Autism Assessment in Low- and Middle-Income Countries: Feasibility and Usability of Western Tools / Kathleen BAUER in Focus on Autism and Other Developmental Disabilities, 37-3 (September 2022)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 37-3 (September 2022) . - p.179-188 Titre : Autism Assessment in Low- and Middle-Income Countries: Feasibility and Usability of Western Tools Type de document : texte imprimé Auteurs : Kathleen BAUER, Auteur ; Kristi L. MORIN, Auteur ; Theodore E. RENZ, Auteur ; Sinenhlanhla ZUNGU, Auteur Article en page(s) : p.179-188 Langues : Anglais (eng) Mots-clés : assessment  autism spectrum disorders  multicultural issues Index. décimale : PER Périodiques Résumé : The research on autism spectrum disorder (ASD) disproportionately originates from high-income countries, indicating a disparity of research in low- and middle-income countries (LMIC). One possible reason for this disparity is a lack of culturally appropriate screening and diagnostic tools for use in LMIC. Although a number of tools are commonly used in the United States, it is likely that using these tools in contexts in which they were not intended may be problematic. As such, this study examined factors that may inhibit the feasibility and usability of common ASD assessment tools in LMIC. Assessments were analyzed for readability, initial and continued cost, training required, restrictions on purchasing, materials required, and presence of items assessing expressive and receptive language. Results of the study indicated that the majority of validated ASD assessment tools present a multitude of barriers for use in LMIC. Implications for research and practice are discussed. En ligne : http://dx.doi.org/10.1177/10883576211073691 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 [article] Autism Assessment in Low- and Middle-Income Countries: Feasibility and Usability of Western Tools [texte imprimé] / Kathleen BAUER, Auteur ; Kristi L. MORIN, Auteur ; Theodore E. RENZ, Auteur ; Sinenhlanhla ZUNGU, Auteur . - p.179-188. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 37-3 (September 2022) . - p.179-188 Mots-clés : assessment  autism spectrum disorders  multicultural issues Index. décimale : PER Périodiques Résumé : The research on autism spectrum disorder (ASD) disproportionately originates from high-income countries, indicating a disparity of research in low- and middle-income countries (LMIC). One possible reason for this disparity is a lack of culturally appropriate screening and diagnostic tools for use in LMIC. Although a number of tools are commonly used in the United States, it is likely that using these tools in contexts in which they were not intended may be problematic. As such, this study examined factors that may inhibit the feasibility and usability of common ASD assessment tools in LMIC. Assessments were analyzed for readability, initial and continued cost, training required, restrictions on purchasing, materials required, and presence of items assessing expressive and receptive language. Results of the study indicated that the majority of validated ASD assessment tools present a multitude of barriers for use in LMIC. Implications for research and practice are discussed. En ligne : http://dx.doi.org/10.1177/10883576211073691 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485

Behavioral and Educational Interventions / Samuel L. ODOM

Public ISBD in Autism and Pervasive Developmental Disorders / Fred R. VOLKMAR Titre : Behavioral and Educational Interventions Type de document : texte imprimé Auteurs : Samuel L. ODOM, Auteur ; Kristi L. MORIN, Auteur ; Melissa N. SAVAGE, Auteur ; Brianne TOMASZEWSKI, Auteur Année de publication : 2019 Importance : p.176-190 Langues : Anglais (eng) Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=400 in Autism and Pervasive Developmental Disorders / Fred R. VOLKMAR Behavioral and Educational Interventions [texte imprimé] / Samuel L. ODOM, Auteur ; Kristi L. MORIN, Auteur ; Melissa N. SAVAGE, Auteur ; Brianne TOMASZEWSKI, Auteur . - 2019 . - p.176-190. Langues : Anglais (eng) Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=400

