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)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-4 (April 2020) . - p.1221-1237 Titre : A Meta-analysis of Challenging Behavior Interventions for Students with Developmental Disabilities in Inclusive School Settings Type de document : texte imprimé 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 [article] A Meta-analysis of Challenging Behavior Interventions for Students with Developmental Disabilities in Inclusive School Settings [texte imprimé] / 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

School participation in autistic girls and boys: The role of social-communication abilities and extrinsic barriers / Adeline LACROIX in Autism, 30-5 (May 2026)  

Public ISBD [article]  inAutism > 30-5 (May 2026) . - p.1242-1262 Titre : School participation in autistic girls and boys: The role of social-communication abilities and extrinsic barriers Type de document : texte imprimé Auteurs : Adeline LACROIX, Auteur ; Morgane BURNEL, Auteur ; Monica BACIU, Auteur ; Pauline OCCELLI, Auteur ; Marcela PERRONE-BERTOLOTTI, Auteur ; Marie DAVID, Auteur ; Anne EGO, Auteur Article en page(s) : p.1242-1262 Langues : Anglais (eng) Mots-clés : autism  autistic behaviors  executive functions  participation  school  SEM  sex differences  structural equation modeling Index. décimale : PER Périodiques Résumé : This study aimed to offer a depiction and comprehensive understanding of school participation in autistic youth, which has received limited exploration. Parents of 871 autistic youth aged 7 or 15 were invited to participate in a study, among whom 600 agreed, allowing data collection on diagnosis, comorbidities, school, professional support, and parental characteristics. They were asked to fill in questionnaires assessing executive functions, social-communication difficulties, and school participation, completed by 241. Structural equation modeling and descriptive methods were employed to examine factors influencing school participation and the desire for change. Social-communication abilities stand out as the sole intrinsic determinant associated with school participation. Being a female and having an intellectual disability might negatively impact mainstream school attendance, without exerting a similar influence on activity attendance and involvement. Caregivers identified school demands and the sensory environment as extrinsic barriers to school participation, while teachers’ attitudes and peer relationships were seen as both potential barriers and facilitators. Finally, 36%–58% indicated a desire for increased participation in at least one school activity. Our findings highlight the need to reduce stigma around autism, improve school support, and give special consideration to the schooling experiences of autistic girls.Lay Abstract School participation factors in autism have received limited attention. We examined this question using structural equation modeling and descriptive methods. Our findings indicate that heightened social-communication difficulties, rather than executive dysfunctions and comorbidities, are associated with decreased school participation of autistic youths. Furthermore, exploratory analyses showed that being female and having an intellectual disability negatively affect attending mainstream school for autistic children and teenagers, but not their attendance and involvement in school activities. Caregivers point out school demands, sensory environment, and teachers’ and peers’ attitudes as major factors affecting participation, often expressing a desire for increased participation for their child. These results hold significant implications for improving educational environments for autistic girls and boys. En ligne : https://dx.doi.org/10.1177/13623613261428668 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585 [article] School participation in autistic girls and boys: The role of social-communication abilities and extrinsic barriers [texte imprimé] / Adeline LACROIX, Auteur ; Morgane BURNEL, Auteur ; Monica BACIU, Auteur ; Pauline OCCELLI, Auteur ; Marcela PERRONE-BERTOLOTTI, Auteur ; Marie DAVID, Auteur ; Anne EGO, Auteur . - p.1242-1262. Langues : Anglais (eng) in Autism > 30-5 (May 2026) . - p.1242-1262 Mots-clés : autism  autistic behaviors  executive functions  participation  school  SEM  sex differences  structural equation modeling Index. décimale : PER Périodiques Résumé : This study aimed to offer a depiction and comprehensive understanding of school participation in autistic youth, which has received limited exploration. Parents of 871 autistic youth aged 7 or 15 were invited to participate in a study, among whom 600 agreed, allowing data collection on diagnosis, comorbidities, school, professional support, and parental characteristics. They were asked to fill in questionnaires assessing executive functions, social-communication difficulties, and school participation, completed by 241. Structural equation modeling and descriptive methods were employed to examine factors influencing school participation and the desire for change. Social-communication abilities stand out as the sole intrinsic determinant associated with school participation. Being a female and having an intellectual disability might negatively impact mainstream school attendance, without exerting a similar influence on activity attendance and involvement. Caregivers identified school demands and the sensory environment as extrinsic barriers to school participation, while teachers’ attitudes and peer relationships were seen as both potential barriers and facilitators. Finally, 36%–58% indicated a desire for increased participation in at least one school activity. Our findings highlight the need to reduce stigma around autism, improve school support, and give special consideration to the schooling experiences of autistic girls.Lay Abstract School participation factors in autism have received limited attention. We examined this question using structural equation modeling and descriptive methods. Our findings indicate that heightened social-communication difficulties, rather than executive dysfunctions and comorbidities, are associated with decreased school participation of autistic youths. Furthermore, exploratory analyses showed that being female and having an intellectual disability negatively affect attending mainstream school for autistic children and teenagers, but not their attendance and involvement in school activities. Caregivers point out school demands, sensory environment, and teachers’ and peers’ attitudes as major factors affecting participation, often expressing a desire for increased participation for their child. These results hold significant implications for improving educational environments for autistic girls and boys. En ligne : https://dx.doi.org/10.1177/13623613261428668 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585

Vocal Stereotypy and Autism Spectrum Disorder: A Systematic Review of Interventions / Danni WANG in Research in Autism Spectrum Disorders, 78 (October 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 78 (October 2020) . - 101647 Titre : Vocal Stereotypy and Autism Spectrum Disorder: A Systematic Review of Interventions Type de document : texte imprimé 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 [article] Vocal Stereotypy and Autism Spectrum Disorder: A Systematic Review of Interventions [texte imprimé] / 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

---

1 (1 - 3 / 3) Par page : 25 50 100 200