Effectiveness of a Train-the-Trainer Model to Teach Water Safety Skills to Children With Autism / Young Hee BYUN in Focus on Autism and Other Developmental Disabilities, 40-4 (December 2025)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 40-4 (December 2025) . - p.208-219 Titre : Effectiveness of a Train-the-Trainer Model to Teach Water Safety Skills to Children With Autism Type de document : texte imprimé Auteurs : Young Hee BYUN, Auteur ; Rose E. NEVILL, Auteur ; Elizabeth S. MAQUERA, Auteur ; Alan S. MCLUCAS, Auteur ; Micah O. MAZUREK, Auteur ; William J. THERRIEN, Auteur ; Einar T. INGVARSSON, Auteur Article en page(s) : p.208-219 Langues : Anglais (eng) Mots-clés : train-the-trainer  safety skills  swimming  drowning risk  elopement Index. décimale : PER Périodiques Résumé : Given the high risk of drowning among children with autism, there is a need for disseminating water safety education into mainstream settings. The current study explored the effectiveness of behavioral skills training (BST) in teaching water safety skills to 3 U.S. children with autism, when implemented by community-based swim instructors with no prior experience in applied behavior analysis (ABA). The program used a train-the-trainer model to teach how to: (a) find the nearest point of safety after jumping into water; (b) roll from front to back; and (c) float on back and yell for help. Participants were three children with autism and four community-based swim instructors. The child participants successfully mastered the skills in three to 24 sessions. The skills were maintained after 3 months and generalized to new settings, instructors, and situations. Results suggest that ABA practitioners can enable community-based swim instructors to teach water safety skills to children with autism. En ligne : https://dx.doi.org/10.1177/10883576251353500 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=572 [article] Effectiveness of a Train-the-Trainer Model to Teach Water Safety Skills to Children With Autism [texte imprimé] / Young Hee BYUN, Auteur ; Rose E. NEVILL, Auteur ; Elizabeth S. MAQUERA, Auteur ; Alan S. MCLUCAS, Auteur ; Micah O. MAZUREK, Auteur ; William J. THERRIEN, Auteur ; Einar T. INGVARSSON, Auteur . - p.208-219. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 40-4 (December 2025) . - p.208-219 Mots-clés : train-the-trainer  safety skills  swimming  drowning risk  elopement Index. décimale : PER Périodiques Résumé : Given the high risk of drowning among children with autism, there is a need for disseminating water safety education into mainstream settings. The current study explored the effectiveness of behavioral skills training (BST) in teaching water safety skills to 3 U.S. children with autism, when implemented by community-based swim instructors with no prior experience in applied behavior analysis (ABA). The program used a train-the-trainer model to teach how to: (a) find the nearest point of safety after jumping into water; (b) roll from front to back; and (c) float on back and yell for help. Participants were three children with autism and four community-based swim instructors. The child participants successfully mastered the skills in three to 24 sessions. The skills were maintained after 3 months and generalized to new settings, instructors, and situations. Results suggest that ABA practitioners can enable community-based swim instructors to teach water safety skills to children with autism. En ligne : https://dx.doi.org/10.1177/10883576251353500 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=572

