Meta-analysis of Tablet-Mediated Interventions for Teaching Academic Skills to Individuals with Autism / K. LEDBETTER-CHO in Journal of Autism and Developmental Disorders, 48-9 (September 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-9 (September 2018) . - p.3021-3036 Titre : Meta-analysis of Tablet-Mediated Interventions for Teaching Academic Skills to Individuals with Autism Type de document : Texte imprimé et/ou numérique Auteurs : K. LEDBETTER-CHO, Auteur ; M. O'REILLY, Auteur ; R. LANG, Auteur ; L. WATKINS, Auteur ; N. LIM, Auteur Article en page(s) : p.3021-3036 Langues : Anglais (eng) Mots-clés : Asd  Academics  Autism  Portable electronic device  iPad  iPod Index. décimale : PER Périodiques Résumé : Portable touch-screen devices have been the focus of a notable amount of intervention research involving individuals with autism. Additionally, popular media has widely circulated claims that such devices and academic software applications offer tremendous educational benefits. A systematic search identified 19 studies that targeted academic skills for individuals with autism. Most studies used the device's built-in video recording or camera function to create customized teaching materials, rather than commercially-available applications. Analysis of potential moderating variables indicated that participants' age and functioning level did not influence outcomes. However, participant operation of the device, as opposed to operation by an instructor, produced significantly larger effect size estimates. Results are discussed in terms of recommendations for practitioners and future research. En ligne : http://dx.doi.org/10.1007/s10803-018-3573-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367 [article] Meta-analysis of Tablet-Mediated Interventions for Teaching Academic Skills to Individuals with Autism [Texte imprimé et/ou numérique] / K. LEDBETTER-CHO, Auteur ; M. O'REILLY, Auteur ; R. LANG, Auteur ; L. WATKINS, Auteur ; N. LIM, Auteur . - p.3021-3036. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-9 (September 2018) . - p.3021-3036 Mots-clés : Asd  Academics  Autism  Portable electronic device  iPad  iPod Index. décimale : PER Périodiques Résumé : Portable touch-screen devices have been the focus of a notable amount of intervention research involving individuals with autism. Additionally, popular media has widely circulated claims that such devices and academic software applications offer tremendous educational benefits. A systematic search identified 19 studies that targeted academic skills for individuals with autism. Most studies used the device's built-in video recording or camera function to create customized teaching materials, rather than commercially-available applications. Analysis of potential moderating variables indicated that participants' age and functioning level did not influence outcomes. However, participant operation of the device, as opposed to operation by an instructor, produced significantly larger effect size estimates. Results are discussed in terms of recommendations for practitioners and future research. En ligne : http://dx.doi.org/10.1007/s10803-018-3573-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367

Overcoming Language Barriers between Interventionists and Immigrant Parents of Children with Autism Spectrum Disorder / N. LIM in Journal of Autism and Developmental Disorders, 51-8 (August 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-8 (August 2021) . - p.2876-2890 Titre : Overcoming Language Barriers between Interventionists and Immigrant Parents of Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : N. LIM, Auteur ; M. F. O'REILLY, Auteur ; F. V. LONDONO, Auteur ; A. RUSSELL-GEORGE, Auteur Article en page(s) : p.2876-2890 Langues : Anglais (eng) Mots-clés : Adult  Autism Spectrum Disorder/psychology/therapy  Child  Child, Preschool  Communication Barriers  Emigrants and Immigrants  Female  Humans  Limited English Proficiency  Male  Mothers  Parents/education  Professional-Family Relations  Autism spectrum disorder  Immigrant  Language barrier  Parent training  Spanish-speaking  Video prompting Index. décimale : PER Périodiques Résumé : This study used a video prompting intervention to overcome language barriers between English-speaking trainers and Spanish-speaking immigrant parents of children with autism. Parents were taught instructional skills targeting independent dressing. A multiple baseline design across three families and a replication using an alternating treatments design with a fourth family were used to evaluate the effects of the intervention. All mothers reached mastery criterion and generalization of instructional skills was observed for three mothers, with treatment gains maintaining during follow-up. Improvement in independent dressing skills was observed for four children. Findings suggest that video prompting can be used to teach immigrant parents of children with autism who have limited English proficiency when there is a language mismatch between parents and trainers. En ligne : http://dx.doi.org/10.1007/s10803-020-04754-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453 [article] Overcoming Language Barriers between Interventionists and Immigrant Parents of Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / N. LIM, Auteur ; M. F. O'REILLY, Auteur ; F. V. LONDONO, Auteur ; A. RUSSELL-GEORGE, Auteur . - p.2876-2890. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-8 (August 2021) . - p.2876-2890 Mots-clés : Adult  Autism Spectrum Disorder/psychology/therapy  Child  Child, Preschool  Communication Barriers  Emigrants and Immigrants  Female  Humans  Limited English Proficiency  Male  Mothers  Parents/education  Professional-Family Relations  Autism spectrum disorder  Immigrant  Language barrier  Parent training  Spanish-speaking  Video prompting Index. décimale : PER Périodiques Résumé : This study used a video prompting intervention to overcome language barriers between English-speaking trainers and Spanish-speaking immigrant parents of children with autism. Parents were taught instructional skills targeting independent dressing. A multiple baseline design across three families and a replication using an alternating treatments design with a fourth family were used to evaluate the effects of the intervention. All mothers reached mastery criterion and generalization of instructional skills was observed for three mothers, with treatment gains maintaining during follow-up. Improvement in independent dressing skills was observed for four children. Findings suggest that video prompting can be used to teach immigrant parents of children with autism who have limited English proficiency when there is a language mismatch between parents and trainers. En ligne : http://dx.doi.org/10.1007/s10803-020-04754-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453

