Do Student Characteristics Affect Teachers' Decisions to Use 1:1 Instruction? / H. J. NUSKE in Journal of Autism and Developmental Disorders, 49-7 (July 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-7 (July 2019) . - p.2864-2872 Titre : Do Student Characteristics Affect Teachers' Decisions to Use 1:1 Instruction? Type de document : Texte imprimé et/ou numérique Auteurs : H. J. NUSKE, Auteur ; M. PELLECCHIA, Auteur ; V. LUSHIN, Auteur ; K. RUMP, Auteur ; M. SEIDMAN, Auteur ; R. R. OUELLETTE, Auteur ; D. COONEY, Auteur ; B. B. MADDOX, Auteur ; G. M. LAWSON, Auteur ; A. SONG, Auteur ; E. M. REISINGER, Auteur ; D. S. MANDELL, Auteur Article en page(s) : p.2864-2872 Langues : Anglais (eng) Mots-clés : 1:1 Instruction  Child characteristics  Personalized medicine  Teacher decisions Index. décimale : PER Périodiques Résumé : One-to-one instruction is a critical component of evidence-based instruction for students with autism spectrum disorder, but is not used as often as recommended. Student characteristics may affect teachers' decisions to select a treatment and/or implement it. This study examined the associations between students' clinical and demographic characteristics and teachers' reported use of discrete trial training (DTT) and pivotal response training (PRT). Children's higher sensory symptoms, lower social approach, lower verbal skills and higher self-regulation difficulties were associated with more frequent 1:1 DTT and PRT. Results suggest that teachers give more frequent 1:1 instruction to children with more observable impairments, do not match children to type of 1:1 intervention, and may inadvertently neglect other students for whom individualized intervention may still be beneficial. En ligne : http://dx.doi.org/10.1007/s10803-019-04004-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=402 [article] Do Student Characteristics Affect Teachers' Decisions to Use 1:1 Instruction? [Texte imprimé et/ou numérique] / H. J. NUSKE, Auteur ; M. PELLECCHIA, Auteur ; V. LUSHIN, Auteur ; K. RUMP, Auteur ; M. SEIDMAN, Auteur ; R. R. OUELLETTE, Auteur ; D. COONEY, Auteur ; B. B. MADDOX, Auteur ; G. M. LAWSON, Auteur ; A. SONG, Auteur ; E. M. REISINGER, Auteur ; D. S. MANDELL, Auteur . - p.2864-2872. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-7 (July 2019) . - p.2864-2872 Mots-clés : 1:1 Instruction  Child characteristics  Personalized medicine  Teacher decisions Index. décimale : PER Périodiques Résumé : One-to-one instruction is a critical component of evidence-based instruction for students with autism spectrum disorder, but is not used as often as recommended. Student characteristics may affect teachers' decisions to select a treatment and/or implement it. This study examined the associations between students' clinical and demographic characteristics and teachers' reported use of discrete trial training (DTT) and pivotal response training (PRT). Children's higher sensory symptoms, lower social approach, lower verbal skills and higher self-regulation difficulties were associated with more frequent 1:1 DTT and PRT. Results suggest that teachers give more frequent 1:1 instruction to children with more observable impairments, do not match children to type of 1:1 intervention, and may inadvertently neglect other students for whom individualized intervention may still be beneficial. En ligne : http://dx.doi.org/10.1007/s10803-019-04004-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=402

