Dépouillements

Effects of Task Analysis and Self-Monitoring for Children With Autism in Multiple Social Settings / Daniel PARKER in Focus on Autism and Other Developmental Disabilities, 26-3 (September 2011)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 26-3 (September 2011) . - p.131-142 Titre : Effects of Task Analysis and Self-Monitoring for Children With Autism in Multiple Social Settings Type de document : Texte imprimé et/ou numérique Auteurs : Daniel PARKER, Auteur ; Debra M. KAMPS, Auteur Année de publication : 2011 Article en page(s) : p.131-142 Langues : Anglais (eng) Mots-clés : autism  task completion  self-monitoring  social settings  elementary ages  peer groups Index. décimale : PER Périodiques Résumé : In this study, written task analyses with self-monitoring were used to teach functional skills and verbal interactions to two high-functioning students with autism in social settings with peers. A social script language intervention was included in two of the activities to increase the quantity of verbal interaction between the students and peers. Analysis of the results leads to the conclusion that the intervention package increased independent task completion, peer-directed verbal interaction, and activity engagement for the students with autism during social, game, and cooking activities. Improvements in task completion persisted after the written task analyses were faded. The percentage of intervals with appropriate language use remained consistent as the social scripts were faded during the game activities. En ligne : http://dx.doi.org/10.1177/1088357610376945 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=141 [article] Effects of Task Analysis and Self-Monitoring for Children With Autism in Multiple Social Settings [Texte imprimé et/ou numérique] / Daniel PARKER, Auteur ; Debra M. KAMPS, Auteur . - 2011 . - p.131-142. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 26-3 (September 2011) . - p.131-142 Mots-clés : autism  task completion  self-monitoring  social settings  elementary ages  peer groups Index. décimale : PER Périodiques Résumé : In this study, written task analyses with self-monitoring were used to teach functional skills and verbal interactions to two high-functioning students with autism in social settings with peers. A social script language intervention was included in two of the activities to increase the quantity of verbal interaction between the students and peers. Analysis of the results leads to the conclusion that the intervention package increased independent task completion, peer-directed verbal interaction, and activity engagement for the students with autism during social, game, and cooking activities. Improvements in task completion persisted after the written task analyses were faded. The percentage of intervals with appropriate language use remained consistent as the social scripts were faded during the game activities. En ligne : http://dx.doi.org/10.1177/1088357610376945 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=141

Effects of Structured Teaching on the Behavior of Young Children With Disabilities / Kathryn J. BENNETT in Focus on Autism and Other Developmental Disabilities, 26-3 (September 2011)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 26-3 (September 2011) . - p.143-152 Titre : Effects of Structured Teaching on the Behavior of Young Children With Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Kathryn J. BENNETT, Auteur ; Brian REICHOW, Auteur ; Mark WOLERY, Auteur Année de publication : 2011 Article en page(s) : p.143-152 Langues : Anglais (eng) Mots-clés : TEACCH  autism  developmental delay  early intervention Index. décimale : PER Périodiques Résumé : The effects of structured work systems based on the principles of structured teaching were evaluated with 3 preschool-aged children with developmental disabilities (2 children had autism). A withdrawal design was used with 2 participants, and a multiple baseline across stimuli was used with the other. During baseline, children were given 3 tasks to do with no structure or guidance. During intervention, a structured work system was provided, including organization of the physical structure, visual schedule, and predictable routines. Graduated guidance was used to teach the children use of the system. Use of the structured work system produced increases in engagement and the speed and accuracy of task completion along with decreases in stereotypic behavior and escape attempts. En ligne : http://dx.doi.org/10.1177/1088357611405040 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=141 [article] Effects of Structured Teaching on the Behavior of Young Children With Disabilities [Texte imprimé et/ou numérique] / Kathryn J. BENNETT, Auteur ; Brian REICHOW, Auteur ; Mark WOLERY, Auteur . - 2011 . - p.143-152. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 26-3 (September 2011) . - p.143-152 Mots-clés : TEACCH  autism  developmental delay  early intervention Index. décimale : PER Périodiques Résumé : The effects of structured work systems based on the principles of structured teaching were evaluated with 3 preschool-aged children with developmental disabilities (2 children had autism). A withdrawal design was used with 2 participants, and a multiple baseline across stimuli was used with the other. During baseline, children were given 3 tasks to do with no structure or guidance. During intervention, a structured work system was provided, including organization of the physical structure, visual schedule, and predictable routines. Graduated guidance was used to teach the children use of the system. Use of the structured work system produced increases in engagement and the speed and accuracy of task completion along with decreases in stereotypic behavior and escape attempts. En ligne : http://dx.doi.org/10.1177/1088357611405040 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=141

