Attributions, causal beliefs, and help-seeking behavior of parents of children with autism spectrum disorder and sleep problems / Laurie K MCLAY in Autism, 24-7 (October 2020)  

Public ISBD [article]  inAutism > 24-7 (October 2020) . - p.1829-1840 Titre : Attributions, causal beliefs, and help-seeking behavior of parents of children with autism spectrum disorder and sleep problems Type de document : texte imprimé Auteurs : Laurie K MCLAY, Auteur ; Sarah G. HANSEN, Auteur ; Amarie CARNETT, Auteur ; Karyn G. FRANCE, Auteur ; Neville M. BLAMPIED, Auteur Article en page(s) : p.1829-1840 Langues : Anglais (eng) Mots-clés : *autism spectrum disorder  *help-seeking  *parent attributions  *parental beliefs  *seep  *sleep treatment Index. décimale : PER Périodiques Résumé : Sleep problems are commonly reported among parents of children with autism spectrum disorder (ASD). Without effective treatment, such problems are unlikely to resolve. To date, we know very little about how and why parents of children with ASD seek help for sleep disturbance. Via an online survey, we gathered information about how parents make sense of their children's sleep problems, beliefs about their causes, sources of information, and help-seeking behavior. The analysis of responses from 244 parents revealed that parents commonly view sleep problems (a) as a consequence of their child's ASD, and unlikely to change over time (stable), and (b) as located within the child (intrinsic), stable over time, and difficult to treat. Despite this, parents also rated sleep problems as being important to treat. Eighty-two percent of parents surveyed reported seeking some kind of help for their child's sleep disturbance, and the average parent had tried six different treatment strategies, most commonly medical approaches (e.g. melatonin). The alignment between parents' treatment choices and those strategies that are supported by research was poor, but belief in the effectiveness of treatments was closely related to how often the treatment was used. These findings have important implications for parental education and clinical practice in the treatment of sleep problems in children with ASD. En ligne : http://dx.doi.org/10.1177/1362361320924216 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] Attributions, causal beliefs, and help-seeking behavior of parents of children with autism spectrum disorder and sleep problems [texte imprimé] / Laurie K MCLAY, Auteur ; Sarah G. HANSEN, Auteur ; Amarie CARNETT, Auteur ; Karyn G. FRANCE, Auteur ; Neville M. BLAMPIED, Auteur . - p.1829-1840. Langues : Anglais (eng) in Autism > 24-7 (October 2020) . - p.1829-1840 Mots-clés : *autism spectrum disorder  *help-seeking  *parent attributions  *parental beliefs  *seep  *sleep treatment Index. décimale : PER Périodiques Résumé : Sleep problems are commonly reported among parents of children with autism spectrum disorder (ASD). Without effective treatment, such problems are unlikely to resolve. To date, we know very little about how and why parents of children with ASD seek help for sleep disturbance. Via an online survey, we gathered information about how parents make sense of their children's sleep problems, beliefs about their causes, sources of information, and help-seeking behavior. The analysis of responses from 244 parents revealed that parents commonly view sleep problems (a) as a consequence of their child's ASD, and unlikely to change over time (stable), and (b) as located within the child (intrinsic), stable over time, and difficult to treat. Despite this, parents also rated sleep problems as being important to treat. Eighty-two percent of parents surveyed reported seeking some kind of help for their child's sleep disturbance, and the average parent had tried six different treatment strategies, most commonly medical approaches (e.g. melatonin). The alignment between parents' treatment choices and those strategies that are supported by research was poor, but belief in the effectiveness of treatments was closely related to how often the treatment was used. These findings have important implications for parental education and clinical practice in the treatment of sleep problems in children with ASD. En ligne : http://dx.doi.org/10.1177/1362361320924216 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431

