Dépouillements

The Use of Video Modeling With the Picture Exchange Communication System to Increase Independent Communicative Initiations in Preschoolers With Autism and Developmental Delays / David F. CIHAK in Focus on Autism and Other Developmental Disabilities, 27-1 (March 2012)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 27-1 (March 2012) . - p.3-11 Titre : The Use of Video Modeling With the Picture Exchange Communication System to Increase Independent Communicative Initiations in Preschoolers With Autism and Developmental Delays Type de document : Texte imprimé et/ou numérique Auteurs : David F. CIHAK, Auteur ; Catherine C. SMITH, Auteur ; Ashlee CORNETT, Auteur ; Mari Beth COLEMAN, Auteur Année de publication : 2012 Article en page(s) : p.3-11 Langues : Anglais (eng) Mots-clés : video modeling  autism  communication  PECS Index. décimale : PER Périodiques Résumé : The use of video modeling (VM) procedures in conjunction with the picture exchange communication system (PECS) to increase independent communicative initiations in preschool-age students was evaluated in this study. The four participants were 3-year-old children with limited communication skills prior to the intervention. Two of the students had been diagnosed with autism and two students exhibited developmental delays. An alternating treatments design was used to examine the effects of using VM as a priming technique to enhance the efficacy of students acquiring PECS and increasing the number of independent communicative initiations. Based on the data, the authors concluded that all students learned to use PECS and increased the number of independent communicative initiations; however, the students’ rate of learning was quicker when using VM. Conclusions are discussed in the context of using empirically based interventions to teach communication skills to students with disabilities and limited verbal skills. En ligne : http://dx.doi.org/10.1177/1088357611428426 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=152 [article] The Use of Video Modeling With the Picture Exchange Communication System to Increase Independent Communicative Initiations in Preschoolers With Autism and Developmental Delays [Texte imprimé et/ou numérique] / David F. CIHAK, Auteur ; Catherine C. SMITH, Auteur ; Ashlee CORNETT, Auteur ; Mari Beth COLEMAN, Auteur . - 2012 . - p.3-11. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 27-1 (March 2012) . - p.3-11 Mots-clés : video modeling  autism  communication  PECS Index. décimale : PER Périodiques Résumé : The use of video modeling (VM) procedures in conjunction with the picture exchange communication system (PECS) to increase independent communicative initiations in preschool-age students was evaluated in this study. The four participants were 3-year-old children with limited communication skills prior to the intervention. Two of the students had been diagnosed with autism and two students exhibited developmental delays. An alternating treatments design was used to examine the effects of using VM as a priming technique to enhance the efficacy of students acquiring PECS and increasing the number of independent communicative initiations. Based on the data, the authors concluded that all students learned to use PECS and increased the number of independent communicative initiations; however, the students’ rate of learning was quicker when using VM. Conclusions are discussed in the context of using empirically based interventions to teach communication skills to students with disabilities and limited verbal skills. En ligne : http://dx.doi.org/10.1177/1088357611428426 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=152

Bicycle Training for Youth With Down Syndrome and Autism Spectrum Disorders / Megan MACDONALD in Focus on Autism and Other Developmental Disabilities, 27-1 (March 2012)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 27-1 (March 2012) . - p.12-21 Titre : Bicycle Training for Youth With Down Syndrome and Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Megan MACDONALD, Auteur ; Phil ESPOSITO, Auteur ; Janet HAUCK, Auteur ; Irully JEONG, Auteur ; Joseph HORNYAK, Auteur ; Angela ARGENTO, Auteur ; Dale A. ULRICH, Auteur Année de publication : 2012 Article en page(s) : p.12-21 Langues : Anglais (eng) Mots-clés : Down syndrome  autism spectrum disorders  leisure skills  bicycle Index. décimale : PER Périodiques Résumé : Children with Down syndrome (DS) and autism spectrum disorders (ASD) frequently have difficulty riding a two-wheel bicycle. The purpose of this study was to investigate an intervention using an adapted bicycle and individualized instruction to teach 71 youth to ride a standard