Educational Interventions for Children and Youth with Autism: A 40-Year Perspective / Samuel L ODOM in Journal of Autism and Developmental Disorders, 51-12 (December 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4354-4369 Titre : Educational Interventions for Children and Youth with Autism: A 40-Year Perspective Type de document : Texte imprimé et/ou numérique Auteurs : Samuel L ODOM, Auteur ; L. J. HALL, Auteur ; K. L. MORIN, Auteur ; B. R. KRAEMER, Auteur ; K. A. HUME, Auteur ; N. S. MCINTYRE, Auteur ; Sallie W. NOWELL, Auteur ; J. R. STEINBRENNER, Auteur ; B. TOMASZEWSKI, Auteur ; Ann M. SAM, Auteur ; Leann S. DAWALT, Auteur Article en page(s) : p.4354-4369 Langues : Anglais (eng) Mots-clés : Adolescent  Autism Spectrum Disorder/diagnosis/therapy  Autistic Disorder/therapy  Child  Humans  Schools  Educational Interventions  Human Subjects Research committee was not required. The authors have no conflict of  interests to disclose related to this paper. Index. décimale : PER Périodiques Résumé : Commemorating the 40 th anniversary of the Diagnostic and Statistical Manual (DSM) III, the purpose of this commentary is to describe school-based and school-relevant interventions and instructional approaches for children and youth with autism that have been developed and employed during that time period. The commentary begins with a brief description of foundational research that provides an historical context. Research themes shaped by science, ethics, social policy, and the changes in the DSM provide an organization for describing the evolution of intervention and instructional practices over the four previous decades. The commentary concludes with a discussion of school-contextual variables that influence implementation and the promise of the "iSciences" for closing the research to practice gap in the future. En ligne : http://dx.doi.org/10.1007/s10803-021-04990-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 [article] Educational Interventions for Children and Youth with Autism: A 40-Year Perspective [Texte imprimé et/ou numérique] / Samuel L ODOM, Auteur ; L. J. HALL, Auteur ; K. L. MORIN, Auteur ; B. R. KRAEMER, Auteur ; K. A. HUME, Auteur ; N. S. MCINTYRE, Auteur ; Sallie W. NOWELL, Auteur ; J. R. STEINBRENNER, Auteur ; B. TOMASZEWSKI, Auteur ; Ann M. SAM, Auteur ; Leann S. DAWALT, Auteur . - p.4354-4369. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4354-4369 Mots-clés : Adolescent  Autism Spectrum Disorder/diagnosis/therapy  Autistic Disorder/therapy  Child  Humans  Schools  Educational Interventions  Human Subjects Research committee was not required. The authors have no conflict of  interests to disclose related to this paper. Index. décimale : PER Périodiques Résumé : Commemorating the 40 th anniversary of the Diagnostic and Statistical Manual (DSM) III, the purpose of this commentary is to describe school-based and school-relevant interventions and instructional approaches for children and youth with autism that have been developed and employed during that time period. The commentary begins with a brief description of foundational research that provides an historical context. Research themes shaped by science, ethics, social policy, and the changes in the DSM provide an organization for describing the evolution of intervention and instructional practices over the four previous decades. The commentary concludes with a discussion of school-contextual variables that influence implementation and the promise of the "iSciences" for closing the research to practice gap in the future. En ligne : http://dx.doi.org/10.1007/s10803-021-04990-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454

