Associated Factors of Self-injury Among Adolescents with Autism Spectrum Disorder in a Community and Residential Treatment Setting / Jacqueline FLOWERS in Journal of Autism and Developmental Disorders, 50-8 (August 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-8 (August 2020) . - p.2987-3004 Titre : Associated Factors of Self-injury Among Adolescents with Autism Spectrum Disorder in a Community and Residential Treatment Setting Type de document : texte imprimé Auteurs : Jacqueline FLOWERS, Auteur ; Johanna F. LANTZ, Auteur ; Terry HAMLIN, Auteur ; Rune J. SIMEONSSON, Auteur Article en page(s) : p.2987-3004 Langues : Anglais (eng) Mots-clés : Adaptive skills  Age  Autism  Irritability  Sib  Self-injury Index. décimale : PER Périodiques Résumé : Self-injurious behavior (SIB) occurs in up to 50% of individuals with autism. As one of the most serious conditions in individuals with developmental disabilities, SIB affects the individual and his or her family in multiple contexts. A systematic analysis of factors most commonly associated with SIB could inform the development of individualized intervention strategies. The current study examined factors related to SIB in an analysis of client records of 145 children with autism in a comprehensive care center. Predictor variables included age, gender, the Adaptive Behavior Composite, sensory processing, aggression, stereotypies, irritability, adaptive skills, and medical conditions. Age, irritability, and the Adaptive Behavior Composite were found to significantly predict SIB. En ligne : http://dx.doi.org/10.1007/s10803-020-04389-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428 [article] Associated Factors of Self-injury Among Adolescents with Autism Spectrum Disorder in a Community and Residential Treatment Setting [texte imprimé] / Jacqueline FLOWERS, Auteur ; Johanna F. LANTZ, Auteur ; Terry HAMLIN, Auteur ; Rune J. SIMEONSSON, Auteur . - p.2987-3004. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-8 (August 2020) . - p.2987-3004 Mots-clés : Adaptive skills  Age  Autism  Irritability  Sib  Self-injury Index. décimale : PER Périodiques Résumé : Self-injurious behavior (SIB) occurs in up to 50% of individuals with autism. As one of the most serious conditions in individuals with developmental disabilities, SIB affects the individual and his or her family in multiple contexts. A systematic analysis of factors most commonly associated with SIB could inform the development of individualized intervention strategies. The current study examined factors related to SIB in an analysis of client records of 145 children with autism in a comprehensive care center. Predictor variables included age, gender, the Adaptive Behavior Composite, sensory processing, aggression, stereotypies, irritability, adaptive skills, and medical conditions. Age, irritability, and the Adaptive Behavior Composite were found to significantly predict SIB. En ligne : http://dx.doi.org/10.1007/s10803-020-04389-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428