Effects of Combined Reading and Question Generation on Reading Fluency and Comprehension of Three Young Adults With Autism and Intellectual Disability / Youjia HUA in Focus on Autism and Other Developmental Disabilities, 27-3 (September 2012)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 27-3 (September 2012) . - p.135-146 Titre : Effects of Combined Reading and Question Generation on Reading Fluency and Comprehension of Three Young Adults With Autism and Intellectual Disability Type de document : texte imprimé Auteurs : Youjia HUA, Auteur ; Jo M. HENDRICKSON, Auteur ; William J. THERRIEN, Auteur ; Suzanne WOODS-GROVES, Auteur ; Pamela S. RIES, Auteur ; Julia J. SHAW, Auteur Année de publication : 2012 Article en page(s) : p.135-146 Langues : Anglais (eng) Mots-clés : young adults  autism  reading intervention  comprehensionfactual  inferential Index. décimale : PER Périodiques Résumé : Reread–Adapt and Answer–Comprehend (RAAC) is a reading intervention designed to target fluency and comprehension for students with disabilities. Previous researchers have demonstrated the effectiveness of the intervention for students with learning disabilities. This study extended the research by using the RAAC intervention with three postsecondary students with autism spectrum disorder. In the context of a multiple baseline across participants design, the results can be interpreted to conclude that the RAAC intervention may improve oral reading fluency and comprehension for young adults with autism. Using the linear weekly growth model based on the slope, the authors calculated realistic and ambitious goals. Participants’ fluency gains exceeded the ambitious levels of growth and transferred to unpracticed passages. In addition, all participants correctly answered more factual and inferential comprehension questions during the intervention. En ligne : http://dx.doi.org/10.1177/1088357612448421 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179 [article] Effects of Combined Reading and Question Generation on Reading Fluency and Comprehension of Three Young Adults With Autism and Intellectual Disability [texte imprimé] / Youjia HUA, Auteur ; Jo M. HENDRICKSON, Auteur ; William J. THERRIEN, Auteur ; Suzanne WOODS-GROVES, Auteur ; Pamela S. RIES, Auteur ; Julia J. SHAW, Auteur . - 2012 . - p.135-146. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 27-3 (September 2012) . - p.135-146 Mots-clés : young adults  autism  reading intervention  comprehensionfactual  inferential Index. décimale : PER Périodiques Résumé : Reread–Adapt and Answer–Comprehend (RAAC) is a reading intervention designed to target fluency and comprehension for students with disabilities. Previous researchers have demonstrated the effectiveness of the intervention for students with learning disabilities. This study extended the research by using the RAAC intervention with three postsecondary students with autism spectrum disorder. In the context of a multiple baseline across participants design, the results can be interpreted to conclude that the RAAC intervention may improve oral reading fluency and comprehension for young adults with autism. Using the linear weekly growth model based on the slope, the authors calculated realistic and ambitious goals. Participants’ fluency gains exceeded the ambitious levels of growth and transferred to unpracticed passages. In addition, all participants correctly answered more factual and inferential comprehension questions during the intervention. En ligne : http://dx.doi.org/10.1177/1088357612448421 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179

Parent-Mediated Interventions for School-Age Children With ASD: A Meta-Analysis / Marie RATLIFF-BLACK in Focus on Autism and Other Developmental Disabilities, 36-1 (March 2021)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 36-1 (March 2021) . - p.3-13 Titre : Parent-Mediated Interventions for School-Age Children With ASD: A Meta-Analysis Type de document : texte imprimé Auteurs : Marie RATLIFF-BLACK, Auteur ; William THERRIEN, Auteur Article en page(s) : p.3-13 Langues : Anglais (eng) Mots-clés : evidence-based practices  training  parent  autism spectrum disorders Index. décimale : PER Périodiques Résumé : Parent-mediated interventions (PMIs) are commonly used with children with autism spectrum disorder (ASD), and their effectiveness for young children has been documented. However, no reviews have examined the use of PMIs with older children with ASD. Therefore, the purpose of this review is to investigate the state of the literature regarding PMIs for school-age children with ASD and to evaluate their effectiveness across domains. Eighteen studies of PMIs examining 170 child participants with ASD were included. Participants, interventions, and the effects of the interventions are described. Overall, studies demonstrated moderately positive effects for PMIs for school-age children with ASD. Group design studies demonstrated an overall effect size (ES) of 0.79, 95% confidence interval (CI) = [0.50, 1.09], while single-case design (SCD) studies yielded an overall ES of 1.84, 95% CI = [1.08, 2.60]. More research is needed to understand the differential effectiveness of parent training components, and future research should focus on including measures of parent treatment integrity, to aid in the understanding of program efficacy. En ligne : http://dx.doi.org/10.1177/1088357620956904 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440 [article] Parent-Mediated Interventions for School-Age Children With ASD: A Meta-Analysis [texte imprimé] / Marie RATLIFF-BLACK, Auteur ; William THERRIEN, Auteur . - p.3-13. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 36-1 (March 2021) . - p.3-13 Mots-clés : evidence-based practices  training  parent  autism spectrum disorders Index. décimale : PER Périodiques Résumé : Parent-mediated interventions (PMIs) are commonly used with children with autism spectrum disorder (ASD), and their effectiveness for young children has been documented. However, no reviews have examined the use of PMIs with older children with ASD. Therefore, the purpose of this review is to investigate the state of the literature regarding PMIs for school-age children with ASD and to evaluate their effectiveness across domains. Eighteen studies of PMIs examining 170 child participants with ASD were included. Participants, interventions, and the effects of the interventions are described. Overall, studies demonstrated moderately positive effects for PMIs for school-age children with ASD. Group design studies demonstrated an overall effect size (ES) of 0.79, 95% confidence interval (CI) = [0.50, 1.09], while single-case design (SCD) studies yielded an overall ES of 1.84, 95% CI = [1.08, 2.60]. More research is needed to understand the differential effectiveness of parent training components, and future research should focus on including measures of parent treatment integrity, to aid in the understanding of program efficacy. En ligne : http://dx.doi.org/10.1177/1088357620956904 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=440

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