Employing Evidence-Based Practices for Children with Autism in Elementary Schools / Ann M. SAM in Journal of Autism and Developmental Disorders, 51-7 (July 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2308-2323 Titre : Employing Evidence-Based Practices for Children with Autism in Elementary Schools Type de document : Texte imprimé et/ou numérique Auteurs : Ann M. SAM, Auteur ; Samuel L ODOM, Auteur ; B. TOMASZEWSKI, Auteur ; Y. PERKINS, Auteur ; A. W. COX, Auteur Article en page(s) : p.2308-2323 Langues : Anglais (eng) Mots-clés : Academic Performance/psychology/statistics & numerical data  Autism Spectrum Disorder/psychology  Child  Education, Special/methods  Evidence-Based Practice/methods  Female  Humans  Male  Program Evaluation  Schools  Students/psychology  Autistic students  Elementary schools  Evidence-based practices  Teacher implementation Index. décimale : PER Périodiques Résumé : The purpose of this study was to test the efficacy of a comprehensive program model originally developed by the National Professional Development Center on Autism Spectrum Disorder (NPDC). Sixty elementary schools with 486 participants were randomly assigned to an NPDC and services as usual condition (SAU). Significantly greater changes in program quality occurred in the inclusive NPDC programs as compared with the SAU schools. Teachers in NPDC schools reported using more evidence-based practices (EBPs) and implemented EBPs with significantly greater fidelity than teachers in SAU schools. Autistic students in NPDC schools had significantly higher total attainment of educational goals than students in SAU schools, and the two groups made equivalent progress on standardized assessment outcomes across the school year. En ligne : http://dx.doi.org/10.1007/s10803-020-04706-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 [article] Employing Evidence-Based Practices for Children with Autism in Elementary Schools [Texte imprimé et/ou numérique] / Ann M. SAM, Auteur ; Samuel L ODOM, Auteur ; B. TOMASZEWSKI, Auteur ; Y. PERKINS, Auteur ; A. W. COX, Auteur . - p.2308-2323. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2308-2323 Mots-clés : Academic Performance/psychology/statistics & numerical data  Autism Spectrum Disorder/psychology  Child  Education, Special/methods  Evidence-Based Practice/methods  Female  Humans  Male  Program Evaluation  Schools  Students/psychology  Autistic students  Elementary schools  Evidence-based practices  Teacher implementation Index. décimale : PER Périodiques Résumé : The purpose of this study was to test the efficacy of a comprehensive program model originally developed by the National Professional Development Center on Autism Spectrum Disorder (NPDC). Sixty elementary schools with 486 participants were randomly assigned to an NPDC and services as usual condition (SAU). Significantly greater changes in program quality occurred in the inclusive NPDC programs as compared with the SAU schools. Teachers in NPDC schools reported using more evidence-based practices (EBPs) and implemented EBPs with significantly greater fidelity than teachers in SAU schools. Autistic students in NPDC schools had significantly higher total attainment of educational goals than students in SAU schools, and the two groups made equivalent progress on standardized assessment outcomes across the school year. En ligne : http://dx.doi.org/10.1007/s10803-020-04706-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452

Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation Review / K. HUME in Journal of Autism and Developmental Disorders, 51-11 (November 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-11 (November 2021) . - p.4013-4032 Titre : Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation Review Type de document : Texte imprimé et/ou numérique Auteurs : K. HUME, Auteur ; J. R. STEINBRENNER, Auteur ; Samuel L ODOM, Auteur ; K. L. MORIN, Auteur ; Sallie W. NOWELL, Auteur ; B. TOMASZEWSKI, Auteur ; S. SZENDREY, Auteur ; N. S. MCINTYRE, Auteur ; S. YUCESOY-OZKAN, Auteur ; Melissa N. SAVAGE, Auteur Article en page(s) : p.4013-4032 Langues : Anglais (eng) Mots-clés : Adolescent  Autism Spectrum Disorder  Autistic Disorder/diagnosis/therapy  Child  Evidence-Based Practice  Humans  Schools  Young Adult  Autism spectrum disorder  Children and youth  Focused intervention Index. décimale : PER Périodiques Résumé : This systematic review describes a set of practices that have evidence of positive effects with autistic children and youth. This is the third iteration of a review of the intervention literature (Odom et al. in J Autism Dev Disorders 40(4):425-436, 2010a; Prevent School Fail 54(4):275-282, 2010b; Wong et al. in https://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/imce/documents/2014-EBP-Report.pdf ; J Autism Dev Disorders 45(7):1951-1966, 2015), extending coverage to articles published between 1990 and 2017. A search initially yielded 31,779 articles, and the subsequent screening and evaluation process found 567 studies to include. Combined with the previous review, 972 articles were synthesized, from which the authors found 28 focused intervention practices that met the criteria for evidence-based practice (EBP). Former EBPs were recategorized and some manualized interventions were distinguished as meeting EBP criteria. The authors discuss implications for current practices and future research. En ligne : http://dx.doi.org/10.1007/s10803-020-04844-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 [article] Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation Review [Texte imprimé et/ou numérique] / K. HUME, Auteur ; J. R. STEINBRENNER, Auteur ; Samuel L ODOM, Auteur ; K. L. MORIN, Auteur ; Sallie W. NOWELL, Auteur ; B. TOMASZEWSKI, Auteur ; S. SZENDREY, Auteur ; N. S. MCINTYRE, Auteur ; S. YUCESOY-OZKAN, Auteur ; Melissa N. SAVAGE, Auteur . - p.4013-4032. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-11 (November 2021) . - p.4013-4032 Mots-clés : Adolescent  Autism Spectrum Disorder  Autistic Disorder/diagnosis/therapy  Child  Evidence-Based Practice  Humans  Schools  Young Adult  Autism spectrum disorder  Children and youth  Focused intervention Index. décimale : PER Périodiques Résumé : This systematic review describes a set of practices that have evidence of positive effects with autistic children and youth. This is the third iteration of a review of the intervention literature (Odom et al. in J Autism Dev Disorders 40(4):425-436, 2010a; Prevent School Fail 54(4):275-282, 2010b; Wong et al. in https://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/imce/documents/2014-EBP-Report.pdf ; J Autism Dev Disorders 45(7):1951-1966, 2015), extending coverage to articles published between 1990 and 2017. A search initially yielded 31,779 articles, and the subsequent screening and evaluation process found 567 studies to include. Combined with the previous review, 972 articles were synthesized, from which the authors found 28 focused intervention practices that met the criteria for evidence-based practice (EBP). Former EBPs were recategorized and some manualized interventions were distinguished as meeting EBP criteria. The authors discuss implications for current practices and future research. En ligne : http://dx.doi.org/10.1007/s10803-020-04844-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454

