Effects of Joint Video Modeling on Unscripted Play Behavior of Children with Autism Spectrum Disorder / A. D. DUENAS in Journal of Autism and Developmental Disorders, 49-1 (January 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-1 (January 2019) . - p.236-247 Titre : Effects of Joint Video Modeling on Unscripted Play Behavior of Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : A. D. DUENAS, Auteur ; Joshua B. PLAVNICK, Auteur ; M. Y. S. BAK, Auteur Article en page(s) : p.236-247 Langues : Anglais (eng) Mots-clés : Peer-mediated intervention  Pretend play  Video-modeling Index. décimale : PER Périodiques Résumé : Preschool aged children with autism spectrum disorder (ASD) have marked deficits in pretend play that impede interactions with typically developing peers in inclusive early childhood settings. This study aimed to teach three young children with ASD to engage in pretend play behaviors with their peers. A multiple probe across participants experimental design was used to evaluate the effects of joint video modeling on scripted and unscripted verbalizations and scripted and unscripted play actions of children with ASD. The participants showed improvement on unscripted verbalizations during pretend play with typically developing peers in an inclusive early childhood setting. En ligne : http://dx.doi.org/10.1007/s10803-018-3719-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=377 [article] Effects of Joint Video Modeling on Unscripted Play Behavior of Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / A. D. DUENAS, Auteur ; Joshua B. PLAVNICK, Auteur ; M. Y. S. BAK, Auteur . - p.236-247. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-1 (January 2019) . - p.236-247 Mots-clés : Peer-mediated intervention  Pretend play  Video-modeling Index. décimale : PER Périodiques Résumé : Preschool aged children with autism spectrum disorder (ASD) have marked deficits in pretend play that impede interactions with typically developing peers in inclusive early childhood settings. This study aimed to teach three young children with ASD to engage in pretend play behaviors with their peers. A multiple probe across participants experimental design was used to evaluate the effects of joint video modeling on scripted and unscripted verbalizations and scripted and unscripted play actions of children with ASD. The participants showed improvement on unscripted verbalizations during pretend play with typically developing peers in an inclusive early childhood setting. En ligne : http://dx.doi.org/10.1007/s10803-018-3719-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=377

Implementing early intensive behavioral intervention in community settings / Joshua B. PLAVNICK in Autism, 24-7 (October 2020)  

Public ISBD [article]  inAutism > 24-7 (October 2020) . - p.1913-1916 Titre : Implementing early intensive behavioral intervention in community settings Type de document : Texte imprimé et/ou numérique Auteurs : Joshua B. PLAVNICK, Auteur ; M. Y. S. BAK, Auteur ; Sarah M. AVENDAÑO, Auteur ; Ana D. DUEÑAS, Auteur ; Matthew T. BRODHEAD, Auteur ; Emma S. SIPILA, Auteur Article en page(s) : p.1913-1916 Langues : Anglais (eng) Mots-clés : *community-based intervention  *early intensive behavioral intervention Index. décimale : PER Périodiques Résumé : Although research shows early intensive behavioral intervention can be very beneficial for children with autism spectrum disorder when delivered in university or private intervention centers, little is known about the best way to provide early intensive behavioral intervention within the broader community. The Michigan State University Early Learning Institute was developed to address challenges with providing early intensive behavioral intervention in community settings, with an emphasis on serving children and families on Medicaid. This short report describes the approach taken by the Early Learning Institute and reports data regarding enrollment and utilization among Medicaid families. Results suggest the model has potential to be used within community settings and that children on Medicaid are likely to consistently attend their treatment sessions. En ligne : http://dx.doi.org/10.1177/1362361320919243 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] Implementing early intensive behavioral intervention in community settings [Texte imprimé et/ou numérique] / Joshua B. PLAVNICK, Auteur ; M. Y. S. BAK, Auteur ; Sarah M. AVENDAÑO, Auteur ; Ana D. DUEÑAS, Auteur ; Matthew T. BRODHEAD, Auteur ; Emma S. SIPILA, Auteur . - p.1913-1916. Langues : Anglais (eng) in Autism > 24-7 (October 2020) . - p.1913-1916 Mots-clés : *community-based intervention  *early intensive behavioral intervention Index. décimale : PER Périodiques Résumé : Although research shows early intensive behavioral intervention can be very beneficial for children with autism spectrum disorder when delivered in university or private intervention centers, little is known about the best way to provide early intensive behavioral intervention within the broader community. The Michigan State University Early Learning Institute was developed to address challenges with providing early intensive behavioral intervention in community settings, with an emphasis on serving children and families on Medicaid. This short report describes the approach taken by the Early Learning Institute and reports data regarding enrollment and utilization among Medicaid families. Results suggest the model has potential to be used within community settings and that children on Medicaid are likely to consistently attend their treatment sessions. En ligne : http://dx.doi.org/10.1177/1362361320919243 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431