two-wheel bicycle. Youth with DS (n = 30) and ASD (n = 41) between the ages of nine and 18 years took part in this study. After five days of training, 73.3% of children with DS and 85.4% with ASD successfully demonstrated the ability to ride the bicycle more than 100 feet. Leg strength differentiated riders from nonriders in both groups. For the youth with DS, those who learned to ride were significantly older and heavier than those who did not learn to ride. Participants with ASD who learned to ride were significantly taller and stronger than those with ASD who did not learn to ride a two-wheel bicycle. Implications are discussed. En ligne : http://dx.doi.org/10.1177/1088357611428333 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=152 [article] Bicycle Training for Youth With Down Syndrome and Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Megan MACDONALD, Auteur ; Phil ESPOSITO, Auteur ; Janet HAUCK, Auteur ; Irully JEONG, Auteur ; Joseph HORNYAK, Auteur ; Angela ARGENTO, Auteur ; Dale A. ULRICH, Auteur . - 2012 . - p.12-21. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 27-1 (March 2012) . - p.12-21 Mots-clés : Down syndrome  autism spectrum disorders  leisure skills  bicycle Index. décimale : PER Périodiques Résumé : Children with Down syndrome (DS) and autism spectrum disorders (ASD) frequently have difficulty riding a two-wheel bicycle. The purpose of this study was to investigate an intervention using an adapted bicycle and individualized instruction to teach 71 youth to ride a standard two-wheel bicycle. Youth with DS (n = 30) and ASD (n = 41) between the ages of nine and 18 years took part in this study. After five days of training, 73.3% of children with DS and 85.4% with ASD successfully demonstrated the ability to ride the bicycle more than 100 feet. Leg strength differentiated riders from nonriders in both groups. For the youth with DS, those who learned to ride were significantly older and heavier than those who did not learn to ride. Participants with ASD who learned to ride were significantly taller and stronger than those with ASD who did not learn to ride a two-wheel bicycle. Implications are discussed. En ligne : http://dx.doi.org/10.1177/1088357611428333 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=152

A Report on Using General-Case Programming to Teach Collateral Academic Skills to a Student in a Postsecondary Setting / Laura C. CHEZAN in Focus on Autism and Other Developmental Disabilities, 27-1 (March 2012)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 27-1 (March 2012) . - p.22-30 Titre : A Report on Using General-Case Programming to Teach Collateral Academic Skills to a Student in a Postsecondary Setting Type de document : Texte imprimé et/ou numérique Auteurs : Laura C. CHEZAN, Auteur ; Erik DRASGOW, Auteur ; Kathleen J. MARSHALL, Auteur Année de publication : 2012 Article en page(s) : p.22-30 Langues : Anglais (eng) Mots-clés : general-case programming  collateral academic skills  postsecondary education  pervasive developmental disorder–not otherwise specified  intellectual disability Index. décimale : PER Périodiques Résumé : The authors’ purpose in this report is to examine the application of general-case programming to teach collateral academic skills to a student with pervasive developmental disorder–not otherwise specified (PDD-NOS) and with a mild intellectual disability who was attending college. The authors use data drawn from their work with Tom to explain and illustrate how a general-case approach may be developed and implemented effectively. The authors’ experience provides initial support for the utility of general-case programming for teaching acquisition and generalization of collateral academic skills. They make recommendations to guide researchers in future investigations of the application of the general-case programming to teach skills that enhance the successful integration of students with disabilities in postsecondary programs. En ligne : http://dx.doi.org/10.1177/1088357611428334 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=152 [article] A Report on Using General-Case Programming to Teach Collateral Academic Skills to a Student in a Postsecondary Setting [Texte imprimé et/ou numérique] / Laura C. CHEZAN, Auteur ; Erik DRASGOW, Auteur ; Kathleen J. MARSHALL, Auteur . - 2012 . - p.22-30. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 27-1 (March 2012) . - p.22-30 Mots-clés : general-case programming  collateral academic skills  postsecondary education  pervasive developmental disorder–not otherwise specified  intellectual disability Index. décimale : PER Périodiques Résumé : The authors’ purpose in this report is to examine the application of general-case programming to teach collateral academic skills to a student with pervasive developmental disorder–not otherwise specified (PDD-NOS) and with a mild intellectual disability who was attending college. The authors use data drawn from their work with Tom to explain and illustrate how a general-case approach may be developed and implemented effectively. The authors’ experience provides initial support for the utility of general-case programming for teaching acquisition and generalization of collateral academic skills. They make recommendations to guide researchers in future investigations of the application of the general-case programming to teach skills that enhance the successful integration of students with disabilities in postsecondary programs. En ligne : http://dx.doi.org/10.1177/1088357611428334 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=152

Use of the Childhood Autism Rating Scale (CARS) for Children With High Functioning Autism or Asperger Syndrome / Susan DICKERSON MAYES in Focus on Autism and Other Developmental Disabilities, 27-1 (March 2012)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 27-1 (March 2012) . - p.31-38 Titre : Use of the Childhood Autism Rating Scale (CARS) for Children With High Functioning Autism or Asperger Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Susan DICKERSON MAYES, Auteur ; Susan L. CALHOUN, Auteur ; Michael J. MURRAY, Auteur ; Jill D. MORROW, Auteur ; Kirsten K. L. YURICH, Auteur ; Shiyoko COTHREN, Auteur ; Heather PURICHIA, Auteur ; Fauzia MAHR, Auteur ; James N. BOUDER, Auteur ; Christopher PETERSEN, Auteur Année de publication : 2012 Article en page(s) : p.31-38 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The authors of the Childhood Autism Rating Scale (CARS) state in the manual that the best cutoff score for distinguishing low functioning autism (LFA) from intellectual disability is 30 for children and 28 for adolescents and adults. This study determined that a cutoff score of 25.5 was most accurate in differentiating between high functioning autism or Asperger syndrome (HFA; n = 197) and ADHD (n = 74) in a sample of 1- to 16-year-olds with IQs of 80 or higher. Classification accuracy was 96% using clinician scores and 72% using parent scores. Children with LFA (n = 193) had significantly higher clinician and parent scores than children with HFA, and scores were negatively correlated with IQ. None of the typical children (n = 64) earned parent scores greater than 21. En ligne : http://dx.doi.org/10.1177/1088357611406902 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=152 [article] Use of the Childhood Autism Rating Scale (CARS) for Children With High Functioning Autism or Asperger Syndrome [Texte imprimé et/ou numérique] / Susan DICKERSON MAYES, Auteur ; Susan L. CALHOUN, Auteur ; Michael J. MURRAY, Auteur ; Jill D. MORROW, Auteur ; Kirsten K. L. YURICH, Auteur ; Shiyoko COTHREN, Auteur ; Heather PURICHIA, Auteur ; Fauzia MAHR, Auteur ; James N. BOUDER, Auteur ; Christopher PETERSEN, Auteur . - 2012 . - p.31-38. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 27-1 (March 2012) . - p.31-38 Index. décimale : PER Périodiques Résumé : The authors of the Childhood Autism Rating Scale (CARS) state in the manual that the best cutoff score for distinguishing low functioning autism (LFA) from intellectual disability is 30 for children and 28 for adolescents and adults. This study determined that a cutoff score of 25.5 was most accurate in differentiating between high functioning autism or Asperger syndrome (HFA; n = 197) and ADHD (n = 74) in a sample of 1- to 16-year-olds with IQs of 80 or higher. Classification accuracy was 96% using clinician scores and 72% using parent scores. Children with LFA (n = 193) had significantly higher clinician and parent scores than children with HFA, and scores were negatively correlated with IQ. None of the typical children (n = 64) earned parent scores greater than 21. En ligne : http://dx.doi.org/10.1177/1088357611406902 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=152