Effects of a Peer-Mediated Joint Attention Intervention in an Inclusive Preschool Setting / Sarah G. HANSEN in Focus on Autism and Other Developmental Disabilities, 38-2 (June 2023)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 38-2 (June 2023) . - p.71-79 Titre : Effects of a Peer-Mediated Joint Attention Intervention in an Inclusive Preschool Setting Type de document : texte imprimé Auteurs : Sarah G. HANSEN, Auteur ; Megan MOWBRAY, Auteur ; Tracy J. RAULSTON, Auteur ; Amarie CARNETT, Auteur ; Christopher TULLIS, Auteur Article en page(s) : p.71-79 Langues : Anglais (eng) Mots-clés : autism spectrum disorder;joint attention;peer-mediated intervention;preschool Index. décimale : PER Périodiques Résumé : Joint attention, or shared attention to an object or event, is a pivotal skill for the development of social interactions and social communication. Joint attention typically develops in natural contexts within the first year of life. Children with autism spectrum disorder (ASD) and related developmental disabilities often experience difficulty developing joint attention. Clinical interventions to increase joint attention exist. However, there are limited studies investigating methods to incorporate joint attention interventions in inclusive preschool classrooms with peers as social partners. For young children in preschool settings, peer-mediated social skills interventions reflect natural contingencies and may promote generalization. In this study, we employed a single-case multiple baseline across child-peer dyads design to evaluate the effects of a peer-mediated joint attention intervention for children with or at risk for ASD on response to joint attention (RJA) from peer bids and initiations of joint attention (IJA) from target children with ASD. The intervention included direct instruction with a social narrative to teach three peers to initiate bids for joint attention to measure target children s responses. Target children later received the same direct instruction to increase IJA to same-age-peers. Results indicate increased target child RJA and IJA to peers. Limitations and implications for research and practice are discussed. En ligne : http://dx.doi.org/10.1177/10883576221108111 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504 [article] Effects of a Peer-Mediated Joint Attention Intervention in an Inclusive Preschool Setting [texte imprimé] / Sarah G. HANSEN, Auteur ; Megan MOWBRAY, Auteur ; Tracy J. RAULSTON, Auteur ; Amarie CARNETT, Auteur ; Christopher TULLIS, Auteur . - p.71-79. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 38-2 (June 2023) . - p.71-79 Mots-clés : autism spectrum disorder;joint attention;peer-mediated intervention;preschool Index. décimale : PER Périodiques Résumé : Joint attention, or shared attention to an object or event, is a pivotal skill for the development of social interactions and social communication. Joint attention typically develops in natural contexts within the first year of life. Children with autism spectrum disorder (ASD) and related developmental disabilities often experience difficulty developing joint attention. Clinical interventions to increase joint attention exist. However, there are limited studies investigating methods to incorporate joint attention interventions in inclusive preschool classrooms with peers as social partners. For young children in preschool settings, peer-mediated social skills interventions reflect natural contingencies and may promote generalization. In this study, we employed a single-case multiple baseline across child-peer dyads design to evaluate the effects of a peer-mediated joint attention intervention for children with or at risk for ASD on response to joint attention (RJA) from peer bids and initiations of joint attention (IJA) from target children with ASD. The intervention included direct instruction with a social narrative to teach three peers to initiate bids for joint attention to measure target children s responses. Target children later received the same direct instruction to increase IJA to same-age-peers. Results indicate increased target child RJA and IJA to peers. Limitations and implications for research and practice are discussed. En ligne : http://dx.doi.org/10.1177/10883576221108111 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504

