Building Family Capacity: supporting multiple family members to implement aided Language modeling / Sarah N. DOUGLAS in Journal of Autism and Developmental Disorders, 53-7 (July 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-7 (July 2023) . - p.2587-2599 Titre : Building Family Capacity: supporting multiple family members to implement aided Language modeling Type de document : Texte imprimé et/ou numérique Auteurs : Sarah N. DOUGLAS, Auteur ; Hedda MEADAN, Auteur ; Elizabeth E. BIGGS, Auteur ; Atikah BAGAWAN, Auteur ; Adriana Kaori TEROL, Auteur Article en page(s) : p.2587-2599 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Family-centered capacity-building practices have been shown to benefit children and families. However, limited research explores these practices for children who use augmentative and alternative communication. This study explored an intervention to teach family members to implement an Aided Language Modeling (ALM) strategy across natural activities at home. A single case multiple probe design was used to evaluate the intervention with five family members and a girl with autism. Results showed the intervention increased family members' percentage of high-fidelity ALM strategy use and rate of ALM. Descriptively, a modest increase was also observed in the proportion of the child?s communication using the speech-generating device. Social validity interviews suggested the goals, procedures, and outcomes were socially valid and supported family capacity building. En ligne : https://doi.org/10.1007/s10803-022-05492-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=507 [article] Building Family Capacity: supporting multiple family members to implement aided Language modeling [Texte imprimé et/ou numérique] / Sarah N. DOUGLAS, Auteur ; Hedda MEADAN, Auteur ; Elizabeth E. BIGGS, Auteur ; Atikah BAGAWAN, Auteur ; Adriana Kaori TEROL, Auteur . - p.2587-2599. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-7 (July 2023) . - p.2587-2599 Index. décimale : PER Périodiques Résumé : Family-centered capacity-building practices have been shown to benefit children and families. However, limited research explores these practices for children who use augmentative and alternative communication. This study explored an intervention to teach family members to implement an Aided Language Modeling (ALM) strategy across natural activities at home. A single case multiple probe design was used to evaluate the intervention with five family members and a girl with autism. Results showed the intervention increased family members' percentage of high-fidelity ALM strategy use and rate of ALM. Descriptively, a modest increase was also observed in the proportion of the child?s communication using the speech-generating device. Social validity interviews suggested the goals, procedures, and outcomes were socially valid and supported family capacity building. En ligne : https://doi.org/10.1007/s10803-022-05492-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=507

Using neurotypical siblings as intervention agents to guide individuals with Autism Spectrum Disorders: A systematic review / Yuemei LU in Research in Autism Spectrum Disorders, 89 (November 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 89 (November 2021) . - 101868 Titre : Using neurotypical siblings as intervention agents to guide individuals with Autism Spectrum Disorders: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Yuemei LU, Auteur ; Sarah N. DOUGLAS, Auteur ; Atikah BAGAWAN, Auteur ; Janet L. HAUCK, Auteur Article en page(s) : 101868 Langues : Anglais (eng) Mots-clés : ASD  Sibling  Intervention  Support  Training  Review Index. décimale : PER Périodiques Résumé : Background Siblings share a unique and long-lasting relationship. Their involvement in the upbringing of an individual with a disability may lead to long-term positive developmental outcomes. The purpose of this systematic review is to summarize existing interventions where neurotypical (NT) siblings served as intervention agents to guide their brothers/sisters with Autism Spectrum Disorder (ASD). Methods Within this review we describe the training provided to NT siblings and how they delivered interventions to their brothers/sisters with ASD. We also summarize social validity outcomes to understand the social importance of the goals and effects as well as the social appropriateness of the intervention procedures from the perspectives of parents, siblings, and naïve observers. Results The 16 included studies provided training of intervention strategies/skills (e.g., Stay-Play-Talk curriculum, delivering prompts and reinforcers, and giving play instructions) to NT siblings. After training, NT siblings implemented the intervention through play or other interactions with their siblings with ASD. Social validity outcomes from raters indicated the agreement on the intervention goals, appropriateness and acceptance of the procedures, and satisfaction of the behavioral changes of the included studies. Conclusion Findings from this systematic review should be used to guide the development of appropriate training for NT siblings and inform the procedures within interventions delivery. Limitations of existing studies and areas for future consideration are discussed. En ligne : https://doi.org/10.1016/j.rasd.2021.101868 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 [article] Using neurotypical siblings as intervention agents to guide individuals with Autism Spectrum Disorders: A systematic review [Texte imprimé et/ou numérique] / Yuemei LU, Auteur ; Sarah N. DOUGLAS, Auteur ; Atikah BAGAWAN, Auteur ; Janet L. HAUCK, Auteur . - 101868. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 89 (November 2021) . - 101868 Mots-clés : ASD  Sibling  Intervention  Support  Training  Review Index. décimale : PER Périodiques Résumé : Background Siblings share a unique and long-lasting relationship. Their involvement in the upbringing of an individual with a disability may lead to long-term positive developmental outcomes. The purpose of this systematic review is to summarize existing interventions where neurotypical (NT) siblings served as intervention agents to guide their brothers/sisters with Autism Spectrum Disorder (ASD). Methods Within this review we describe the training provided to NT siblings and how they delivered interventions to their brothers/sisters with ASD. We also summarize social validity outcomes to understand the social importance of the goals and effects as well as the social appropriateness of the intervention procedures from the perspectives of parents, siblings, and naïve observers. Results The 16 included studies provided training of intervention strategies/skills (e.g., Stay-Play-Talk curriculum, delivering prompts and reinforcers, and giving play instructions) to NT siblings. After training, NT siblings implemented the intervention through play or other interactions with their siblings with ASD. Social validity outcomes from raters indicated the agreement on the intervention goals, appropriateness and acceptance of the procedures, and satisfaction of the behavioral changes of the included studies. Conclusion Findings from this systematic review should be used to guide the development of appropriate training for NT siblings and inform the procedures within interventions delivery. Limitations of existing studies and areas for future consideration are discussed. En ligne : https://doi.org/10.1016/j.rasd.2021.101868 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458