Increasing Independence in Autism Spectrum Disorders: A Review of Three Focused Interventions / Kara HUME in Journal of Autism and Developmental Disorders, 39-9 (September 2009)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 39-9 (September 2009) . - p.1329-1338 Titre : Increasing Independence in Autism Spectrum Disorders: A Review of Three Focused Interventions Type de document : texte imprimé Auteurs : Kara HUME, Auteur ; Rachel LOFTIN, Auteur ; Johanna F. LANTZ, Auteur Année de publication : 2009 Article en page(s) : p.1329-1338 Langues : Anglais (eng) Mots-clés : Autism Independence Executive-function Self-monitoring Video-modeling Work-system Index. décimale : PER Périodiques Résumé : The features of autism that inhibit the independent demonstration of skills, as well as three effective interventions for increasing independence, are explored in this review article. Independent performance may prove difficult for individuals with autism spectrum disorders (ASD) due to the core deficits of the disability, as well as executive function deficits that impact initiation and generalization. These difficulties, coupled with intervention strategies that encourage over-reliance on adult support, contribute to poor long term outcomes for adults with ASD in employment, housing, and relationship development. Self-monitoring, video modeling, and individual work systems each emphasize a shift in stimulus control from continuous adult management to an alternative stimulus and have proven successful in addressing executive function deficits and increasing independence. En ligne : http://dx.doi.org/10.1007/s10803-009-0751-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=814 [article] Increasing Independence in Autism Spectrum Disorders: A Review of Three Focused Interventions [texte imprimé] / Kara HUME, Auteur ; Rachel LOFTIN, Auteur ; Johanna F. LANTZ, Auteur . - 2009 . - p.1329-1338. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 39-9 (September 2009) . - p.1329-1338 Mots-clés : Autism Independence Executive-function Self-monitoring Video-modeling Work-system Index. décimale : PER Périodiques Résumé : The features of autism that inhibit the independent demonstration of skills, as well as three effective interventions for increasing independence, are explored in this review article. Independent performance may prove difficult for individuals with autism spectrum disorders (ASD) due to the core deficits of the disability, as well as executive function deficits that impact initiation and generalization. These difficulties, coupled with intervention strategies that encourage over-reliance on adult support, contribute to poor long term outcomes for adults with ASD in employment, housing, and relationship development. Self-monitoring, video modeling, and individual work systems each emphasize a shift in stimulus control from continuous adult management to an alternative stimulus and have proven successful in addressing executive function deficits and increasing independence. En ligne : http://dx.doi.org/10.1007/s10803-009-0751-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=814

Social Interaction and Repetitive Motor Behaviors / Rachel LOFTIN in Journal of Autism and Developmental Disorders, 38-6 (July 2008)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 38-6 (July 2008) . - p.1124-1135 Titre : Social Interaction and Repetitive Motor Behaviors Type de document : texte imprimé Auteurs : Rachel LOFTIN, Auteur ; Samuel L. ODOM, Auteur ; Johanna F. LANTZ, Auteur Année de publication : 2008 Article en page(s) : p.1124-1135 Langues : Anglais (eng) Mots-clés : Autism Social-skills Initiations Self-monitoring Repetitive-motor-behavior Peer-training Stereotypic-behavior Index. décimale : PER Périodiques Résumé : Students with autism have difficulty initiating social interactions and may exhibit repetitive motor behavior (e.g., body rocking, hand flapping). Increasing social interaction by teaching new skills may lead to reductions in problem behavior, such as motor stereotypies. Additionally, self-monitoring strategies can increase the maintenance of skills. A multiple baseline design was used to examine whether multi-component social skills intervention (including peer training, social initiation instruction, and self-monitoring) led to a decrease in repetitive motor behavior. Social initiations for all participants increased when taught to initiate, and social interactions continued when self-monitoring was introduced. Additionally, participants’ repetitive motor behavior was reduced. Changes in social behavior and in repetitive motor behavior maintained more than one month after the intervention ended. En ligne : http://dx.doi.org/10.1007/s10803-007-0499-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474 [article] Social Interaction and Repetitive Motor Behaviors [texte imprimé] / Rachel LOFTIN, Auteur ; Samuel L. ODOM, Auteur ; Johanna F. LANTZ, Auteur . - 2008 . - p.1124-1135. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 38-6 (July 2008) . - p.1124-1135 Mots-clés : Autism Social-skills Initiations Self-monitoring Repetitive-motor-behavior Peer-training Stereotypic-behavior Index. décimale : PER Périodiques Résumé : Students with autism have difficulty initiating social interactions and may exhibit repetitive motor behavior (e.g., body rocking, hand flapping). Increasing social interaction by teaching new skills may lead to reductions in problem behavior, such as motor stereotypies. Additionally, self-monitoring strategies can increase the maintenance of skills. A multiple baseline design was used to examine whether multi-component social skills intervention (including peer training, social initiation instruction, and self-monitoring) led to a decrease in repetitive motor behavior. Social initiations for all participants increased when taught to initiate, and social interactions continued when self-monitoring was introduced. Additionally, participants’ repetitive motor behavior was reduced. Changes in social behavior and in repetitive motor behavior maintained more than one month after the intervention ended. En ligne : http://dx.doi.org/10.1007/s10803-007-0499-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474

---

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