Can I Learn to Play? Randomized Control Trial to Assess Effectiveness of a Peer-Mediated Intervention to Improve Play in Children with Autism Spectrum Disorder / Cally KENT in Journal of Autism and Developmental Disorders, 51-6 (June 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-6 (June 2021) . - p.1823-1838 Titre : Can I Learn to Play? Randomized Control Trial to Assess Effectiveness of a Peer-Mediated Intervention to Improve Play in Children with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Cally KENT, Auteur ; Reinie CORDIER, Auteur ; Annette V. JOOSTEN, Auteur ; Sarah WILKES-GILLAN, Auteur ; Anita BUNDY, Auteur Article en page(s) : p.1823-1838 Langues : Anglais (eng) Mots-clés : Australia  Autism Spectrum Disorder/psychology/therapy  Child  Female  Humans  Male  Play Therapy/methods  Social Behavior  Treatment Outcome  Autism  Intervention  Play  Video modeling Index. décimale : PER Périodiques Résumé : Play is often used in interventions to improve social outcomes for children with autism spectrum disorders (ASD). Play is a primary occupation of childhood and, therefore, an important outcome of intervention. The Ultimate Guide to Play, Language and Friendship (PLF) is a peer-mediated intervention for 6-11-year-old children with ASD. A total of 68 dyads were randomized to either a 10-week treatment first or waitlist control group. Results revealed a significant moderate intervention effect from pre- to post-intervention, which was maintained to the 3-month follow-up clinic session and generalized to the home environment. The findings support that the PLF intervention can be used to positively improve play in 6-11-year-old children with ASD.Australian New Zealand Clinical Trials Registry, https://www.anzctr.org.au/ (ACTRN12615000008527; Universal Trial Number: U1111-1165-2708). En ligne : http://dx.doi.org/10.1007/s10803-020-04671-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 [article] Can I Learn to Play? Randomized Control Trial to Assess Effectiveness of a Peer-Mediated Intervention to Improve Play in Children with Autism Spectrum Disorder [texte imprimé] / Cally KENT, Auteur ; Reinie CORDIER, Auteur ; Annette V. JOOSTEN, Auteur ; Sarah WILKES-GILLAN, Auteur ; Anita BUNDY, Auteur . - p.1823-1838. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-6 (June 2021) . - p.1823-1838 Mots-clés : Australia  Autism Spectrum Disorder/psychology/therapy  Child  Female  Humans  Male  Play Therapy/methods  Social Behavior  Treatment Outcome  Autism  Intervention  Play  Video modeling Index. décimale : PER Périodiques Résumé : Play is often used in interventions to improve social outcomes for children with autism spectrum disorders (ASD). Play is a primary occupation of childhood and, therefore, an important outcome of intervention. The Ultimate Guide to Play, Language and Friendship (PLF) is a peer-mediated intervention for 6-11-year-old children with ASD. A total of 68 dyads were randomized to either a 10-week treatment first or waitlist control group. Results revealed a significant moderate intervention effect from pre- to post-intervention, which was maintained to the 3-month follow-up clinic session and generalized to the home environment. The findings support that the PLF intervention can be used to positively improve play in 6-11-year-old children with ASD.Australian New Zealand Clinical Trials Registry, https://www.anzctr.org.au/ (ACTRN12615000008527; Universal Trial Number: U1111-1165-2708). En ligne : http://dx.doi.org/10.1007/s10803-020-04671-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452

