDC) to determine which interventions have evidence of social validity, and the types of social validation addressed. A review of 828 articles cited by the NAC and NPDC determined that only 221 articles (26.7%) demonstrated direct evidence of the measurement of social validation. Of seven social validity categories analyzed, only consumer satisfaction, clinically significant behavioral change, and socially important dependent variables were consistently reported. A list of EBPs with varying levels of social and empirical validation is presented, and implications for future research are discussed. En ligne : http://dx.doi.org/10.1177/1088357616632446 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=313 [article] Social Validity of Evidence-Based Practices and Emerging Interventions in Autism [Texte imprimé et/ou numérique] / Kevin CALLAHAN, Auteur ; Heather L. HUGHES, Auteur ; Smita MEHTA, Auteur ; Karen A. TOUSSAINT, Auteur ; Susan M. NICHOLS, Auteur ; Phoenix S. MA, Auteur ; Metehan KUTLU, Auteur ; Hui-Ting WANG, Auteur . - p.188-197. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 32-3 (September 2017) . - p.188-197 Index. décimale : PER Périodiques Résumé : Although social validation of the goals, methods, and outcomes of evidence-based practices (EBPs) in autism treatment is a significant factor in their selection and effective use, EBPs are typically identified on the basis of the technical soundness of research without consideration of social validity. The authors investigated EBPs and emerging treatments identified by the National Autism Center (NAC) and National Professional Development Center on Autism Spectrum Disorders (NPDC) to determine which interventions have evidence of social validity, and the types of social validation addressed. A review of 828 articles cited by the NAC and NPDC determined that only 221 articles (26.7%) demonstrated direct evidence of the measurement of social validation. Of seven social validity categories analyzed, only consumer satisfaction, clinically significant behavioral change, and socially important dependent variables were consistently reported. A list of EBPs with varying levels of social and empirical validation is presented, and implications for future research are discussed. En ligne : http://dx.doi.org/10.1177/1088357616632446 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=313

---

1 (1 - 5 / 5)