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

A systematic review of interventions for feeding-related behaviors for individuals with autism spectrum disorders / Jennifer R. LEDFORD in Research in Autism Spectrum Disorders, 52 (August 2018)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 52 (August 2018) . - p.69-80 Titre : A systematic review of interventions for feeding-related behaviors for individuals with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer R. LEDFORD, Auteur ; Erinn WHITESIDE, Auteur ; Katherine E. SEVERINI, Auteur Article en page(s) : p.69-80 Langues : Anglais (eng) Mots-clés : Feeding  Mealtime problem behavior  Food selectivity Index. décimale : PER Périodiques Résumé : Background Feeding problems are common for individuals with ASD. Researchers have most often used single case designs, a type of design appropriate for evaluating causal relations, to assess feeding interventions. Previous reviews of effectiveness have included only peer-reviewed studies (e.g., did not include gray literature) and have not analyzed outcomes via the presence of functional relations, the primary analysis method for single case research. Method Authors reviewed peer-reviewed and non-peer-reviewed sources including studies designed to improve mealtime behaviors for individuals with autism spectrum disorder (ASD) to determine participant characteristics, common intervention characteristics and components, and success rates (percentage of studies with functional relations). Results Studies often included individuals with ASD who were highly selective; common dependent variables were acceptance of food and problematic mealtime behaviors. Researchers, rather than indigenous adults, most often implemented studies in clinics, rather than typical settings. Interventions designed to improve acceptance had higher success rates (percentage of studies demonstrating a functional relation) than those targeting rumination/vomiting or problematic mealtime behavior. Conclusions Outcomes were more often positive for food acceptance and less often positive for problematic mealtime behavior. More research is needed, particularly in typical contexts with indigenous implementers and including component analyses, feasibility assessment, and social validity measurement. Feeding interventions should be selected based on identified caregiver priorities (e.g., focus on problematic mealtime behavior or food acceptance) and should include consideration of behavioral function and less restrictive interventions. En ligne : https://doi.org/10.1016/j.rasd.2018.04.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368 [article] A systematic review of interventions for feeding-related behaviors for individuals with autism spectrum disorders [Texte imprimé et/ou numérique] / Jennifer R. LEDFORD, Auteur ; Erinn WHITESIDE, Auteur ; Katherine E. SEVERINI, Auteur . - p.69-80. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 52 (August 2018) . - p.69-80 Mots-clés : Feeding  Mealtime problem behavior  Food selectivity Index. décimale : PER Périodiques Résumé : Background Feeding problems are common for individuals with ASD. Researchers have most often used single case designs, a type of design appropriate for evaluating causal relations, to assess feeding interventions. Previous reviews of effectiveness have included only peer-reviewed studies (e.g., did not include gray literature) and have not analyzed outcomes via the presence of functional relations, the primary analysis method for single case research. Method Authors reviewed peer-reviewed and non-peer-reviewed sources including studies designed to improve mealtime behaviors for individuals with autism spectrum disorder (ASD) to determine participant characteristics, common intervention characteristics and components, and success rates (percentage of studies with functional relations). Results Studies often included individuals with ASD who were highly selective; common dependent variables were acceptance of food and problematic mealtime behaviors. Researchers, rather than indigenous adults, most often implemented studies in clinics, rather than typical settings. Interventions designed to improve acceptance had higher success rates (percentage of studies demonstrating a functional relation) than those targeting rumination/vomiting or problematic mealtime behavior. Conclusions Outcomes were more often positive for food acceptance and less often positive for problematic mealtime behavior. More research is needed, particularly in typical contexts with indigenous implementers and including component analyses, feasibility assessment, and social validity measurement. Feeding interventions should be selected based on identified caregiver priorities (e.g., focus on problematic mealtime behavior or food acceptance) and should include consideration of behavioral function and less restrictive interventions. En ligne : https://doi.org/10.1016/j.rasd.2018.04.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368

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