Conducting oral and written language adapted tele-assessments with early elementary-age children with autism spectrum disorder / Carlin CONNER in Autism & Developmental Language Impairments, 7 (January-December 2022)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 7 (January-December 2022) Titre : Conducting oral and written language adapted tele-assessments with early elementary-age children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Carlin CONNER, Auteur ; Alyssa R. HENRY, Auteur ; Emily J. SOLARI, Auteur ; Matthew ZAJIC, Auteur Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  tele-assessment  standardized assessment  oral language  reading  writing Index. décimale : PER Périodiques Résumé : Background and aims Due to the COVID-19 pandemic, tele-health has gained popularity for both providing services and delivering assessments to children with disabilities. In this manuscript, we discuss the process of collecting standardized oral language, reading, and writing tele-assessment data with early elementary children with autism spectrum disorder (ASD) and offer preliminary findings related to child and parent engagement and technology issues. Methods The data presented are from pretest assessments during an efficacy study examining the electronic delivery of a listening comprehension intervention for children with ASD. Pretest sessions included a battery of standardized language, reading, and writing assessments, conducted over Zoom. The authors operationalized and developed a behavioral codebook of three overarching behavioral categories (parent involvement, child disengagement, and technology issues). Researchers coded videos offline to record frequencies of indicated behaviors across participants and assessment subtests. Results Involvement from parents accounted for the highest number of codes. Children showed some disengagement during assessment sessions. Technology issues were minimal. Behavioral categories appeared overall limited but varied across participants and assessments. Conclusions Parent involvement behaviors made up approximately two-thirds of the coded behaviors. Child disengagement behaviors made up approximately one-fourth of the coded behaviors, and these behaviors occurred more frequently across many different participants (with lower frequencies but greater coverage across children). Technology problems specific to responding to assessment items were relatively uncommon. Implications Clear guidelines including assessment preparation, modification of directions, and guidelines for parents who remain present are among the implications discussed. We also provide practical implications for continued successful adapted tele-assessments for children with ASD. En ligne : http://dx.doi.org/10.1177/23969415221133268 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 [article] Conducting oral and written language adapted tele-assessments with early elementary-age children with autism spectrum disorder [Texte imprimé et/ou numérique] / Carlin CONNER, Auteur ; Alyssa R. HENRY, Auteur ; Emily J. SOLARI, Auteur ; Matthew ZAJIC, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 7 (January-December 2022) Mots-clés : Autism spectrum disorder  tele-assessment  standardized assessment  oral language  reading  writing Index. décimale : PER Périodiques Résumé : Background and aims Due to the COVID-19 pandemic, tele-health has gained popularity for both providing services and delivering assessments to children with disabilities. In this manuscript, we discuss the process of collecting standardized oral language, reading, and writing tele-assessment data with early elementary children with autism spectrum disorder (ASD) and offer preliminary findings related to child and parent engagement and technology issues. Methods The data presented are from pretest assessments during an efficacy study examining the electronic delivery of a listening comprehension intervention for children with ASD. Pretest sessions included a battery of standardized language, reading, and writing assessments, conducted over Zoom. The authors operationalized and developed a behavioral codebook of three overarching behavioral categories (parent involvement, child disengagement, and technology issues). Researchers coded videos offline to record frequencies of indicated behaviors across participants and assessment subtests. Results Involvement from parents accounted for the highest number of codes. Children showed some disengagement during assessment sessions. Technology issues were minimal. Behavioral categories appeared overall limited but varied across participants and assessments. Conclusions Parent involvement behaviors made up approximately two-thirds of the coded behaviors. Child disengagement behaviors made up approximately one-fourth of the coded behaviors, and these behaviors occurred more frequently across many different participants (with lower frequencies but greater coverage across children). Technology problems specific to responding to assessment items were relatively uncommon. Implications Clear guidelines including assessment preparation, modification of directions, and guidelines for parents who remain present are among the implications discussed. We also provide practical implications for continued successful adapted tele-assessments for children with ASD. En ligne : http://dx.doi.org/10.1177/23969415221133268 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491

