Behavioral Artistry: Examining the Relationship Between the Interpersonal Skills and Effective Practice Repertoires of Applied Behavior Analysis Practitioners / K. CALLAHAN in Journal of Autism and Developmental Disorders, 49-9 (September 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-9 (September 2019) . - p.3557-3570 Titre : Behavioral Artistry: Examining the Relationship Between the Interpersonal Skills and Effective Practice Repertoires of Applied Behavior Analysis Practitioners Type de document : Texte imprimé et/ou numérique Auteurs : K. CALLAHAN, Auteur ; R. M. FOXX, Auteur ; A. SWIERCZYNSKI, Auteur ; X. AERTS, Auteur ; S. MEHTA, Auteur ; M. E. MCCOMB, Auteur ; S. M. NICHOLS, Auteur ; G. SEGAL, Auteur ; A. DONALD, Auteur ; R. SHARMA, Auteur Article en page(s) : p.3557-3570 Langues : Anglais (eng) Mots-clés : Applied behavior analysis  Autism spectrum disorder  Behavioral artistry  Evidence-based practices  Social validity  Therapeutic alliance Index. décimale : PER Périodiques Résumé : This study investigated interpersonal skills associated with the concept of behavioral artistry (BA), a repertoire of practitioner behaviors including care, attentiveness, and creativity, among others, associated with the effective delivery of applied behavior analysis (ABA) treatment. Survey results indicated parents of children with autism preferred BA descriptors for ABA therapists over non-BA descriptors. A separate survey of 212 university students on a standardized personality assessment revealed students majoring and/or working in the field of ABA had lower levels of BA than those in other human services professions. Practitioners with higher BA scores were observed and rated more positively in their delivery of ABA for children with autism. Implications for training/supervising effective ABA practitioners within a BA model are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04082-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405 [article] Behavioral Artistry: Examining the Relationship Between the Interpersonal Skills and Effective Practice Repertoires of Applied Behavior Analysis Practitioners [Texte imprimé et/ou numérique] / K. CALLAHAN, Auteur ; R. M. FOXX, Auteur ; A. SWIERCZYNSKI, Auteur ; X. AERTS, Auteur ; S. MEHTA, Auteur ; M. E. MCCOMB, Auteur ; S. M. NICHOLS, Auteur ; G. SEGAL, Auteur ; A. DONALD, Auteur ; R. SHARMA, Auteur . - p.3557-3570. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-9 (September 2019) . - p.3557-3570 Mots-clés : Applied behavior analysis  Autism spectrum disorder  Behavioral artistry  Evidence-based practices  Social validity  Therapeutic alliance Index. décimale : PER Périodiques Résumé : This study investigated interpersonal skills associated with the concept of behavioral artistry (BA), a repertoire of practitioner behaviors including care, attentiveness, and creativity, among others, associated with the effective delivery of applied behavior analysis (ABA) treatment. Survey results indicated parents of children with autism preferred BA descriptors for ABA therapists over non-BA descriptors. A separate survey of 212 university students on a standardized personality assessment revealed students majoring and/or working in the field of ABA had lower levels of BA than those in other human services professions. Practitioners with higher BA scores were observed and rated more positively in their delivery of ABA for children with autism. Implications for training/supervising effective ABA practitioners within a BA model are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04082-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405

Correction to: Behavioral Artistry: Examining the Relationship Between the Interpersonal Skills and Effective Practice Repertoires of Applied Behavior Analysis Practitioners / K. CALLAHAN in Journal of Autism and Developmental Disorders, 49-12 (December 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-12 (December 2019) . - p.4820 Titre : Correction to: Behavioral Artistry: Examining the Relationship Between the Interpersonal Skills and Effective Practice Repertoires of Applied Behavior Analysis Practitioners Type de document : Texte imprimé et/ou numérique Auteurs : K. CALLAHAN, Auteur ; R. M. FOXX, Auteur ; A. SWIERCZYNSKI, Auteur ; X. AERTS, Auteur ; S. MEHTA, Auteur ; M. E. MCCOMB, Auteur ; S. M. NICHOLS, Auteur ; G. SEGAL, Auteur ; A. DONALD, Auteur ; R. SHARMA, Auteur Article en page(s) : p.4820 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The article Behavioral Artistry: Examining the Relationship Between the Interpersonal Skills and Effective Practice Repertoires of Applied Behavior Analysis Practitioners, written by Kevin Callahan, was originally published electronically on the publisher's internet portal (currently SpringerLink) on August 29, 2019 without open access. With the author(s)' decision to opt for Open Choice the copyright of the article changed on August, 2019 to (c) The Author(s) 2019 and the article is forthwith distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits use, duplication, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made. En ligne : http://dx.doi.org/10.1007/s10803-019-04196-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=411 [article] Correction to: Behavioral Artistry: Examining the Relationship Between the Interpersonal Skills and Effective Practice Repertoires of Applied Behavior Analysis Practitioners [Texte imprimé et/ou numérique] / K. CALLAHAN, Auteur ; R. M. FOXX, Auteur ; A. SWIERCZYNSKI, Auteur ; X. AERTS, Auteur ; S. MEHTA, Auteur ; M. E. MCCOMB, Auteur ; S. M. NICHOLS, Auteur ; G. SEGAL, Auteur ; A. DONALD, Auteur ; R. SHARMA, Auteur . - p.4820. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-12 (December 2019) . - p.4820 Index. décimale : PER Périodiques Résumé : The article Behavioral Artistry: Examining the Relationship Between the Interpersonal Skills and Effective Practice Repertoires of Applied Behavior Analysis Practitioners, written by Kevin Callahan, was originally published electronically on the publisher's internet portal (currently SpringerLink) on August 29, 2019 without open access. With the author(s)' decision to opt for Open Choice the copyright of the article changed on August, 2019 to (c) The Author(s) 2019 and the article is forthwith distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits use, duplication, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made. En ligne : http://dx.doi.org/10.1007/s10803-019-04196-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=411

