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Détail de l'auteur
Auteur L. LEVATO |
Documents disponibles écrits par cet auteur (3)
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Broken bridges-new school transitions for students with autism spectrum disorder: A systematic review on difficulties and strategies for success / H. J. NUSKE in Autism, 23-2 (February 2019)
[article]
Titre : Broken bridges-new school transitions for students with autism spectrum disorder: A systematic review on difficulties and strategies for success Type de document : Texte imprimé et/ou numérique Auteurs : H. J. NUSKE, Auteur ; E. MCGHEE HASSRICK, Auteur ; B. BRONSTEIN, Auteur ; L. HAUPTMAN, Auteur ; Courtney A. APONTE, Auteur ; L. LEVATO, Auteur ; A. STAHMER, Auteur ; D. S. MANDELL, Auteur ; Peter C. MUNDY, Auteur ; Connie KASARI, Auteur ; T. SMITH, Auteur Article en page(s) : p.306-325 Langues : Anglais (eng) Mots-clés : anxiety autism spectrum disorders home-school communication inter-school coordination interventions-psychosocial/behavioral language barriers parental advocacy school resources school transition transition planning Index. décimale : PER Périodiques Résumé : Transitioning to a new school is often challenging for students with autism spectrum disorder. Few studies have examined the transition needs of students with autism spectrum disorder or the benefits of specific supports. This review synthesizes research findings on the difficulties that school transitions pose for students with autism spectrum disorder and their parents and teachers, and the strategies used to support students and parents during school transition. The review included 27 studies (10 examining the transition to primary school, 17 the transition to secondary school), with data from 443 students with autism spectrum disorder, 453 parents, and 546 teachers, across four continents (North America, Europe, Africa, and Australia). Studies reported that children with autism spectrum disorder struggled with anxiety and increased social pressure, their parents felt overwhelmed with complex placement decisions and worried about the well-being of their children, and teachers strove to provide appropriate supports to their students with autism spectrum disorder, often with inadequate resources. Findings indicated that the most useful strategies involved helping the student adjust to the new school setting, individualizing transition supports, clarifying the transition process for parents, and fostering communication both between the sending and receiving schools, and school and home. En ligne : http://dx.doi.org/10.1177/1362361318754529 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383
in Autism > 23-2 (February 2019) . - p.306-325[article] Broken bridges-new school transitions for students with autism spectrum disorder: A systematic review on difficulties and strategies for success [Texte imprimé et/ou numérique] / H. J. NUSKE, Auteur ; E. MCGHEE HASSRICK, Auteur ; B. BRONSTEIN, Auteur ; L. HAUPTMAN, Auteur ; Courtney A. APONTE, Auteur ; L. LEVATO, Auteur ; A. STAHMER, Auteur ; D. S. MANDELL, Auteur ; Peter C. MUNDY, Auteur ; Connie KASARI, Auteur ; T. SMITH, Auteur . - p.306-325.