Can We Play Together? A Closer Look at the Peers of a Peer-Mediated Intervention to Improve Play in Children with Autism Spectrum Disorder / Cally KENT in Journal of Autism and Developmental Disorders, 50-8 (August 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-8 (August 2020) . - p.2860-2873 Titre : Can We Play Together? A Closer Look at the Peers of a Peer-Mediated Intervention to Improve Play in Children with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Cally KENT, Auteur ; Reinie CORDIER, Auteur ; Annette V. JOOSTEN, Auteur ; Sarah WILKES-GILLAN, Auteur ; Anita BUNDY, Auteur Article en page(s) : p.2860-2873 Langues : Anglais (eng) Mots-clés : Autism  Intervention  Peers  Play  Video modelling Index. décimale : PER Périodiques Résumé : Peer-mediated interventions (PMIs) are often used to support children with autism spectrum disorder (ASD) to develop social skills. However, more investigation is needed to better understand the role of peers as both intervention recipients and models. Sixty-five typically developing peers who participated in a PMI for children with ASD were investigated using a randomised control trial. Play sessions of the dyads were scored using the Test of Playfulness. Results showed a significant moderate intervention effect for the peers from pre- to post-intervention; outcomes for children with ASD were not influenced by peer characteristics; and, the children demonstrated a similar pattern of play interaction. Implications for practice are discussed.Clinical Trials Registry Australian New Zealand Clinical Trials Registry, https://www.anzctr.org.au/ (ACTRN12615000008527; Universal Trial Number: U1111-1165-2708). En ligne : http://dx.doi.org/10.1007/s10803-020-04387-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428 [article] Can We Play Together? A Closer Look at the Peers of a Peer-Mediated Intervention to Improve Play in Children with Autism Spectrum Disorder [texte imprimé] / Cally KENT, Auteur ; Reinie CORDIER, Auteur ; Annette V. JOOSTEN, Auteur ; Sarah WILKES-GILLAN, Auteur ; Anita BUNDY, Auteur . - p.2860-2873. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-8 (August 2020) . - p.2860-2873 Mots-clés : Autism  Intervention  Peers  Play  Video modelling Index. décimale : PER Périodiques Résumé : Peer-mediated interventions (PMIs) are often used to support children with autism spectrum disorder (ASD) to develop social skills. However, more investigation is needed to better understand the role of peers as both intervention recipients and models. Sixty-five typically developing peers who participated in a PMI for children with ASD were investigated using a randomised control trial. Play sessions of the dyads were scored using the Test of Playfulness. Results showed a significant moderate intervention effect for the peers from pre- to post-intervention; outcomes for children with ASD were not influenced by peer characteristics; and, the children demonstrated a similar pattern of play interaction. Implications for practice are discussed.Clinical Trials Registry Australian New Zealand Clinical Trials Registry, https://www.anzctr.org.au/ (ACTRN12615000008527; Universal Trial Number: U1111-1165-2708). En ligne : http://dx.doi.org/10.1007/s10803-020-04387-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428

Closing the Gap Between Theory and Practice: Conceptualisation of a School-Based Intervention to Improve the School Participation of Primary School Students on the Autism Spectrum and Their Typically Developing Peers / Amy HODGES in Journal of Autism and Developmental Disorders, 52-7 (July 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-7 (July 2022) . - p.3230-3245 Titre : Closing the Gap Between Theory and Practice: Conceptualisation of a School-Based Intervention to Improve the School Participation of Primary School Students on the Autism Spectrum and Their Typically Developing Peers Type de document : texte imprimé Auteurs : Amy HODGES, Auteur ; Reinie CORDIER, Auteur ; Annette V. JOOSTEN, Auteur ; Helen M. BOURKE-TAYLOR, Auteur Article en page(s) : p.3230-3245 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy  Autistic Disorder  Concept Formation  Humans  Schools  Students  Autism  Intervention development  Psychosocial intervention  Theoretical model Index. décimale : PER Périodiques Résumé : Limited interventions exist that support student's school participation. This paper describes a theoretical model of school participation and the iterative process that led to the development of an intervention that aims to improve the school participation of students on the autism spectrum and their typically developing peers. Literature on autism, school participation and intervention research were integrated to develop a theoretical model. Focus groups, a Delphi study, online surveys, and reference group consultation helped to develop and refine the intervention. A novel school-based intervention was developed. The impetus to develop interventions with a strong theoretical rationale is discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05362-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477 [article] Closing the Gap Between Theory and Practice: Conceptualisation of a School-Based Intervention to Improve the School Participation of Primary School Students on the Autism Spectrum and Their Typically Developing Peers [texte imprimé] / Amy HODGES, Auteur ; Reinie CORDIER, Auteur ; Annette V. JOOSTEN, Auteur ; Helen M. BOURKE-TAYLOR, Auteur . - p.3230-3245. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-7 (July 2022) . - p.3230-3245 Mots-clés : Autism Spectrum Disorder/therapy  Autistic Disorder  Concept Formation  Humans  Schools  Students  Autism  Intervention development  Psychosocial intervention  Theoretical model Index. décimale : PER Périodiques Résumé : Limited interventions exist that support student's school participation. This paper describes a theoretical model of school participation and the iterative process that led to the development of an intervention that aims to improve the school participation of students on the autism spectrum and their typically developing peers. Literature on autism, school participation and intervention research were integrated to develop a theoretical model. Focus groups, a Delphi study, online surveys, and reference group consultation helped to develop and refine the intervention. A novel school-based intervention was developed. The impetus to develop interventions with a strong theoretical rationale is discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05362-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477