Open-Trial Pilot of Mind Reading and In Vivo Rehearsal for Children With HFASD / Marcus L. THOMEER in Focus on Autism and Other Developmental Disabilities, 26-3 (September 2011)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 26-3 (September 2011) . - p.153-161 Titre : Open-Trial Pilot of Mind Reading and In Vivo Rehearsal for Children With HFASD Type de document : Texte imprimé et/ou numérique Auteurs : Marcus L. THOMEER, Auteur ; Jonathan D. RODGERS, Auteur ; Christopher LOPATA, Auteur ; Christin A. MCDONALD, Auteur ; Martin A. VOLKER, Auteur ; Jennifer A. TOOMEY, Auteur ; Rachael A. SMITH, Auteur ; Gaetano GULLO, Auteur Année de publication : 2011 Article en page(s) : p.153-161 Langues : Anglais (eng) Mots-clés : HFAS  Demotion recognition  Mind Reading  computer intervention  manualized intervention Index. décimale : PER Périodiques Résumé : In this pilot study, the authors evaluated a manualized administration of the Mind Reading (MR) program with in vivo rehearsal to determine the effects on emotion recognition and autism features of eleven 7- to 12-year-old children with High-Functioning Autism Spectrum Disorders (HFASD), and to determine the overall feasibility of the intervention. Following 12 sessions of MR over 6 weeks (M = 15.87 hr per child), emotion recognition and ability to display emotion were rated to be significantly higher than pretest. Significant reductions were found on ratings of autism-associated symptoms on a standardized rating scale completed by parents. Assessment of feasibility indicated high levels of treatment fidelity and high levels of parent- and child-reported satisfaction. Effect size estimates were medium to large for scales on which significant changes were observed. Implications for more controlled studies are proposed. En ligne : http://dx.doi.org/10.1177/1088357611414876 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=141 [article] Open-Trial Pilot of Mind Reading and In Vivo Rehearsal for Children With HFASD [Texte imprimé et/ou numérique] / Marcus L. THOMEER, Auteur ; Jonathan D. RODGERS, Auteur ; Christopher LOPATA, Auteur ; Christin A. MCDONALD, Auteur ; Martin A. VOLKER, Auteur ; Jennifer A. TOOMEY, Auteur ; Rachael A. SMITH, Auteur ; Gaetano GULLO, Auteur . - 2011 . - p.153-161. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 26-3 (September 2011) . - p.153-161 Mots-clés : HFAS  Demotion recognition  Mind Reading  computer intervention  manualized intervention Index. décimale : PER Périodiques Résumé : In this pilot study, the authors evaluated a manualized administration of the Mind Reading (MR) program with in vivo rehearsal to determine the effects on emotion recognition and autism features of eleven 7- to 12-year-old children with High-Functioning Autism Spectrum Disorders (HFASD), and to determine the overall feasibility of the intervention. Following 12 sessions of MR over 6 weeks (M = 15.87 hr per child), emotion recognition and ability to display emotion were rated to be significantly higher than pretest. Significant reductions were found on ratings of autism-associated symptoms on a standardized rating scale completed by parents. Assessment of feasibility indicated high levels of treatment fidelity and high levels of parent- and child-reported satisfaction. Effect size estimates were medium to large for scales on which significant changes were observed. Implications for more controlled studies are proposed. En ligne : http://dx.doi.org/10.1177/1088357611414876 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=141