Should Heritage Languages be Incorporated into Interventions for Bilingual Individuals with Neurodevelopmental Disorders? A Systematic Review / N. LIM in Journal of Autism and Developmental Disorders, 49-3 (March 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-3 (March 2019) . - p.887-912 Titre : Should Heritage Languages be Incorporated into Interventions for Bilingual Individuals with Neurodevelopmental Disorders? A Systematic Review Type de document : Texte imprimé et/ou numérique Auteurs : N. LIM, Auteur ; M. F. O'REILLY, Auteur ; J. SIGAFOOS, Auteur ; K. LEDBETTER-CHO, Auteur ; G. E. LANCIONI, Auteur Article en page(s) : p.887-912 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Bilingualism  Communication disorders  Global developmental delay  Intellectual disability  Language of instruction  Neurodevelopmental disabilities Index. décimale : PER Périodiques Résumé : Special education policies recognize the need for developing and preserving the heritage languages of individuals with disabilities. Yet there seems to be a disconnect between policy and practice. Should the heritage languages of bilingual individuals with neurodevelopmental disorders be incorporated into interventions? This review evaluated 18 studies that examined the effects of heritage language instruction on treatment outcomes for individuals with neurodevelopmental disorders. Overall, results suggest a small effect favoring interventions delivered in the heritage language versus interventions delivered solely in the majority language. In general, studies were also found to be of high-quality according to What Works Clearinghouse Standards. Findings are discussed in terms of recommendations for future research and practice. En ligne : http://dx.doi.org/10.1007/s10803-018-3790-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386 [article] Should Heritage Languages be Incorporated into Interventions for Bilingual Individuals with Neurodevelopmental Disorders? A Systematic Review [Texte imprimé et/ou numérique] / N. LIM, Auteur ; M. F. O'REILLY, Auteur ; J. SIGAFOOS, Auteur ; K. LEDBETTER-CHO, Auteur ; G. E. LANCIONI, Auteur . - p.887-912. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-3 (March 2019) . - p.887-912 Mots-clés : Autism spectrum disorder  Bilingualism  Communication disorders  Global developmental delay  Intellectual disability  Language of instruction  Neurodevelopmental disabilities Index. décimale : PER Périodiques Résumé : Special education policies recognize the need for developing and preserving the heritage languages of individuals with disabilities. Yet there seems to be a disconnect between policy and practice. Should the heritage languages of bilingual individuals with neurodevelopmental disorders be incorporated into interventions? This review evaluated 18 studies that examined the effects of heritage language instruction on treatment outcomes for individuals with neurodevelopmental disorders. Overall, results suggest a small effect favoring interventions delivered in the heritage language versus interventions delivered solely in the majority language. In general, studies were also found to be of high-quality according to What Works Clearinghouse Standards. Findings are discussed in terms of recommendations for future research and practice. En ligne : http://dx.doi.org/10.1007/s10803-018-3790-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386

Understanding the Linguistic Needs of Diverse Individuals with Autism Spectrum Disorder: Some Comments on the Research Literature and Suggestions for Clinicians / N. LIM in Journal of Autism and Developmental Disorders, 48-8 (August 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-8 (August 2018) . - p.2890-2895 Titre : Understanding the Linguistic Needs of Diverse Individuals with Autism Spectrum Disorder: Some Comments on the Research Literature and Suggestions for Clinicians Type de document : Texte imprimé et/ou numérique Auteurs : N. LIM, Auteur ; M. F. O'REILLY, Auteur ; J. SIGAFOOS, Auteur ; G. E. LANCIONI, Auteur Article en page(s) : p.2890-2895 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Best practices  Bilingualism  Diversity Index. décimale : PER Périodiques Résumé : The practice of advising bilingual parents of children with autism spectrum disorder (ASD) to speak in a single language, often the majority language of the region, with their child with ASD seems to be common. Such advice, however, is not grounded on empirical evidence but appears to be based more on logical arguments and assumptions. In this commentary, fears surrounding dual language exposure and empirical evidence supporting bilingualism in children with ASD are discussed. Suggestions for future research and three key steps that clinicians can consider taking to better address the needs of diverse learners are provided. En ligne : http://dx.doi.org/10.1007/s10803-018-3532-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367 [article] Understanding the Linguistic Needs of Diverse Individuals with Autism Spectrum Disorder: Some Comments on the Research Literature and Suggestions for Clinicians [Texte imprimé et/ou numérique] / N. LIM, Auteur ; M. F. O'REILLY, Auteur ; J. SIGAFOOS, Auteur ; G. E. LANCIONI, Auteur . - p.2890-2895. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-8 (August 2018) . - p.2890-2895 Mots-clés : Autism spectrum disorder  Best practices  Bilingualism  Diversity Index. décimale : PER Périodiques Résumé : The practice of advising bilingual parents of children with autism spectrum disorder (ASD) to speak in a single language, often the majority language of the region, with their child with ASD seems to be common. Such advice, however, is not grounded on empirical evidence but appears to be based more on logical arguments and assumptions. In this commentary, fears surrounding dual language exposure and empirical evidence supporting bilingualism in children with ASD are discussed. Suggestions for future research and three key steps that clinicians can consider taking to better address the needs of diverse learners are provided. En ligne : http://dx.doi.org/10.1007/s10803-018-3532-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367

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