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Comparison between visual scene displays and exchange-based communication in augmentative and alternative communication for children with ASD / Jennifer B. GANZ in Research in Autism Spectrum Disorders, 11 (March 2015)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 11 (March 2015) . - p.27-41 Titre : Comparison between visual scene displays and exchange-based communication in augmentative and alternative communication for children with ASD Type de document : texte imprimé Auteurs : Jennifer B. GANZ, Auteur ; Ee Rea HONG, Auteur ; Whitney GILLILAND, Auteur ; Kristi L. MORIN, Auteur ; Nicole SVENKERUD, Auteur Article en page(s) : p.27-41 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Visual scene display  Exchange-based communication  Augmentative and alternative communication  Speech-generating device  Complex communication needs Index. décimale : PER Périodiques Résumé : Visual scene displays are a novel type of augmentative and alternative communication that has recently been investigated as an alternative to traditional, grid-based systems. However, most of the limited research on visual scene displays has focused on typically developing populations. In addition, a limited range of communicative functions has been explored (i.e., requests). This study sought to expand on the existing literature on visual scene displays by investigating the differential impact that visual scene displays versus traditional, grid-based systems have on the number of spontaneous comments and correct answers to questions made by two male, preschool children with autism. The participants in the current study were exposed to two conditions during the reading of a book—a visual scene display condition and an exchange-based communication system. The results indicated that visual scene displays may have second effects on children who display echoic and matching-to-sample skills prior to being exposed to a visual scene display. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.11.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260 [article] Comparison between visual scene displays and exchange-based communication in augmentative and alternative communication for children with ASD [texte imprimé] / Jennifer B. GANZ, Auteur ; Ee Rea HONG, Auteur ; Whitney GILLILAND, Auteur ; Kristi L. MORIN, Auteur ; Nicole SVENKERUD, Auteur . - p.27-41. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 11 (March 2015) . - p.27-41 Mots-clés : Autism spectrum disorder  Visual scene display  Exchange-based communication  Augmentative and alternative communication  Speech-generating device  Complex communication needs Index. décimale : PER Périodiques Résumé : Visual scene displays are a novel type of augmentative and alternative communication that has recently been investigated as an alternative to traditional, grid-based systems. However, most of the limited research on visual scene displays has focused on typically developing populations. In addition, a limited range of communicative functions has been explored (i.e., requests). This study sought to expand on the existing literature on visual scene displays by investigating the differential impact that visual scene displays versus traditional, grid-based systems have on the number of spontaneous comments and correct answers to questions made by two male, preschool children with autism. The participants in the current study were exposed to two conditions during the reading of a book—a visual scene display condition and an exchange-based communication system. The results indicated that visual scene displays may have second effects on children who display echoic and matching-to-sample skills prior to being exposed to a visual scene display. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.11.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260

Correction to: Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation / Kara HUME in Journal of Autism and Developmental Disorders, 53-1 (January 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-1 (January 2023) . - p.514-514 Titre : Correction to: Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation Type de document : texte imprimé Auteurs : Kara HUME, Auteur ; Jessica R. STEINBRENNER, Auteur ; Samuel L. ODOM, Auteur ; Kristi L. MORIN, Auteur ; Sallie W. NOWELL, Auteur ; Brianne TOMASZEWSKI, Auteur ; Susan SZENDREY, Auteur ; Nancy S. MCINTYRE, Auteur ; Serife YUCESOY-OZKAN, Auteur ; Melissa N. SAVAGE, Auteur Article en page(s) : p.514-514 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : https://doi.org/10.1007/s10803-022-05438-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493 [article] Correction to: Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation [texte imprimé] / Kara HUME, Auteur ; Jessica R. STEINBRENNER, Auteur ; Samuel L. ODOM, Auteur ; Kristi L. MORIN, Auteur ; Sallie W. NOWELL, Auteur ; Brianne TOMASZEWSKI, Auteur ; Susan SZENDREY, Auteur ; Nancy S. MCINTYRE, Auteur ; Serife YUCESOY-OZKAN, Auteur ; Melissa N. SAVAGE, Auteur . - p.514-514. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-1 (January 2023) . - p.514-514 Index. décimale : PER Périodiques En ligne : https://doi.org/10.1007/s10803-022-05438-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493