Tell Me What You Did Today: A Visual Cueing Strategy for Children With ASD / Linda C. MURDOCK in Focus on Autism and Other Developmental Disabilities, 26-3 (September 2011)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 26-3 (September 2011) . - p.162-172 Titre : Tell Me What You Did Today: A Visual Cueing Strategy for Children With ASD Type de document : Texte imprimé et/ou numérique Auteurs : Linda C. MURDOCK, Auteur ; Jan Q. HOBBS, Auteur Année de publication : 2011 Article en page(s) : p.162-172 Langues : Anglais (eng) Mots-clés : autism  visual cueing strategy  communication  positive behavioral support Index. décimale : PER Périodiques Résumé : A multiple-baseline design across participants was utilized to investigate the effects of a visual cueing system (VCS) on the ability of three children with Autism Spectrum Disorders to retell the events of their school day. The VCS comprised consistent pictures but text that changed to reflect each day’s activities. The participants utilized the VCS in a complete form and later in a partial form to respond to the prompt, “Tell me what you did today.” All 3 participants demonstrated increases in the number of events they were able to report. The skill was largely maintained through generalization and follow-up phases. Large effect sizes and positive social validity were evidenced. En ligne : http://dx.doi.org/10.1177/1088357611405191 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=141 [article] Tell Me What You Did Today: A Visual Cueing Strategy for Children With ASD [Texte imprimé et/ou numérique] / Linda C. MURDOCK, Auteur ; Jan Q. HOBBS, Auteur . - 2011 . - p.162-172. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 26-3 (September 2011) . - p.162-172 Mots-clés : autism  visual cueing strategy  communication  positive behavioral support Index. décimale : PER Périodiques Résumé : A multiple-baseline design across participants was utilized to investigate the effects of a visual cueing system (VCS) on the ability of three children with Autism Spectrum Disorders to retell the events of their school day. The VCS comprised consistent pictures but text that changed to reflect each day’s activities. The participants utilized the VCS in a complete form and later in a partial form to respond to the prompt, “Tell me what you did today.” All 3 participants demonstrated increases in the number of events they were able to report. The skill was largely maintained through generalization and follow-up phases. Large effect sizes and positive social validity were evidenced. En ligne : http://dx.doi.org/10.1177/1088357611405191 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=141

Individual Temperament and Problem Behavior in Children With Autism Spectrum Disorders / Lauren ADAMEK in Focus on Autism and Other Developmental Disabilities, 26-3 (September 2011)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 26-3 (September 2011) . - p.173-183 Titre : Individual Temperament and Problem Behavior in Children With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Lauren ADAMEK, Auteur ; Shana NICHOLS, Auteur ; Samara PULVER TETENBAUM, Auteur ; Joel D. BREGMAN, Auteur ; Christine A. PONZIO, Auteur ; Edward G. CARR, Auteur Année de publication : 2011 Article en page(s) : p.173-183 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  temperament  behavior  preschool Index. décimale : PER Périodiques Résumé : Temperament is important for considering differences among diagnostic groups and for understanding individual differences that predict problematic behavior. Temperament characteristics, such as negative affectivity, effortful control, and surgency (highly active and impulsive), are predictive of externalizing behavior in typically developing children, but these links have not been investigated among children with autism spectrum disorder (ASD). In the present study, the authors analyzed differences in temperament between children with ASD and neurotypical children, investigated the range of individual differences within our sample, and examined the relationship between temperament and problem behavior. A few differences in temperament between the ASD sample and reference sample were noted and considerable variability in temperament was observed across children with ASD. High negative affectivity, high surgency, and low effortful control were related to problem behavior as measured by parent questionnaire. The potential utility of temperament assessment in developing new intervention options for addressing problem behavior is discussed. En ligne : http://dx.doi.org/10.1177/1088357611405041 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=141 [article] Individual Temperament and Problem Behavior in Children With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Lauren ADAMEK, Auteur ; Shana NICHOLS, Auteur ; Samara PULVER TETENBAUM, Auteur ; Joel D. BREGMAN, Auteur ; Christine A. PONZIO, Auteur ; Edward G. CARR, Auteur . - 2011 . - p.173-183. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 26-3 (September 2011) . - p.173-183 Mots-clés : autism spectrum disorders  temperament  behavior  preschool Index. décimale : PER Périodiques Résumé : Temperament is important for considering differences among diagnostic groups and for understanding individual differences that predict problematic behavior. Temperament characteristics, such as negative affectivity, effortful control, and surgency (highly active and impulsive), are predictive of externalizing behavior in typically developing children, but these links have not been investigated among children with autism spectrum disorder (ASD). In the present study, the authors analyzed differences in temperament between children with ASD and neurotypical children, investigated the range of individual differences within our sample, and examined the relationship between temperament and problem behavior. A few differences in temperament between the ASD sample and reference sample were noted and considerable variability in temperament was observed across children with ASD. High negative affectivity, high surgency, and low effortful control were related to problem behavior as measured by parent questionnaire. The potential utility of temperament assessment in developing new intervention options for addressing problem behavior is discussed. En ligne : http://dx.doi.org/10.1177/1088357611405041 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=141