Expert Consensus on the Development of a School-Based Intervention to Improve the School Participation and Connectedness of Elementary Students on the Autism Spectrum: A Delphi Study / Amy HODGES 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) . - 13-23 Titre : Expert Consensus on the Development of a School-Based Intervention to Improve the School Participation and Connectedness of Elementary Students on the Autism Spectrum: A Delphi Study Type de document : texte imprimé Auteurs : Amy HODGES, Auteur ; Reinie CORDIER, Auteur ; Annette V. JOOSTEN, Auteur ; Helen M. BOURKE-TAYLOR, Auteur Article en page(s) : 13-23 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  elementary  intervention  inclusion Index. décimale : PER Périodiques Résumé : School participation and connectedness have significant implications for student outcomes while at school and in later life. The need to develop evidence-based interventions to proactively support students with autism spectrum disorder (ASD) is imperative. A two-round Delphi technique was used to gain expert consensus to inform the development of a school-based intervention to improve the school participation and connectedness of elementary students with ASD. Seventy-six expert clinicians, educators, and researchers completed Round 1 and 65 completed Round 2. Consensus was achieved on the application of a conceptual framework of participation in Round 1, which informed the theoretical rationale of the intervention. Consensus on the importance of proposed classroom modules and the feasibility of proposed intervention techniques was achieved in Round 2. The process of gaining expert perspectives to develop an evidence-based intervention provides greater confidence that the intervention will be effective in achieving meaningful outcomes for students with ASD. En ligne : http://dx.doi.org/10.1177/10883576211030483 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460 [article] Expert Consensus on the Development of a School-Based Intervention to Improve the School Participation and Connectedness of Elementary Students on the Autism Spectrum: A Delphi Study [texte imprimé] / Amy HODGES, Auteur ; Reinie CORDIER, Auteur ; Annette V. JOOSTEN, Auteur ; Helen M. BOURKE-TAYLOR, Auteur . - 13-23. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 37-1 (March 2022) . - 13-23 Mots-clés : autism spectrum disorder  elementary  intervention  inclusion Index. décimale : PER Périodiques Résumé : School participation and connectedness have significant implications for student outcomes while at school and in later life. The need to develop evidence-based interventions to proactively support students with autism spectrum disorder (ASD) is imperative. A two-round Delphi technique was used to gain expert consensus to inform the development of a school-based intervention to improve the school participation and connectedness of elementary students with ASD. Seventy-six expert clinicians, educators, and researchers completed Round 1 and 65 completed Round 2. Consensus was achieved on the application of a conceptual framework of participation in Round 1, which informed the theoretical rationale of the intervention. Consensus on the importance of proposed classroom modules and the feasibility of proposed intervention techniques was achieved in Round 2. The process of gaining expert perspectives to develop an evidence-based intervention provides greater confidence that the intervention will be effective in achieving meaningful outcomes for students with ASD. En ligne : http://dx.doi.org/10.1177/10883576211030483 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460