Educational Interventions for Children and Youth with Autism: A 40-Year Perspective / Samuel L. ODOM in Journal of Autism and Developmental Disorders, 51-12 (December 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4354-4369 Titre : Educational Interventions for Children and Youth with Autism: A 40-Year Perspective Type de document : texte imprimé Auteurs : Samuel L. ODOM, Auteur ; Laura J. HALL, Auteur ; Kristi L. MORIN, Auteur ; Bonnie KRAEMER, Auteur ; Kara HUME, Auteur ; Nancy C. MCINTYRE, Auteur ; Sallie W. NOWELL, Auteur ; Jessica R. STEINBRENNER, Auteur ; Brianne TOMASZEWSKI, Auteur ; Ann M. SAM, Auteur ; Leann S. DAWALT, Auteur Article en page(s) : p.4354-4369 Langues : Anglais (eng) Mots-clés : Adolescent  Autism Spectrum Disorder/diagnosis/therapy  Autistic Disorder/therapy  Child  Humans  Schools  Educational Interventions  Human Subjects Research committee was not required. The authors have no conflict of  interests to disclose related to this paper. Index. décimale : PER Périodiques Résumé : Commemorating the 40 th anniversary of the Diagnostic and Statistical Manual (DSM) III, the purpose of this commentary is to describe school-based and school-relevant interventions and instructional approaches for children and youth with autism that have been developed and employed during that time period. The commentary begins with a brief description of foundational research that provides an historical context. Research themes shaped by science, ethics, social policy, and the changes in the DSM provide an organization for describing the evolution of intervention and instructional practices over the four previous decades. The commentary concludes with a discussion of school-contextual variables that influence implementation and the promise of the "iSciences" for closing the research to practice gap in the future. En ligne : http://dx.doi.org/10.1007/s10803-021-04990-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 [article] Educational Interventions for Children and Youth with Autism: A 40-Year Perspective [texte imprimé] / Samuel L. ODOM, Auteur ; Laura J. HALL, Auteur ; Kristi L. MORIN, Auteur ; Bonnie KRAEMER, Auteur ; Kara HUME, Auteur ; Nancy C. MCINTYRE, Auteur ; Sallie W. NOWELL, Auteur ; Jessica R. STEINBRENNER, Auteur ; Brianne TOMASZEWSKI, Auteur ; Ann M. SAM, Auteur ; Leann S. DAWALT, Auteur . - p.4354-4369. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4354-4369 Mots-clés : Adolescent  Autism Spectrum Disorder/diagnosis/therapy  Autistic Disorder/therapy  Child  Humans  Schools  Educational Interventions  Human Subjects Research committee was not required. The authors have no conflict of  interests to disclose related to this paper. Index. décimale : PER Périodiques Résumé : Commemorating the 40 th anniversary of the Diagnostic and Statistical Manual (DSM) III, the purpose of this commentary is to describe school-based and school-relevant interventions and instructional approaches for children and youth with autism that have been developed and employed during that time period. The commentary begins with a brief description of foundational research that provides an historical context. Research themes shaped by science, ethics, social policy, and the changes in the DSM provide an organization for describing the evolution of intervention and instructional practices over the four previous decades. The commentary concludes with a discussion of school-contextual variables that influence implementation and the promise of the "iSciences" for closing the research to practice gap in the future. En ligne : http://dx.doi.org/10.1007/s10803-021-04990-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454

Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation Review / Kara HUME in Journal of Autism and Developmental Disorders, 51-11 (November 2021)  

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Parent Coaching in a Multimodal Communication Intervention for Children with Autism / Ching-Yi LIAO in Focus on Autism and Other Developmental Disabilities, 37-3 (September 2022)  

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A Survey of the Experiences of Paraprofessionals With Roles, Training, and Communication When Working With Students With Autism / Kristi L. MORIN in Focus on Autism and Other Developmental Disabilities, 37-2 (June 2022)  

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