Validation of Wearable Sensor Technology to Measure Social Proximity of Young Children With Autism Spectrum Disorders / Sarah N. DOUGLAS in Focus on Autism and Other Developmental Disabilities, 37-1 (March 2022)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 37-1 (March 2022) . - 24-33 Titre : Validation of Wearable Sensor Technology to Measure Social Proximity of Young Children With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Sarah N. DOUGLAS, Auteur ; Yan SHI, Auteur ; Saptarshi DAS, Auteur ; Subir BISWAS, Auteur Article en page(s) : 24-33 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  social proximity  social skills  preschool Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASD) struggle to develop appropriate social skills, which can lead to later social rejection, isolation, and mental health concerns. Educators play an important role in supporting and monitoring social skills development for children with ASD, but the tools used by educators are often tedious, lack suitable sensitivity, provide limited information to plan interventions, and are time-consuming. Therefore, we conducted a study to evaluate the use of a sensor system to measure social proximity between three children with ASD and their peers in an inclusive preschool setting. We compared video-coded data with sensor data using point-by-point agreement to measure the accuracy of the sensor system. Results suggest that the sensor system can adequately measure social proximity between children with ASD and their peers. The next steps for sensor system validation are discussed along with clinical and educational implications, limitations, and future research directions. En ligne : http://dx.doi.org/10.1177/10883576211028223 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460 [article] Validation of Wearable Sensor Technology to Measure Social Proximity of Young Children With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Sarah N. DOUGLAS, Auteur ; Yan SHI, Auteur ; Saptarshi DAS, Auteur ; Subir BISWAS, Auteur . - 24-33. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 37-1 (March 2022) . - 24-33 Mots-clés : autism spectrum disorders  social proximity  social skills  preschool Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASD) struggle to develop appropriate social skills, which can lead to later social rejection, isolation, and mental health concerns. Educators play an important role in supporting and monitoring social skills development for children with ASD, but the tools used by educators are often tedious, lack suitable sensitivity, provide limited information to plan interventions, and are time-consuming. Therefore, we conducted a study to evaluate the use of a sensor system to measure social proximity between three children with ASD and their peers in an inclusive preschool setting. We compared video-coded data with sensor data using point-by-point agreement to measure the accuracy of the sensor system. Results suggest that the sensor system can adequately measure social proximity between children with ASD and their peers. The next steps for sensor system validation are discussed along with clinical and educational implications, limitations, and future research directions. En ligne : http://dx.doi.org/10.1177/10883576211028223 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460

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