What Attributes Determine Severity of Function in Autism? A Web-Based Survey of Stakeholders / Briano DI REZZE in Focus on Autism and Other Developmental Disabilities, 27-1 (March 2012)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 27-1 (March 2012) . - p.39-41 Titre : What Attributes Determine Severity of Function in Autism? A Web-Based Survey of Stakeholders Type de document : Texte imprimé et/ou numérique Auteurs : Briano DI REZZE, Auteur ; Peter L. ROSENBAUM, Auteur ; Lonnie ZWAIGENBAUM, Auteur Année de publication : 2012 Article en page(s) : p.39-41 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  severity  survey Index. décimale : PER Périodiques Résumé : Service providers and researchers in autism spectrum disorders (ASD) are challenged to categorize clinical variation in function. Classification systems for children with cerebral palsy have enabled clinicians and families to describe levels of function. A web-based survey engaged international ASD stakeholders to advise on considerations of function and constructs needed to classify functional subgroups of preschool children with ASD. All respondents (n = 56) believed that evaluating function was important; 95% reported that function was one way to subclassify preschool children with ASD. Two domains judged most important were communication language (55%) and social function (22%). Respondent comments indicated that these domains were difficult to disentangle. En ligne : http://dx.doi.org/10.1177/1088357611424906 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153 [article] What Attributes Determine Severity of Function in Autism? A Web-Based Survey of Stakeholders [Texte imprimé et/ou numérique] / Briano DI REZZE, Auteur ; Peter L. ROSENBAUM, Auteur ; Lonnie ZWAIGENBAUM, Auteur . - 2012 . - p.39-41. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 27-1 (March 2012) . - p.39-41 Mots-clés : autism spectrum disorder  severity  survey Index. décimale : PER Périodiques Résumé : Service providers and researchers in autism spectrum disorders (ASD) are challenged to categorize clinical variation in function. Classification systems for children with cerebral palsy have enabled clinicians and families to describe levels of function. A web-based survey engaged international ASD stakeholders to advise on considerations of function and constructs needed to classify functional subgroups of preschool children with ASD. All respondents (n = 56) believed that evaluating function was important; 95% reported that function was one way to subclassify preschool children with ASD. Two domains judged most important were communication language (55%) and social function (22%). Respondent comments indicated that these domains were difficult to disentangle. En ligne : http://dx.doi.org/10.1177/1088357611424906 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153

Outcomes of a Family-Centered Transition Process for Students With Autism Spectrum Disorders / David HAGNER in Focus on Autism and Other Developmental Disabilities, 27-1 (March 2012)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 27-1 (March 2012) . - p.42-50 Titre : Outcomes of a Family-Centered Transition Process for Students With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : David HAGNER, Auteur ; Alan KURTZ, Auteur ; Heidi CLOUTIER, Auteur ; Caroline ARAKELIAN, Auteur ; Debra L. BRUCKER, Auteur ; Janet MAY, Auteur Année de publication : 2012 Article en page(s) : p.42-50 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  postschool transition  control group  self-determination Index. décimale : PER Périodiques Résumé : A three-component intervention was implemented with 47 youth with autism spectrum disorders (ASD) as they transitioned from high school to adult life. The youth, ages 16 to 19 years, were randomly assigned to a Year 1 group or a Year 2 group. Participants in the Year 1 group received a transition planning intervention consisting of (a) group training sessions for families in the transition process, (b) person-centered planning meetings facilitated by project staff, and (c) follow-up assistance with career exploration and plan implementation. Data were collected pre- and post implementation to measure student and family expectations, self-determination, and career decision-making ability. The Year 2 group began receiving services following the second data collection point. Participants in the Year 1 group reported statistically significant increases in all four measured variables, whereas the Year 2 group showed no significant changes. Implications for redesigning transition services for this population are discussed. En ligne : http://dx.doi.org/10.1177/1088357611430841 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153 [article] Outcomes of a Family-Centered Transition Process for Students With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / David HAGNER, Auteur ; Alan KURTZ, Auteur ; Heidi CLOUTIER, Auteur ; Caroline ARAKELIAN, Auteur ; Debra L. BRUCKER, Auteur ; Janet MAY, Auteur . - 2012 . - p.42-50. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 27-1 (March 2012) . - p.42-50 Mots-clés : autism spectrum disorders  postschool transition  control group  self-determination Index. décimale : PER Périodiques Résumé : A three-component intervention was implemented with 47 youth with autism spectrum disorders (ASD) as they transitioned from high school to adult life. The youth, ages 16 to 19 years, were randomly assigned to a Year 1 group or a Year 2 group. Participants in the Year 1 group received a transition planning intervention consisting of (a) group training sessions for families in the transition process, (b) person-centered planning meetings facilitated by project staff, and (c) follow-up assistance with career exploration and plan implementation. Data were collected pre- and post implementation to measure student and family expectations, self-determination, and career decision-making ability. The Year 2 group began receiving services following the second data collection point. Participants in the Year 1 group reported statistically significant increases in all four measured variables, whereas the Year 2 group showed no significant changes. Implications for redesigning transition services for this population are discussed. En ligne : http://dx.doi.org/10.1177/1088357611430841 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153

“What Do You Like/Dislike About the Treatments You’re Currently Using?” A Qualitative Study of Parents of Children With Autism Spectrum Disorders / Virginia H. MACKINTOSH in Focus on Autism and Other Developmental Disabilities, 27-1 (March 2012)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 27-1 (March 2012) . - p.51-60 Titre : “What Do You Like/Dislike About the Treatments You’re Currently Using?” A Qualitative Study of Parents of Children With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Virginia H. MACKINTOSH, Auteur ; Robin P. GOIN-KOCHEL, Auteur ; Barbara J. MYERS, Auteur Année de publication : 2012 Article en page(s) : p.51-60 Langues : Anglais (eng) Mots-clés : parent preferences  treatments  autism spectrum disorders Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASD) often participate in many treatments, requiring parents’ dedication of time, money, and energy, and necessitating dealing with multiple service providers. To learn about parents’ experience in seeking and using treatments for their child with ASD, the authors asked them, “What do you like/dislike about the treatment(s) you’re currently using?” In this web-based, qualitative study, participants consisted of 486 parents (92% mothers) of children (80% boys; children’s M age = 8.3 years) with autism (n = 290, 59.7%), Asperger syndrome (n = 115, 23.6%), or pervasive developmental disorder—not otherwise specified (n = 81, 16.7%). The families lived in the United States, Canada, Australia, New Zealand, England, and Ireland. Parents’ written statements addressed more “dislikes” (70%) than “likes” (47%), and there were no universally liked or disliked interventions. Six themes emerged and are discussed: effectiveness of treatments, relationships with professionals, access to treatments, costs, medication concerns, and stress. En ligne : http://dx.doi.org/10.1177/1088357611423542 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153 [article] “What Do You Like/Dislike About the Treatments You’re Currently Using?” A Qualitative Study of Parents of Children With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Virginia H. MACKINTOSH, Auteur ; Robin P. GOIN-KOCHEL, Auteur ; Barbara J. MYERS, Auteur . - 2012 . - p.51-60. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 27-1 (March 2012) . - p.51-60 Mots-clés : parent preferences  treatments  autism spectrum disorders Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASD) often participate in many treatments, requiring parents’ dedication of time, money, and energy, and necessitating dealing with multiple service providers. To learn about parents’ experience in seeking and using treatments for their child with ASD, the authors asked them, “What do you like/dislike about the treatment(s) you’re currently using?” In this web-based, qualitative study, participants consisted of 486 parents (92% mothers) of children (80% boys; children’s M age = 8.3 years) with autism (n = 290, 59.7%), Asperger syndrome (n = 115, 23.6%), or pervasive developmental disorder—not otherwise specified (n = 81, 16.7%). The families lived in the United States, Canada, Australia, New Zealand, England, and Ireland. Parents’ written statements addressed more “dislikes” (70%) than “likes” (47%), and there were no universally liked or disliked interventions. Six themes emerged and are discussed: effectiveness of treatments, relationships with professionals, access to treatments, costs, medication concerns, and stress. En ligne : http://dx.doi.org/10.1177/1088357611423542 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153