Interventions for Repetitive Behavior in Young Children with Autism: A Survey of Behavioral Practices / Tracy J. RAULSTON in Journal of Autism and Developmental Disorders, 49-8 (August 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3047-3059 Titre : Interventions for Repetitive Behavior in Young Children with Autism: A Survey of Behavioral Practices Type de document : texte imprimé Auteurs : Tracy J. RAULSTON, Auteur ; Sarah G. HANSEN, Auteur ; Wendy MACHALICEK, Auteur ; Laura Lee MCINTYRE, Auteur ; Amarie CARNETT, Auteur Article en page(s) : p.3047-3059 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Behavioral treatment  Repetitive behavior  Restricted interests  Stereotypy  Young children Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) display social-communication deficits and present with rigid and repetitive patterns of behavior and/or interests (RRBIs). Compared to interventions for social-communication skills, less attention has been given to RRBIs, especially with regard to interventions for young children. We surveyed 128 behavior analysts who implemented interventions for young children with ASD on their use of 16 practices and one assessment for the treatment of RRBIs. The majority of our sample perceived the practices to be effective in producing sustainable behavior change. Behavior analysts generally responded in the same way to items about reinforcement-based practices, punishment-based practices, and a group of commonly packaged antecedent and consequence-based package components. Implications and future directions are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04023-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Interventions for Repetitive Behavior in Young Children with Autism: A Survey of Behavioral Practices [texte imprimé] / Tracy J. RAULSTON, Auteur ; Sarah G. HANSEN, Auteur ; Wendy MACHALICEK, Auteur ; Laura Lee MCINTYRE, Auteur ; Amarie CARNETT, Auteur . - p.3047-3059. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3047-3059 Mots-clés : Autism spectrum disorder  Behavioral treatment  Repetitive behavior  Restricted interests  Stereotypy  Young children Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) display social-communication deficits and present with rigid and repetitive patterns of behavior and/or interests (RRBIs). Compared to interventions for social-communication skills, less attention has been given to RRBIs, especially with regard to interventions for young children. We surveyed 128 behavior analysts who implemented interventions for young children with ASD on their use of 16 practices and one assessment for the treatment of RRBIs. The majority of our sample perceived the practices to be effective in producing sustainable behavior change. Behavior analysts generally responded in the same way to items about reinforcement-based practices, punishment-based practices, and a group of commonly packaged antecedent and consequence-based package components. Implications and future directions are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04023-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

Working with Dual Diagnoses: A Survey of Teachers Serving Deaf or Hard of Hearing Children Who Have Autism Spectrum Disorder / Jessica A. SCOTT in Journal of Autism and Developmental Disorders, 50-5 (May 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-5 (May 2020) . - p.1539-1552 Titre : Working with Dual Diagnoses: A Survey of Teachers Serving Deaf or Hard of Hearing Children Who Have Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Jessica A. SCOTT, Auteur ; Sarah G. HANSEN, Auteur Article en page(s) : p.1539-1552 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Comorbidity  Deafness  Instruction  Survey Index. décimale : PER Périodiques Résumé : Although a sizable minority of students who are deaf or hard of hearing (DHH) are also diagnosed with autism spectrum disorder (ASD), there is little research examining teachers' feelings of aptitude for working with these students, nor the instructional strategies used with this population. This study reports results from a researcher-designed survey of teachers working with children who are both DHH and have ASD. Our results suggest that teachers working with this population felt under-resourced, under-prepared, and under-supported in their work with dually diagnosed students. Perhaps as a result, participants tended to use instructional strategies common to their certification area. We identify a need for cross-training teachers across disability areas. In addition, we call for research that tests the applicability of practices in either Deaf Education or ASD Education for dually diagnosed children who may have needs that are unique from children either group. En ligne : http://dx.doi.org/10.1007/s10803-018-3707-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 [article] Working with Dual Diagnoses: A Survey of Teachers Serving Deaf or Hard of Hearing Children Who Have Autism Spectrum Disorder [texte imprimé] / Jessica A. SCOTT, Auteur ; Sarah G. HANSEN, Auteur . - p.1539-1552. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-5 (May 2020) . - p.1539-1552 Mots-clés : Autism spectrum disorder  Comorbidity  Deafness  Instruction  Survey Index. décimale : PER Périodiques Résumé : Although a sizable minority of students who are deaf or hard of hearing (DHH) are also diagnosed with autism spectrum disorder (ASD), there is little research examining teachers' feelings of aptitude for working with these students, nor the instructional strategies used with this population. This study reports results from a researcher-designed survey of teachers working with children who are both DHH and have ASD. Our results suggest that teachers working with this population felt under-resourced, under-prepared, and under-supported in their work with dually diagnosed students. Perhaps as a result, participants tended to use instructional strategies common to their certification area. We identify a need for cross-training teachers across disability areas. In addition, we call for research that tests the applicability of practices in either Deaf Education or ASD Education for dually diagnosed children who may have needs that are unique from children either group. En ligne : http://dx.doi.org/10.1007/s10803-018-3707-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422

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