Langues : Anglais (eng)
in Autism > 23-2 (February 2019) . - p.306-325
Mots-clés : anxiety autism spectrum disorders home-school communication inter-school coordination interventions-psychosocial/behavioral language barriers parental advocacy school resources school transition transition planning Index. décimale : PER Périodiques Résumé : Transitioning to a new school is often challenging for students with autism spectrum disorder. Few studies have examined the transition needs of students with autism spectrum disorder or the benefits of specific supports. This review synthesizes research findings on the difficulties that school transitions pose for students with autism spectrum disorder and their parents and teachers, and the strategies used to support students and parents during school transition. The review included 27 studies (10 examining the transition to primary school, 17 the transition to secondary school), with data from 443 students with autism spectrum disorder, 453 parents, and 546 teachers, across four continents (North America, Europe, Africa, and Australia). Studies reported that children with autism spectrum disorder struggled with anxiety and increased social pressure, their parents felt overwhelmed with complex placement decisions and worried about the well-being of their children, and teachers strove to provide appropriate supports to their students with autism spectrum disorder, often with inadequate resources. Findings indicated that the most useful strategies involved helping the student adjust to the new school setting, individualizing transition supports, clarifying the transition process for parents, and fostering communication both between the sending and receiving schools, and school and home. En ligne : http://dx.doi.org/10.1177/1362361318754529 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 A pilot investigation of an iOS-based app for toilet training children with autism spectrum disorder / D. W. MRUZEK in Autism, 23-2 (February 2019)
[article]
Titre : A pilot investigation of an iOS-based app for toilet training children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : D. W. MRUZEK, Auteur ; S. MCALEAVEY, Auteur ; W. A. LORING, Auteur ; Eric BUTTER, Auteur ; T. SMITH, Auteur ; E. MCDONNELL, Auteur ; L. LEVATO, Auteur ; Courtney A. APONTE, Auteur ; R. P. TRAVIS, Auteur ; R. E. AIELLO, Auteur ; C. M. TAYLOR, Auteur ; J. W. WILKINS, Auteur ; P. CORBETT-DICK, Auteur ; D. M. FINKELSTEIN, Auteur ; A. M. YORK, Auteur ; K. ZANIBBI, Auteur Article en page(s) : p.359-370 Langues : Anglais (eng) Mots-clés : autism spectrum disorder enuresis randomized controlled trial technology toilet training urine alarm Index. décimale : PER Périodiques Résumé : We developed an iOS-based app with a transmitter/disposable sensor and corresponding manualized intervention for children with autism spectrum disorder. The app signaled the onset of urination, time-stamped accidents for analysis, reminded parents to reinforce intervals of continence, provided a visual outlet for parents to communicate reinforcement, and afforded opportunity for timely feedback from clinicians. We compared this intervention with an intervention that uses standard behavioral treatment in a pilot randomized controlled trial of 33 children with autism spectrum disorder aged 3-6 years with urinary incontinence. Parents in both groups received initial training and four booster consultations over 3 months. Results support the feasibility of parent-mediated toilet training studies (e.g., 84% retention rate, 92% fidelity of parent-implemented intervention). Parents used the app and related technology with few difficulties or malfunctions. There were no statistically significant group differences for rate of urine accidents, toilet usage, or satisfaction at close of intervention or 3-month follow-up; however, the alarm group trended toward greater rate of skill acquisition with significantly less day-to-day intervention. Further development of alarm and related technology and future comparative studies with a greater number of participants are warranted. En ligne : http://dx.doi.org/10.1177/1362361317741741 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383
in Autism > 23-2 (February 2019) . - p.359-370[article] A pilot investigation of an iOS-based app for toilet training children with autism spectrum disorder [Texte imprimé et/ou numérique] / D. W. MRUZEK, Auteur ; S. MCALEAVEY, Auteur ; W. A. LORING, Auteur ; Eric BUTTER, Auteur ; T. SMITH, Auteur ; E. MCDONNELL, Auteur ; L. LEVATO, Auteur ; Courtney A. APONTE, Auteur ; R. P. TRAVIS, Auteur ; R. E. AIELLO, Auteur ; C. M. TAYLOR, Auteur ; J. W. WILKINS, Auteur ; P. CORBETT-DICK, Auteur ; D. M. FINKELSTEIN, Auteur ; A. M. YORK, Auteur ; K. ZANIBBI, Auteur . - p.359-370.
