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Détail de l'auteur
Auteur Danni WANG |
Documents disponibles écrits par cet auteur (2)
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A Meta-analysis of Challenging Behavior Interventions for Students with Developmental Disabilities in Inclusive School Settings / Catharine LORY in Journal of Autism and Developmental Disorders, 50-4 (April 2020)
[article]
Titre : A Meta-analysis of Challenging Behavior Interventions for Students with Developmental Disabilities in Inclusive School Settings Type de document : Texte imprimé et/ou numérique Auteurs : Catharine LORY, Auteur ; Rose A. MASON, Auteur ; John L. DAVIS, Auteur ; Danni WANG, Auteur ; So Yeon KIM, Auteur ; Emily GREGORI, Auteur ; Marie DAVID, Auteur Article en page(s) : p.1221-1237 Langues : Anglais (eng) Mots-clés : Behavior intervention Challenging behavior Developmental disabilities Inclusive Meta-analysis School-based Index. décimale : PER Périodiques Résumé : Challenging behavior is a significant barrier in accessing the general education curriculum for students with developmental disabilities. This necessitates the identification of evidence-based practices for addressing challenging behavior in inclusive settings. The purpose of our meta-analysis is to (a) quantify the magnitude of effect of interventions targeting the reduction of challenging behavior in students with developmental disabilities in inclusive educational settings and (b) determine if participant and intervention characteristics moderate intervention effects. A systematic search of academic databases was conducted to identify studies, which were evaluated for methodological rigor and analyzed for effects using Tau-U. Results indicate a strong overall effect of .94 (95% CI [.87, 1]) and moderating variables associated with behavior topography, interventionist, and intervention components were identified. En ligne : http://dx.doi.org/10.1007/s10803-019-04329-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421
in Journal of Autism and Developmental Disorders > 50-4 (April 2020) . - p.1221-1237[article] A Meta-analysis of Challenging Behavior Interventions for Students with Developmental Disabilities in Inclusive School Settings [Texte imprimé et/ou numérique] / Catharine LORY, Auteur ; Rose A. MASON, Auteur ; John L. DAVIS, Auteur ; Danni WANG, Auteur ; So Yeon KIM, Auteur ; Emily GREGORI, Auteur ; Marie DAVID, Auteur . - p.1221-1237.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-4 (April 2020) . - p.1221-1237
Mots-clés : Behavior intervention Challenging behavior Developmental disabilities Inclusive Meta-analysis School-based Index. décimale : PER Périodiques Résumé : Challenging behavior is a significant barrier in accessing the general education curriculum for students with developmental disabilities. This necessitates the identification of evidence-based practices for addressing challenging behavior in inclusive settings. The purpose of our meta-analysis is to (a) quantify the magnitude of effect of interventions targeting the reduction of challenging behavior in students with developmental disabilities in inclusive educational settings and (b) determine if participant and intervention characteristics moderate intervention effects. A systematic search of academic databases was conducted to identify studies, which were evaluated for methodological rigor and analyzed for effects using Tau-U. Results indicate a strong overall effect of .94 (95% CI [.87, 1]) and moderating variables associated with behavior topography, interventionist, and intervention components were identified. En ligne : http://dx.doi.org/10.1007/s10803-019-04329-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421 Vocal Stereotypy and Autism Spectrum Disorder: A Systematic Review of Interventions / Danni WANG in Research in Autism Spectrum Disorders, 78 (October 2020)
[article]
Titre : Vocal Stereotypy and Autism Spectrum Disorder: A Systematic Review of Interventions Type de document : Texte imprimé et/ou numérique Auteurs : Danni WANG, Auteur ; Rose A. MASON, Auteur ; Catharine LORY, Auteur ; So Yeon KIM, Auteur ; Marie DAVID, Auteur ; Xiaojie GUO, Auteur Article en page(s) : 101647 Langues : Anglais (eng) Mots-clés : vocal stereotypy repetitive behavior autism ASD systematic review behavior intervention Index. décimale : PER Périodiques Résumé : Background Individuals with autism spectrum disorder (ASD) often engage in vocal stereotypy (VS), which hinders inclusion in educational activities and may lead to poor social and adaptive outcomes. Interventions that address VS in individuals with ASD have been examined for a few decades. However, there are no current reviews that evaluate the methodological rigor of the empirical literature and provide a synthesis of the evidence based on high-quality research. Therefore, the present review aimed to evaluate the quality of VS interventions for individuals with ASD, summarize the characteristics of studies that demonstrate quality, and determine the strength of evidence. Method Systematic search procedures were implemented and articles were identified based on predetermined inclusion criteria. Sixty studies were included for quality evaluation against the What Works Clearinghouse single-case research design standards, of which 39 studies were further synthesized. Results Findings indicate response interruption and redirection, auditory stimulus-based and consequence based interventions to be promising with moderate to strong effects, whereas sensory integration interventions have no empirical support. However, majority of the interventions were implemented by researchers rather than practitioners and few studies addressed social validity. Conclusions While much of the VS literature demonstrates strong internal validity, we encourage future researchers to investigate the efficacy and feasibility of these interventions when implemented by practitioners and parents. Additionally, assessment of social validity of the interventions is strongly encouraged. We also recommend that practitioners consider the strength of intervention effect when making treatment selection decisions. En ligne : https://doi.org/10.1016/j.rasd.2020.101647 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433
in Research in Autism Spectrum Disorders > 78 (October 2020) . - 101647[article] Vocal Stereotypy and Autism Spectrum Disorder: A Systematic Review of Interventions [Texte imprimé et/ou numérique] / Danni WANG, Auteur ; Rose A. MASON, Auteur ; Catharine LORY, Auteur ; So Yeon KIM, Auteur ; Marie DAVID, Auteur ; Xiaojie GUO, Auteur . - 101647.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 78 (October 2020) . - 101647
Mots-clés : vocal stereotypy repetitive behavior autism ASD systematic review behavior intervention Index. décimale : PER Périodiques Résumé : Background Individuals with autism spectrum disorder (ASD) often engage in vocal stereotypy (VS), which hinders inclusion in educational activities and may lead to poor social and adaptive outcomes. Interventions that address VS in individuals with ASD have been examined for a few decades. However, there are no current reviews that evaluate the methodological rigor of the empirical literature and provide a synthesis of the evidence based on high-quality research. Therefore, the present review aimed to evaluate the quality of VS interventions for individuals with ASD, summarize the characteristics of studies that demonstrate quality, and determine the strength of evidence. Method Systematic search procedures were implemented and articles were identified based on predetermined inclusion criteria. Sixty studies were included for quality evaluation against the What Works Clearinghouse single-case research design standards, of which 39 studies were further synthesized. Results Findings indicate response interruption and redirection, auditory stimulus-based and consequence based interventions to be promising with moderate to strong effects, whereas sensory integration interventions have no empirical support. However, majority of the interventions were implemented by researchers rather than practitioners and few studies addressed social validity. Conclusions While much of the VS literature demonstrates strong internal validity, we encourage future researchers to investigate the efficacy and feasibility of these interventions when implemented by practitioners and parents. Additionally, assessment of social validity of the interventions is strongly encouraged. We also recommend that practitioners consider the strength of intervention effect when making treatment selection decisions. En ligne : https://doi.org/10.1016/j.rasd.2020.101647 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433