Book Review: Pat Mirenda and Teresa Iocono (Eds.) Autism Spectrum Disorders and AAC. / Joanne M. CAFIERO in Focus on Autism and Other Developmental Disabilities, 26-3 (September 2011)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 26-3 (September 2011) . - p.184-186 Titre : Book Review: Pat Mirenda and Teresa Iocono (Eds.) Autism Spectrum Disorders and AAC. : Baltimore, MD: Paul H. Brookes, 2009. 504 pp. US$49.95 (hardcover). ISBN 978-1-55766-953-7 Type de document : Texte imprimé et/ou numérique Auteurs : Joanne M. CAFIERO, Auteur Année de publication : 2011 Article en page(s) : p.184-186 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357610394653 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=141 [article] Book Review: Pat Mirenda and Teresa Iocono (Eds.) Autism Spectrum Disorders and AAC. : Baltimore, MD: Paul H. Brookes, 2009. 504 pp. US$49.95 (hardcover). ISBN 978-1-55766-953-7 [Texte imprimé et/ou numérique] / Joanne M. CAFIERO, Auteur . - 2011 . - p.184-186. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 26-3 (September 2011) . - p.184-186 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357610394653 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=141

Book Review: Gast, D. L. (2010). Single Subject Research Methodology in Behavioral Sciences. / Glen DUNLAP in Focus on Autism and Other Developmental Disabilities, 26-3 (September 2011)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 26-3 (September 2011) . - p.186-187 Titre : Book Review: Gast, D. L. (2010). Single Subject Research Methodology in Behavioral Sciences. : New York, NY: Routledge. 488 pages. Paperback, US$89.95 (paperback). ISBN 978—0-8058—6277—5 Type de document : Texte imprimé et/ou numérique Auteurs : Glen DUNLAP, Auteur Année de publication : 2011 Article en page(s) : p.186-187 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357610391087 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=141 [article] Book Review: Gast, D. L. (2010). Single Subject Research Methodology in Behavioral Sciences. : New York, NY: Routledge. 488 pages. Paperback, US$89.95 (paperback). ISBN 978—0-8058—6277—5 [Texte imprimé et/ou numérique] / Glen DUNLAP, Auteur . - 2011 . - p.186-187. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 26-3 (September 2011) . - p.186-187 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357610391087 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=141

Book Review: Roy R. Grinker Unstrange Minds: Remapping the World of Autism / Melody WRIGHT in Focus on Autism and Other Developmental Disabilities, 26-3 (September 2011)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 26-3 (September 2011) . - p.187-188 Titre : Book Review: Roy R. Grinker Unstrange Minds: Remapping the World of Autism : Cambridge, MA: Basic Books, 2007. 352 pp. US$15.95 (paperback). ISBN-10: 0465027644 Type de document : Texte imprimé et/ou numérique Auteurs : Melody WRIGHT, Auteur Année de publication : 2011 Article en page(s) : p.187-188 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357610397347 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=141 [article] Book Review: Roy R. Grinker Unstrange Minds: Remapping the World of Autism : Cambridge, MA: Basic Books, 2007. 352 pp. US$15.95 (paperback). ISBN-10: 0465027644 [Texte imprimé et/ou numérique] / Melody WRIGHT, Auteur . - 2011 . - p.187-188. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 26-3 (September 2011) . - p.187-188 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357610397347 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=141

DVD Review: Passport to Friendship: Facilitating Peer Play for Children With ASD / Danielle L. RICHARD in Focus on Autism and Other Developmental Disabilities, 26-3 (September 2011)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 26-3 (September 2011) . - p.189-190 Titre : DVD Review: Passport to Friendship: Facilitating Peer Play for Children With ASD : Baltimore, MD: Brookes, 2006. $49.95 (37-minute DVD) ISBN 9781598571073 Type de document : Texte imprimé et/ou numérique Auteurs : Danielle L. RICHARD, Auteur Année de publication : 2011 Article en page(s) : p.189-190 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357610394654 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=141 [article] DVD Review: Passport to Friendship: Facilitating Peer Play for Children With ASD : Baltimore, MD: Brookes, 2006. $49.95 (37-minute DVD) ISBN 9781598571073 [Texte imprimé et/ou numérique] / Danielle L. RICHARD, Auteur . - 2011 . - p.189-190. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 26-3 (September 2011) . - p.189-190 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357610394654 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=141