Langues : Anglais (eng)
in Autism > 23-2 (February 2019) . - p.359-370
Mots-clés : autism spectrum disorder enuresis randomized controlled trial technology toilet training urine alarm Index. décimale : PER Périodiques Résumé : We developed an iOS-based app with a transmitter/disposable sensor and corresponding manualized intervention for children with autism spectrum disorder. The app signaled the onset of urination, time-stamped accidents for analysis, reminded parents to reinforce intervals of continence, provided a visual outlet for parents to communicate reinforcement, and afforded opportunity for timely feedback from clinicians. We compared this intervention with an intervention that uses standard behavioral treatment in a pilot randomized controlled trial of 33 children with autism spectrum disorder aged 3-6 years with urinary incontinence. Parents in both groups received initial training and four booster consultations over 3 months. Results support the feasibility of parent-mediated toilet training studies (e.g., 84% retention rate, 92% fidelity of parent-implemented intervention). Parents used the app and related technology with few difficulties or malfunctions. There were no statistically significant group differences for rate of urine accidents, toilet usage, or satisfaction at close of intervention or 3-month follow-up; however, the alarm group trended toward greater rate of skill acquisition with significantly less day-to-day intervention. Further development of alarm and related technology and future comparative studies with a greater number of participants are warranted. En ligne : http://dx.doi.org/10.1177/1362361317741741 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 Teaching Parents Behavioral Strategies for Autism Spectrum Disorder (ASD): Effects on Stress, Strain, and Competence / S. IADAROLA in Journal of Autism and Developmental Disorders, 48-4 (April 2018)
[article]
Titre : Teaching Parents Behavioral Strategies for Autism Spectrum Disorder (ASD): Effects on Stress, Strain, and Competence Type de document : Texte imprimé et/ou numérique Auteurs : S. IADAROLA, Auteur ; L. LEVATO, Auteur ; B. HARRISON, Auteur ; T. SMITH, Auteur ; L. LECAVALIER, Auteur ; C. JOHNSON, Auteur ; N. SWIEZY, Auteur ; Karen E. BEARSS, Auteur ; Lawrence SCAHILL, Auteur Article en page(s) : p.1031-1040 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Parent training Parental competence Parental stress Index. décimale : PER Périodiques Résumé : We report on parent outcomes from a randomized clinical trial of parent training (PT) versus psychoeducation (PEP) in 180 children with autism spectrum disorder (ASD) and disruptive behavior. We compare the impact of PT and PEP on parent outcomes: Parenting Stress Index (PSI), Parent Sense of Competence (PSOC), and Caregiver Strain Questionnaire (CGSQ). Mixed-effects linear models evaluated differences at weeks 12 and 24, controlling for baseline scores. Parents in PT reported greater improvement than PEP on the PSOC (ES = 0.34), CGSQ (ES = 0.50), and difficult child subdomain of the PSI (ES = 0.44). This is the largest trial assessing PT in ASD on parent outcomes. PT reduces disruptive behavior in children, and improves parental competence while reducing parental stress and parental strain. En ligne : http://dx.doi.org/10.1007/s10803-017-3339-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=351
in Journal of Autism and Developmental Disorders > 48-4 (April 2018) . - p.1031-1040[article] Teaching Parents Behavioral Strategies for Autism Spectrum Disorder (ASD): Effects on Stress, Strain, and Competence [Texte imprimé et/ou numérique] / S. IADAROLA, Auteur ; L. LEVATO, Auteur ; B. HARRISON, Auteur ; T. SMITH, Auteur ; L. LECAVALIER, Auteur ; C. JOHNSON, Auteur ; N. SWIEZY, Auteur ; Karen E. BEARSS, Auteur ; Lawrence SCAHILL, Auteur . - p.1031-1040.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-4 (April 2018) . - p.1031-1040
Mots-clés : Autism spectrum disorder Parent training Parental competence Parental stress Index. décimale : PER Périodiques Résumé : We report on parent outcomes from a randomized clinical trial of parent training (PT) versus psychoeducation (PEP) in 180 children with autism spectrum disorder (ASD) and disruptive behavior. We compare the impact of PT and PEP on parent outcomes: Parenting Stress Index (PSI), Parent Sense of Competence (PSOC), and Caregiver Strain Questionnaire (CGSQ). Mixed-effects linear models evaluated differences at weeks 12 and 24, controlling for baseline scores. Parents in PT reported greater improvement than PEP on the PSOC (ES = 0.34), CGSQ (ES = 0.50), and difficult child subdomain of the PSI (ES = 0.44). This is the largest trial assessing PT in ASD on parent outcomes. PT reduces disruptive behavior in children, and improves parental competence while reducing parental stress and parental strain. En ligne : http://dx.doi.org/10.1007/s10803-017-3339-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=351