A Pilot Evaluation of a Treatment Package to Teach Social Conversation via Video-Chat / Matthew T. BRODHEAD in Journal of Autism and Developmental Disorders, 49-8 (August 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3316-3327 Titre : A Pilot Evaluation of a Treatment Package to Teach Social Conversation via Video-Chat Type de document : Texte imprimé et/ou numérique Auteurs : Matthew T. BRODHEAD, Auteur ; S. Y. KIM, Auteur ; M. J. RISPOLI, Auteur ; E. S. SIPILA, Auteur ; M. Y. S. BAK, Auteur Article en page(s) : p.3316-3327 Langues : Anglais (eng) Mots-clés : Autism  Behavioral intervention  Single-case design  Social connections  Social skills Index. décimale : PER Périodiques Résumé : By engaging with family members through video-chat technology, children with autism spectrum disorder (ASD) may access additional opportunities to develop social connections to build familial cohesion and access emotional support. The purpose of this study was to evaluate a behavioral intervention package in teaching social conversation via video-chat. Using a non-concurrent multiple-baseline across participants with an embedded alternating treatments design, three seven-year-old males with ASD were taught two variations of a social conversation. Their conversation skills generalized to unfamiliar adults, some of whom had no prior experience with children with ASD. When visual supports were removed, participants appropriately varied their social conversations. Social conversations continued to occur 2 weeks following the completion of the study. Results and implications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04055-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] A Pilot Evaluation of a Treatment Package to Teach Social Conversation via Video-Chat [Texte imprimé et/ou numérique] / Matthew T. BRODHEAD, Auteur ; S. Y. KIM, Auteur ; M. J. RISPOLI, Auteur ; E. S. SIPILA, Auteur ; M. Y. S. BAK, Auteur . - p.3316-3327. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3316-3327 Mots-clés : Autism  Behavioral intervention  Single-case design  Social connections  Social skills Index. décimale : PER Périodiques Résumé : By engaging with family members through video-chat technology, children with autism spectrum disorder (ASD) may access additional opportunities to develop social connections to build familial cohesion and access emotional support. The purpose of this study was to evaluate a behavioral intervention package in teaching social conversation via video-chat. Using a non-concurrent multiple-baseline across participants with an embedded alternating treatments design, three seven-year-old males with ASD were taught two variations of a social conversation. Their conversation skills generalized to unfamiliar adults, some of whom had no prior experience with children with ASD. When visual supports were removed, participants appropriately varied their social conversations. Social conversations continued to occur 2 weeks following the completion of the study. Results and implications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04055-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