Intrinsic and Extrinsic Motivation for Stereotypic and Repetitive Behavior / Annette V. JOOSTEN in Journal of Autism and Developmental Disorders, 39-3 (March 2009)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 39-3 (March 2009) . - p.521-531 Titre : Intrinsic and Extrinsic Motivation for Stereotypic and Repetitive Behavior Type de document : texte imprimé Auteurs : Annette V. JOOSTEN, Auteur ; Anita BUNDY, Auteur ; Stewart L. EINFELD, Auteur Année de publication : 2009 Article en page(s) : p.521-531 Langues : Anglais (eng) Mots-clés : Stereotypic Intrinsic Extrinsic Anxiety Rasch-analysis Index. décimale : PER Périodiques Résumé : This study provides evidence for intrinsic and extrinsic motivators for stereotypical and repetitive behavior in children with autism and intellectual disability and children with intellectual disability alone. We modified the Motivation Assessment Scale (MAS) (1988b); dividing it into intrinsic and extrinsic measures and adding items to assess anxiety as an intrinsic motivator. Rasch analysis of data from 279 MASs (74 children) revealed that the items formed two unidimensional scales. Anxiety was a more likely intrinsic motivator than sensory seeking for children with dual diagnoses; the reverse was true for children with intellectual disability only. Escape and gaining a tangible object were the most common extrinsic motivators for those with dual diagnoses and attention and escape for children with intellectual disability. En ligne : http://dx.doi.org/10.1007/s10803-008-0654-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=697 [article] Intrinsic and Extrinsic Motivation for Stereotypic and Repetitive Behavior [texte imprimé] / Annette V. JOOSTEN, Auteur ; Anita BUNDY, Auteur ; Stewart L. EINFELD, Auteur . - 2009 . - p.521-531. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 39-3 (March 2009) . - p.521-531 Mots-clés : Stereotypic Intrinsic Extrinsic Anxiety Rasch-analysis Index. décimale : PER Périodiques Résumé : This study provides evidence for intrinsic and extrinsic motivators for stereotypical and repetitive behavior in children with autism and intellectual disability and children with intellectual disability alone. We modified the Motivation Assessment Scale (MAS) (1988b); dividing it into intrinsic and extrinsic measures and adding items to assess anxiety as an intrinsic motivator. Rasch analysis of data from 279 MASs (74 children) revealed that the items formed two unidimensional scales. Anxiety was a more likely intrinsic motivator than sensory seeking for children with dual diagnoses; the reverse was true for children with intellectual disability only. Escape and gaining a tangible object were the most common extrinsic motivators for those with dual diagnoses and attention and escape for children with intellectual disability. En ligne : http://dx.doi.org/10.1007/s10803-008-0654-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=697

A Play-Based, Peer-Mediated Pragmatic Language Intervention for School-Aged Children on the Autism Spectrum: Predicting Who Benefits Most / Lauren PARSONS in Journal of Autism and Developmental Disorders, 49-10 (October 2019)  

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Preparing Children with Autism for Transition to Mainstream School and Perspectives on Supporting Positive School Experiences / Tegan J. LARCOMBE in Journal of Autism and Developmental Disorders, 49-8 (August 2019)  

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The Motivation of Stereotypic and Repetitive Behavior: Examination of Construct Validity of the Motivation Assessment Scale / Annette V. JOOSTEN in Journal of Autism and Developmental Disorders, 38-7 (August 2008)  

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Utilisation of evidence-based practices by ASD early intervention service providers / Jessica PAYNTER in Autism, 21-2 (February 2017)  

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Visual search strategies during facial recognition in children with ASD / Matthew A. ALBRECHT in Research in Autism Spectrum Disorders, 8-5 (May 2014)  

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