Effectiveness of community-based early intervention for children with autism spectrum disorder: a meta-analysis / A. S. NAHMIAS in Journal of Child Psychology and Psychiatry, 60-11 (November 2019)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 60-11 (November 2019) . - p.1200-1209 Titre : Effectiveness of community-based early intervention for children with autism spectrum disorder: a meta-analysis Type de document : Texte imprimé et/ou numérique Auteurs : A. S. NAHMIAS, Auteur ; M. PELLECCHIA, Auteur ; Aubyn C. STAHMER, Auteur ; D. S. MANDELL, Auteur Article en page(s) : p.1200-1209 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  community programmes  early intervention  meta-analysis Index. décimale : PER Périodiques Résumé : BACKGROUND: Research trials of early intervention (EI) programs for children with autism spectrum disorder (ASD) generally demonstrate medium-to-large gains, on average, compared with "treatment as usual," in different developmental domains. Almost all children with ASD receive their treatment through community-based services, however, and studies suggest that evidence-based interventions rarely make their way into community practice. Understanding the effectiveness of community-based EI and factors associated with these effects is the first step in developing strategies for wide-scale implementation of effective EI. METHODS: Studies of community-based EI for children with ASD were identified through a systematic search. Changes in cognitive, communication, social, and adaptive functioning from pre-treatment to post-treatment were assessed using standardized mean gain scores. Effect sizes were estimated using random effects models. Moderators of interest included type of community EI program, year of publication, intervention duration, and sample selection. Moderator effects were assessed using analysis of variance of mixed-effects models and meta-regression analyses. RESULTS: Forty-six groups from 33 studies met inclusion criteria (1,713 participants, mean age 37.4 months, 81.1% male). There were small but statistically significant gains in each of the four domains. Hedges's g ranged from 0.21 for adaptive behavior to 0.32 for communication outcomes, after removing outliers and correcting for publication bias. EI programs associated with universities and hospitals were superior, on average, to other community EI programs for cognitive and adaptive behavior outcomes. Intervention duration was negatively associated with effect sizes for communication and adaptive behavior outcomes. CONCLUSIONS: These results indicate that there remains a large gap between outcomes observed in community settings and those reported in efficacy trials. En ligne : http://dx.doi.org/10.1111/jcpp.13073 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408 [article] Effectiveness of community-based early intervention for children with autism spectrum disorder: a meta-analysis [Texte imprimé et/ou numérique] / A. S. NAHMIAS, Auteur ; M. PELLECCHIA, Auteur ; Aubyn C. STAHMER, Auteur ; D. S. MANDELL, Auteur . - p.1200-1209. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 60-11 (November 2019) . - p.1200-1209 Mots-clés : Autism spectrum disorders  community programmes  early intervention  meta-analysis Index. décimale : PER Périodiques Résumé : BACKGROUND: Research trials of early intervention (EI) programs for children with autism spectrum disorder (ASD) generally demonstrate medium-to-large gains, on average, compared with "treatment as usual," in different developmental domains. Almost all children with ASD receive their treatment through community-based services, however, and studies suggest that evidence-based interventions rarely make their way into community practice. Understanding the effectiveness of community-based EI and factors associated with these effects is the first step in developing strategies for wide-scale implementation of effective EI. METHODS: Studies of community-based EI for children with ASD were identified through a systematic search. Changes in cognitive, communication, social, and adaptive functioning from pre-treatment to post-treatment were assessed using standardized mean gain scores. Effect sizes were estimated using random effects models. Moderators of interest included type of community EI program, year of publication, intervention duration, and sample selection. Moderator effects were assessed using analysis of variance of mixed-effects models and meta-regression analyses. RESULTS: Forty-six groups from 33 studies met inclusion criteria (1,713 participants, mean age 37.4 months, 81.1% male). There were small but statistically significant gains in each of the four domains. Hedges's g ranged from 0.21 for adaptive behavior to 0.32 for communication outcomes, after removing outliers and correcting for publication bias. EI programs associated with universities and hospitals were superior, on average, to other community EI programs for cognitive and adaptive behavior outcomes. Intervention duration was negatively associated with effect sizes for communication and adaptive behavior outcomes. CONCLUSIONS: These results indicate that there remains a large gap between outcomes observed in community settings and those reported in efficacy trials. En ligne : http://dx.doi.org/10.1111/jcpp.13073 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408

How meaningful is more? Considerations regarding intensity in early intensive behavioral intervention / M. PELLECCHIA in Autism, 23-5 (July 2019)  

Public ISBD [article]  inAutism > 23-5 (July 2019) . - p.1075-1078 Titre : How meaningful is more? Considerations regarding intensity in early intensive behavioral intervention Type de document : Texte imprimé et/ou numérique Auteurs : M. PELLECCHIA, Auteur ; S. IADAROLA, Auteur ; Aubyn C. STAHMER, Auteur Article en page(s) : p.1075-1078 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361319854844 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401 [article] How meaningful is more? Considerations regarding intensity in early intensive behavioral intervention [Texte imprimé et/ou numérique] / M. PELLECCHIA, Auteur ; S. IADAROLA, Auteur ; Aubyn C. STAHMER, Auteur . - p.1075-1078. Langues : Anglais (eng) in Autism > 23-5 (July 2019) . - p.1075-1078 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361319854844 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401

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