A non randomized mentalization intervention for parents of children with autism / Y. ENAV in Autism Research, 12-7 (July 2019)  

Public ISBD [article]  inAutism Research > 12-7 (July 2019) . - p.1077-1086 Titre : A non randomized mentalization intervention for parents of children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Y. ENAV, Auteur ; D. ERHARD-WEISS, Auteur ; M. KOPELMAN, Auteur ; Andrea C. SAMSON, Auteur ; S. MEHTA, Auteur ; J. J. GROSS, Auteur ; A. Y. HARDAN, Auteur Année de publication : 2019 Article en page(s) : p.1077-1086 Langues : Anglais (eng) Mots-clés : autism  emotion regulation  group intervention  mentalization  parents Index. décimale : PER Périodiques Résumé : Parents of children diagnosed with autism spectrum disorder (ASD) report higher levels of stress and other negative affective states than parents of typically developing children. One important resource in managing these heightened levels of negative affect is emotion regulation, which in turn depends upon the ability to recognize and understand one's own and others' mental states (referred to as mentalization or reflective functioning). In this study, parents of children with ASD either participated in a mentalization-based group intervention (N = 36) or a delayed treatment (N = 28). Compared to delayed treatment participants, parents in the mentalization-based group had increases in reflective functioning and in the belief that emotions can change. Moreover, they reported decreased behavioral and emotional symptoms in their children, and greater parental self-efficacy. These preliminary findings support previous studies, which have shown that mentalization-based interventions for parents lead to positive outcomes, and suggest that these findings may apply to a diverse population of parents such as those of children with broader autism phenotype or children with different neurological disorders. Further studies to evaluate the effects of the intervention are recommended. Autism Res 2019, 12: 1077-1086. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: In this study, parents of children with ASD participated in a group intervention designed to increase their awareness of mental states (their own and their children's) and to enhance their emotion regulation. Compared to delayed treatment parents, those in the intervention group showed increased awareness of developmental states, and reported increased belief that emotions can change and decreased levels of behavioral and emotional symptoms in their children. En ligne : http://dx.doi.org/10.1002/aur.2108 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=402 [article] A non randomized mentalization intervention for parents of children with autism [Texte imprimé et/ou numérique] / Y. ENAV, Auteur ; D. ERHARD-WEISS, Auteur ; M. KOPELMAN, Auteur ; Andrea C. SAMSON, Auteur ; S. MEHTA, Auteur ; J. J. GROSS, Auteur ; A. Y. HARDAN, Auteur . - 2019 . - p.1077-1086. Langues : Anglais (eng) in Autism Research > 12-7 (July 2019) . - p.1077-1086 Mots-clés : autism  emotion regulation  group intervention  mentalization  parents Index. décimale : PER Périodiques Résumé : Parents of children diagnosed with autism spectrum disorder (ASD) report higher levels of stress and other negative affective states than parents of typically developing children. One important resource in managing these heightened levels of negative affect is emotion regulation, which in turn depends upon the ability to recognize and understand one's own and others' mental states (referred to as mentalization or reflective functioning). In this study, parents of children with ASD either participated in a mentalization-based group intervention (N = 36) or a delayed treatment (N = 28). Compared to delayed treatment participants, parents in the mentalization-based group had increases in reflective functioning and in the belief that emotions can change. Moreover, they reported decreased behavioral and emotional symptoms in their children, and greater parental self-efficacy. These preliminary findings support previous studies, which have shown that mentalization-based interventions for parents lead to positive outcomes, and suggest that these findings may apply to a diverse population of parents such as those of children with broader autism phenotype or children with different neurological disorders. Further studies to evaluate the effects of the intervention are recommended. Autism Res 2019, 12: 1077-1086. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: In this study, parents of children with ASD participated in a group intervention designed to increase their awareness of mental states (their own and their children's) and to enhance their emotion regulation. Compared to delayed treatment parents, those in the intervention group showed increased awareness of developmental states, and reported increased belief that emotions can change and decreased levels of behavioral and emotional symptoms in their children. En ligne : http://dx.doi.org/10.1002/aur.2108 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=402

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