Feasibility and Initial Efficacy of an Adapted Telepractice Listening Comprehension Intervention for School-Aged Children with Autism / Alyssa R. HENRY in Journal of Autism and Developmental Disorders, 53-5 (May 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-5 (May 2023) . - p.1862-1872 Titre : Feasibility and Initial Efficacy of an Adapted Telepractice Listening Comprehension Intervention for School-Aged Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Alyssa R. HENRY, Auteur ; Carlin CONNER, Auteur ; Matthew C. ZAJIC, Auteur ; Emily J. SOLARI, Auteur Article en page(s) : p.1862-1872 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study evaluates the feasibility and initial efficacy of an 11-week listening comprehension intervention, Building Vocabulary and Early Reading Strategies (BVERS) that was delivered remotely to 14 elementary-aged children with autism spectrum disorder. Children were randomly assigned to one of two groups: BVERS only, or BVERS with a parent instructional component (BVERS?+?PC). Results indicate that the intervention was feasible to implement. All parents were satisfied with intervention implementation, and 8 of 10 stated that they were satisfied with their child?s outcomes following the intervention. Results of a Wilcoxon signed-rank test showed growth in listening comprehension following the intervention, but no growth in narrative retell or vocabulary. There were no group differences in change scores from pre- to post-test. En ligne : https://doi.org/10.1007/s10803-022-05474-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500 [article] Feasibility and Initial Efficacy of an Adapted Telepractice Listening Comprehension Intervention for School-Aged Children with Autism [Texte imprimé et/ou numérique] / Alyssa R. HENRY, Auteur ; Carlin CONNER, Auteur ; Matthew C. ZAJIC, Auteur ; Emily J. SOLARI, Auteur . - p.1862-1872. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-5 (May 2023) . - p.1862-1872 Index. décimale : PER Périodiques Résumé : This study evaluates the feasibility and initial efficacy of an 11-week listening comprehension intervention, Building Vocabulary and Early Reading Strategies (BVERS) that was delivered remotely to 14 elementary-aged children with autism spectrum disorder. Children were randomly assigned to one of two groups: BVERS only, or BVERS with a parent instructional component (BVERS?+?PC). Results indicate that the intervention was feasible to implement. All parents were satisfied with intervention implementation, and 8 of 10 stated that they were satisfied with their child?s outcomes following the intervention. Results of a Wilcoxon signed-rank test showed growth in listening comprehension following the intervention, but no growth in narrative retell or vocabulary. There were no group differences in change scores from pre- to post-test. En ligne : https://doi.org/10.1007/s10803-022-05474-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500

Testing the effects of a pilot listening comprehension and vocabulary intervention for individuals with autism / Emily J. SOLARI in Research in Autism Spectrum Disorders, 71 (March 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 71 (March 2020) . - p.101501 Titre : Testing the effects of a pilot listening comprehension and vocabulary intervention for individuals with autism Type de document : Texte imprimé et/ou numérique Auteurs : Emily J. SOLARI, Auteur ; Alyssa R. HENRY, Auteur ; Nancy S. MCINTYRE, Auteur ; Ryan P. GRIMM, Auteur ; Matthew ZAJIC, Auteur Article en page(s) : p.101501 Langues : Anglais (eng) Mots-clés : Listening comprehension  Narrative generation  Social communication Index. décimale : PER Périodiques Résumé : Many school-age children with autism spectrum disorder (ASD) experience difficulties with reading comprehension, yet few studies have examined intervention practices to support their early reading comprehension development. The current study used a small randomly assigned treatment control design (N = 12) to investigate the preliminary effects of a listening comprehension intervention on narrative retell, vocabulary, and listening comprehension skills for students with ASD. Children who received the intervention grew significantly on proximal measures of these skills. Significant group differences were noted at post-test on narrative retell ability. Although preliminary, these findings suggest that storybook-based interventions that target the oral language and social-cognitive underpinnings of comprehension development may be successful for school-age children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2019.101501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416 [article] Testing the effects of a pilot listening comprehension and vocabulary intervention for individuals with autism [Texte imprimé et/ou numérique] / Emily J. SOLARI, Auteur ; Alyssa R. HENRY, Auteur ; Nancy S. MCINTYRE, Auteur ; Ryan P. GRIMM, Auteur ; Matthew ZAJIC, Auteur . - p.101501. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 71 (March 2020) . - p.101501 Mots-clés : Listening comprehension  Narrative generation  Social communication Index. décimale : PER Périodiques Résumé : Many school-age children with autism spectrum disorder (ASD) experience difficulties with reading comprehension, yet few studies have examined intervention practices to support their early reading comprehension development. The current study used a small randomly assigned treatment control design (N = 12) to investigate the preliminary effects of a listening comprehension intervention on narrative retell, vocabulary, and listening comprehension skills for students with ASD. Children who received the intervention grew significantly on proximal measures of these skills. Significant group differences were noted at post-test on narrative retell ability. Although preliminary, these findings suggest that storybook-based interventions that target the oral language and social-cognitive underpinnings of comprehension development may be successful for school-age children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2019.101501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416

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