Assessing Video Enhanced Activity Schedules to Teach Social Skills to Children with Autism Spectrum Disorder / J. A. OSOS in Journal of Autism and Developmental Disorders, 51-9 (September 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-9 (September 2021) . - p.3235-3244 Titre : Assessing Video Enhanced Activity Schedules to Teach Social Skills to Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : J. A. OSOS, Auteur ; Joshua B. PLAVNICK, Auteur ; Sarah M. AVENDAÑO, Auteur Article en page(s) : p.3235-3244 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Child  Child, Preschool  Communication  Humans  Learning  Peer Group  Social Skills  Activity schedules  Autism spectrum disorder  Social skills  Video modeling Index. décimale : PER Périodiques Résumé : Social communication deficits are one of the two core characteristics demonstrated by individuals with autism spectrum disorder (ASD) and require explicit instruction as soon as the deficit is discovered. The present investigation examined the use of video-enhanced activity schedules using tablet technology for teaching social interaction to children with ASD. A multiple probe across participants design was used to teach four preschool aged participants with ASD to show something they had accomplished to peers, and to demonstrate specific social conventions when doing so. An adapted alternating treatment design was also used to compare the differential effects of video enhanced activity schedules to electronic schedules without video. Two participants acquired social skills faster in the video enhanced activity schedule condition, and the other two participants learned at a comparable rate across interventions. En ligne : http://dx.doi.org/10.1007/s10803-020-04784-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453 [article] Assessing Video Enhanced Activity Schedules to Teach Social Skills to Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / J. A. OSOS, Auteur ; Joshua B. PLAVNICK, Auteur ; Sarah M. AVENDAÑO, Auteur . - p.3235-3244. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-9 (September 2021) . - p.3235-3244 Mots-clés : Autism Spectrum Disorder  Child  Child, Preschool  Communication  Humans  Learning  Peer Group  Social Skills  Activity schedules  Autism spectrum disorder  Social skills  Video modeling Index. décimale : PER Périodiques Résumé : Social communication deficits are one of the two core characteristics demonstrated by individuals with autism spectrum disorder (ASD) and require explicit instruction as soon as the deficit is discovered. The present investigation examined the use of video-enhanced activity schedules using tablet technology for teaching social interaction to children with ASD. A multiple probe across participants design was used to teach four preschool aged participants with ASD to show something they had accomplished to peers, and to demonstrate specific social conventions when doing so. An adapted alternating treatment design was also used to compare the differential effects of video enhanced activity schedules to electronic schedules without video. Two participants acquired social skills faster in the video enhanced activity schedule condition, and the other two participants learned at a comparable rate across interventions. En ligne : http://dx.doi.org/10.1007/s10803-020-04784-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453

Implementing early intensive behavioral intervention in community settings / Joshua B. PLAVNICK in Autism, 24-7 (October 2020)  

Public ISBD [article]  inAutism > 24-7 (October 2020) . - p.1913-1916 Titre : Implementing early intensive behavioral intervention in community settings Type de document : Texte imprimé et/ou numérique Auteurs : Joshua B. PLAVNICK, Auteur ; M. Y. S. BAK, Auteur ; Sarah M. AVENDAÑO, Auteur ; Ana D. DUEÑAS, Auteur ; Matthew T. BRODHEAD, Auteur ; Emma S. SIPILA, Auteur Article en page(s) : p.1913-1916 Langues : Anglais (eng) Mots-clés : *community-based intervention  *early intensive behavioral intervention Index. décimale : PER Périodiques Résumé : Although research shows early intensive behavioral intervention can be very beneficial for children with autism spectrum disorder when delivered in university or private intervention centers, little is known about the best way to provide early intensive behavioral intervention within the broader community. The Michigan State University Early Learning Institute was developed to address challenges with providing early intensive behavioral intervention in community settings, with an emphasis on serving children and families on Medicaid. This short report describes the approach taken by the Early Learning Institute and reports data regarding enrollment and utilization among Medicaid families. Results suggest the model has potential to be used within community settings and that children on Medicaid are likely to consistently attend their treatment sessions. En ligne : http://dx.doi.org/10.1177/1362361320919243 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] Implementing early intensive behavioral intervention in community settings [Texte imprimé et/ou numérique] / Joshua B. PLAVNICK, Auteur ; M. Y. S. BAK, Auteur ; Sarah M. AVENDAÑO, Auteur ; Ana D. DUEÑAS, Auteur ; Matthew T. BRODHEAD, Auteur ; Emma S. SIPILA, Auteur . - p.1913-1916. Langues : Anglais (eng) in Autism > 24-7 (October 2020) . - p.1913-1916 Mots-clés : *community-based intervention  *early intensive behavioral intervention Index. décimale : PER Périodiques Résumé : Although research shows early intensive behavioral intervention can be very beneficial for children with autism spectrum disorder when delivered in university or private intervention centers, little is known about the best way to provide early intensive behavioral intervention within the broader community. The Michigan State University Early Learning Institute was developed to address challenges with providing early intensive behavioral intervention in community settings, with an emphasis on serving children and families on Medicaid. This short report describes the approach taken by the Early Learning Institute and reports data regarding enrollment and utilization among Medicaid families. Results suggest the model has potential to be used within community settings and that children on Medicaid are likely to consistently attend their treatment sessions. En ligne : http://dx.doi.org/10.1177/1362361320919243 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431