Tact instruction for children with autism spectrum disorder: A review / M. Y. S. BAK in Autism & Developmental Language Impairments, 6 (January-December 2021)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 6 (January-December 2021) . - 2396941521999010 Titre : Tact instruction for children with autism spectrum disorder: A review Type de document : Texte imprimé et/ou numérique Auteurs : M. Y. S. BAK, Auteur ; Ana D. DUEÑAS, Auteur ; Sarah M. AVENDAÑO, Auteur ; Ariel C. GRAHAM, Auteur ; Tavon STANLEY, Auteur Article en page(s) : 2396941521999010 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder children tact generalization Index. décimale : PER Périodiques Résumé : Tacts facilitate social interaction, and a strong tact repertoire can lead to the development of other verbal operants. For children with autism spectrum disorder (ASD), the development of a tact repertoire can reduce stereotypical and repetitive language and increase social communication, as functional language may reduce the amount of stereotypical vocal behavior that children engage in. However, teaching tact repertoires to children with ASD that maintain and generalize is difficult. The current study reviewed tact interventions for children with ASD from 2000 to 2019 to provide an overview of current tact interventions, their effectiveness, and the inclusion of intervention components that may promote maintenance and generalization of learned tacts in children with ASD. Fifty-one studies were included in the review. Of the studies that met criteria for effect size calculations 87.18% of the interventions showed excellent or high effect. Although many of the studies focused more on stimulus control to answer specific research questions, some studies implemented intervention components and procedures that could promote acquisition and generalization of learned tacts in children with ASD. We discuss implications and the need to increase research regarding tact intervention components that can increase generalization in children with ASD. En ligne : http://dx.doi.org/10.1177/2396941521999010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459 [article] Tact instruction for children with autism spectrum disorder: A review [Texte imprimé et/ou numérique] / M. Y. S. BAK, Auteur ; Ana D. DUEÑAS, Auteur ; Sarah M. AVENDAÑO, Auteur ; Ariel C. GRAHAM, Auteur ; Tavon STANLEY, Auteur . - 2396941521999010. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 6 (January-December 2021) . - 2396941521999010 Mots-clés : Autism spectrum disorder children tact generalization Index. décimale : PER Périodiques Résumé : Tacts facilitate social interaction, and a strong tact repertoire can lead to the development of other verbal operants. For children with autism spectrum disorder (ASD), the development of a tact repertoire can reduce stereotypical and repetitive language and increase social communication, as functional language may reduce the amount of stereotypical vocal behavior that children engage in. However, teaching tact repertoires to children with ASD that maintain and generalize is difficult. The current study reviewed tact interventions for children with ASD from 2000 to 2019 to provide an overview of current tact interventions, their effectiveness, and the inclusion of intervention components that may promote maintenance and generalization of learned tacts in children with ASD. Fifty-one studies were included in the review. Of the studies that met criteria for effect size calculations 87.18% of the interventions showed excellent or high effect. Although many of the studies focused more on stimulus control to answer specific research questions, some studies implemented intervention components and procedures that could promote acquisition and generalization of learned tacts in children with ASD. We discuss implications and the need to increase research regarding tact intervention components that can increase generalization in children with ASD. En ligne : http://dx.doi.org/10.1177/2396941521999010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459

Vocalizations of minimally verbal children with autism spectrum disorder across the school year / M. Y. S. BAK in Autism, 23-2 (February 2019)  

Public ISBD [article]  inAutism > 23-2 (February 2019) . - p.371-382 Titre : Vocalizations of minimally verbal children with autism spectrum disorder across the school year Type de document : Texte imprimé et/ou numérique Auteurs : M. Y. S. BAK, Auteur ; Joshua B. PLAVNICK, Auteur ; S. M. BYRNE, Auteur Article en page(s) : p.371-382 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  language development  special education Index. décimale : PER Périodiques Résumé : Little is known about the language trajectories of minimally verbal school-aged children with autism spectrum disorders. The present investigation conducted observations across two elementary schools over an entire school year to analyze the vocal language development of nine minimally verbal children with autism spectrum disorder between the ages of 6 and 10 years, and their educational service providers. A Language Environment Analysis device automatically recorded and disaggregated over 743 h of data on child vocalizations, and vocal interactions with adults. Vocalizations did not increase for eight of the nine participants, and conversational counts between participants and adults were near zero across the entire year. These results speak to the need for additional research examining language development and potential intervention strategies among minimally verbal children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361317747576 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 [article] Vocalizations of minimally verbal children with autism spectrum disorder across the school year [Texte imprimé et/ou numérique] / M. Y. S. BAK, Auteur ; Joshua B. PLAVNICK, Auteur ; S. M. BYRNE, Auteur . - p.371-382. Langues : Anglais (eng) in Autism > 23-2 (February 2019) . - p.371-382 Mots-clés : autism spectrum disorder  language development  special education Index. décimale : PER Périodiques Résumé : Little is known about the language trajectories of minimally verbal school-aged children with autism spectrum disorders. The present investigation conducted observations across two elementary schools over an entire school year to analyze the vocal language development of nine minimally verbal children with autism spectrum disorder between the ages of 6 and 10 years, and their educational service providers. A Language Environment Analysis device automatically recorded and disaggregated over 743 h of data on child vocalizations, and vocal interactions with adults. Vocalizations did not increase for eight of the nine participants, and conversational counts between participants and adults were near zero across the entire year. These results speak to the need for additional research examining language development and potential intervention strategies among minimally verbal children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361317747576 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383

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