Growth mixture models of adaptive behavior in adolescents with autism spectrum disorder / B. TOMASZEWSKI in Autism, 23-6 (August 2019)  

Public ISBD [article]  inAutism > 23-6 (August 2019) . - p.1472-1484 Titre : Growth mixture models of adaptive behavior in adolescents with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : B. TOMASZEWSKI, Auteur ; Leann S. DAWALT, Auteur ; Samuel L ODOM, Auteur Article en page(s) : p.1472-1484 Langues : Anglais (eng) Mots-clés : adaptive behavior  adolescents  autism spectrum disorders  development Index. décimale : PER Périodiques Résumé : This study examined growth trajectories of teacher-reported adaptive behavior in a diverse sample of adolescents with autism spectrum disorder. The participants were 244 adolescents between the ages of 14 and 21 years who were assessed at up to four time points across two and a half years of high school. Demographic variables (age, sex, race, maternal education), phenotypic characteristics (intelligence quotient, autism severity) and school factors (location of the school, school quality) were collected. Growth mixture modeling was used to identify distinct classes of growth trajectories in communication, daily living skills, and socialization domains of adaptive behavior. Two distinct classes were identified for each domain. The first class had moderately low adaptive behavior scores and demonstrated growth of adaptive behavior over time and the second class had low adaptive behavior scores and did not demonstrate change over time. Adolescents within the moderately low adaptive behavior classes were younger at enrollment in the study, had higher IQs, and lower autism symptom severity. Logistic regressions were performed, and aspects of school quality predicted the likelihood of being in the moderately low classes above and beyond autism symptoms. En ligne : http://dx.doi.org/10.1177/1362361318815645 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Growth mixture models of adaptive behavior in adolescents with autism spectrum disorder [Texte imprimé et/ou numérique] / B. TOMASZEWSKI, Auteur ; Leann S. DAWALT, Auteur ; Samuel L ODOM, Auteur . - p.1472-1484. Langues : Anglais (eng) in Autism > 23-6 (August 2019) . - p.1472-1484 Mots-clés : adaptive behavior  adolescents  autism spectrum disorders  development Index. décimale : PER Périodiques Résumé : This study examined growth trajectories of teacher-reported adaptive behavior in a diverse sample of adolescents with autism spectrum disorder. The participants were 244 adolescents between the ages of 14 and 21 years who were assessed at up to four time points across two and a half years of high school. Demographic variables (age, sex, race, maternal education), phenotypic characteristics (intelligence quotient, autism severity) and school factors (location of the school, school quality) were collected. Growth mixture modeling was used to identify distinct classes of growth trajectories in communication, daily living skills, and socialization domains of adaptive behavior. Two distinct classes were identified for each domain. The first class had moderately low adaptive behavior scores and demonstrated growth of adaptive behavior over time and the second class had low adaptive behavior scores and did not demonstrate change over time. Adolescents within the moderately low adaptive behavior classes were younger at enrollment in the study, had higher IQs, and lower autism symptom severity. Logistic regressions were performed, and aspects of school quality predicted the likelihood of being in the moderately low classes above and beyond autism symptoms. En ligne : http://dx.doi.org/10.1177/1362361318815645 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

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