Tact instruction for children with autism spectrum disorder: A review / M. Y. S. BAK in Autism & Developmental Language Impairments, 6 (January-December 2021)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 6 (January-December 2021) . - 2396941521999010 Titre : Tact instruction for children with autism spectrum disorder: A review Type de document : Texte imprimé et/ou numérique Auteurs : M. Y. S. BAK, Auteur ; Ana D. DUEÑAS, Auteur ; Sarah M. AVENDAÑO, Auteur ; Ariel C. GRAHAM, Auteur ; Tavon STANLEY, Auteur Article en page(s) : 2396941521999010 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder children tact generalization Index. décimale : PER Périodiques Résumé : Tacts facilitate social interaction, and a strong tact repertoire can lead to the development of other verbal operants. For children with autism spectrum disorder (ASD), the development of a tact repertoire can reduce stereotypical and repetitive language and increase social communication, as functional language may reduce the amount of stereotypical vocal behavior that children engage in. However, teaching tact repertoires to children with ASD that maintain and generalize is difficult. The current study reviewed tact interventions for children with ASD from 2000 to 2019 to provide an overview of current tact interventions, their effectiveness, and the inclusion of intervention components that may promote maintenance and generalization of learned tacts in children with ASD. Fifty-one studies were included in the review. Of the studies that met criteria for effect size calculations 87.18% of the interventions showed excellent or high effect. Although many of the studies focused more on stimulus control to answer specific research questions, some studies implemented intervention components and procedures that could promote acquisition and generalization of learned tacts in children with ASD. We discuss implications and the need to increase research regarding tact intervention components that can increase generalization in children with ASD. En ligne : http://dx.doi.org/10.1177/2396941521999010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459 [article] Tact instruction for children with autism spectrum disorder: A review [Texte imprimé et/ou numérique] / M. Y. S. BAK, Auteur ; Ana D. DUEÑAS, Auteur ; Sarah M. AVENDAÑO, Auteur ; Ariel C. GRAHAM, Auteur ; Tavon STANLEY, Auteur . - 2396941521999010. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 6 (January-December 2021) . - 2396941521999010 Mots-clés : Autism spectrum disorder children tact generalization Index. décimale : PER Périodiques Résumé : Tacts facilitate social interaction, and a strong tact repertoire can lead to the development of other verbal operants. For children with autism spectrum disorder (ASD), the development of a tact repertoire can reduce stereotypical and repetitive language and increase social communication, as functional language may reduce the amount of stereotypical vocal behavior that children engage in. However, teaching tact repertoires to children with ASD that maintain and generalize is difficult. The current study reviewed tact interventions for children with ASD from 2000 to 2019 to provide an overview of current tact interventions, their effectiveness, and the inclusion of intervention components that may promote maintenance and generalization of learned tacts in children with ASD. Fifty-one studies were included in the review. Of the studies that met criteria for effect size calculations 87.18% of the interventions showed excellent or high effect. Although many of the studies focused more on stimulus control to answer specific research questions, some studies implemented intervention components and procedures that could promote acquisition and generalization of learned tacts in children with ASD. We discuss implications and the need to increase research regarding tact intervention components that can increase generalization in children with ASD. En ligne : http://dx.doi.org/10.1177/2396941521999010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459

Using the LENA® system for children with autism in educational settings: A comparison with human coders / Seungwon CHUNG ; Sarah M. AVENDAÑO ; Joshua B. PLAVNICK ; Julie S. BREHMER ; Amber M. REILLY in Research in Autism Spectrum Disorders, 111 (March 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 111 (March 2024) . - p.102312 Titre : Using the LENA® system for children with autism in educational settings: A comparison with human coders Type de document : Texte imprimé et/ou numérique Auteurs : Seungwon CHUNG, Auteur ; Sarah M. AVENDAÑO, Auteur ; Joshua B. PLAVNICK, Auteur ; Julie S. BREHMER, Auteur ; Amber M. REILLY, Auteur Article en page(s) : p.102312 Mots-clés : Autism  Children  Language measurement  School settings Index. décimale : PER Périodiques Résumé : Researchers recommend collecting repeated or prolonged natural language samples to supplement direct assessments and anecdotal reports in language studies for autistic children. Several studies have used the Language Environment Analysis® (LENA) system to collect language samples from autistic children. However, there has been little research that investigates the reliability of using the LENA system for autistic children in an educational setting such as a classroom. The current study compared language data disaggregated by the LENA system from 40 autistic children in educational settings with data from human coders. Specifically, we calculated three separate correlational and reliability analyses between the LENA system and human coders. Results showed that although the aggregated coefficients could be interpreted as fair, LENA systems should be used with caution due to high variability between the LENA system and human coders. Implications for future research and limitations are also discussed. En ligne : https://doi.org/10.1016/j.rasd.2023.102312 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=521 [article] Using the LENA® system for children with autism in educational settings: A comparison with human coders [Texte imprimé et/ou numérique] / Seungwon CHUNG, Auteur ; Sarah M. AVENDAÑO, Auteur ; Joshua B. PLAVNICK, Auteur ; Julie S. BREHMER, Auteur ; Amber M. REILLY, Auteur . - p.102312. in Research in Autism Spectrum Disorders > 111 (March 2024) . - p.102312 Mots-clés : Autism  Children  Language measurement  School settings Index. décimale : PER Périodiques Résumé : Researchers recommend collecting repeated or prolonged natural language samples to supplement direct assessments and anecdotal reports in language studies for autistic children. Several studies have used the Language Environment Analysis® (LENA) system to collect language samples from autistic children. However, there has been little research that investigates the reliability of using the LENA system for autistic children in an educational setting such as a classroom. The current study compared language data disaggregated by the LENA system from 40 autistic children in educational settings with data from human coders. Specifically, we calculated three separate correlational and reliability analyses between the LENA system and human coders. Results showed that although the aggregated coefficients could be interpreted as fair, LENA systems should be used with caution due to high variability between the LENA system and human coders. Implications for future research and limitations are also discussed. En ligne : https://doi.org/10.1016/j.rasd.2023.102312 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=521

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