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)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 37-3 (September 2022) . - p.158-168 Titre : Parent Coaching in a Multimodal Communication Intervention for Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Ching-Yi LIAO, Auteur ; J. B. GANZ, Auteur ; Sanikan WATTANAWONGWAN, Auteur ; April N. HAAS, Auteur ; Sarah K. URA, Auteur ; Kimberly J. VANNEST, Auteur ; Kristi L. MORIN, Auteur Article en page(s) : p.158-168 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  multimodal communication intervention  parent coaching  behavioral strategies  augmentative and alternative communication Index. décimale : PER Périodiques Résumé : Social-communication deficits associated with autism spectrum disorder often lead to undesirable outcomes in other domains, such as interpersonal relationships, employment, and participation in community activities. Parents may be ideal implementers of interventions to address these deficits when provided with instruction that is efficacious and feasible. This study evaluated a web-based group training and multimodal communication protocol of individualized parent coaching to improve parent implementation of communication intervention components. Results indicated a moderate functional relation between the parent-coaching intervention and parent implementation of the instructional behaviors. Implications and suggestions for future research are discussed. En ligne : http://dx.doi.org/10.1177/10883576221099896 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 [article] Parent Coaching in a Multimodal Communication Intervention for Children with Autism [Texte imprimé et/ou numérique] / Ching-Yi LIAO, Auteur ; J. B. GANZ, Auteur ; Sanikan WATTANAWONGWAN, Auteur ; April N. HAAS, Auteur ; Sarah K. URA, Auteur ; Kimberly J. VANNEST, Auteur ; Kristi L. MORIN, Auteur . - p.158-168. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 37-3 (September 2022) . - p.158-168 Mots-clés : autism spectrum disorder  multimodal communication intervention  parent coaching  behavioral strategies  augmentative and alternative communication Index. décimale : PER Périodiques Résumé : Social-communication deficits associated with autism spectrum disorder often lead to undesirable outcomes in other domains, such as interpersonal relationships, employment, and participation in community activities. Parents may be ideal implementers of interventions to address these deficits when provided with instruction that is efficacious and feasible. This study evaluated a web-based group training and multimodal communication protocol of individualized parent coaching to improve parent implementation of communication intervention components. Results indicated a moderate functional relation between the parent-coaching intervention and parent implementation of the instructional behaviors. Implications and suggestions for future research are discussed. En ligne : http://dx.doi.org/10.1177/10883576221099896 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485

Understanding the Effect Size of Peer-Mediated Academic Instruction: A Meta-Analysis / April N. HAAS 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) . - 3-12 Titre : Understanding the Effect Size of Peer-Mediated Academic Instruction: A Meta-Analysis Type de document : Texte imprimé et/ou numérique Auteurs : April N. HAAS, Auteur ; Kimberly J. VANNEST, Auteur ; Marcus C. FULLER, Auteur ; Jennifer B. GANZ, Auteur Article en page(s) : 3-12 Langues : Anglais (eng) Mots-clés : autism  peer tutoring  academic interventions Index. décimale : PER Périodiques Résumé : A deficit in social skills often makes teaching academics a second thought when instructing students with autism. Peer-mediated instruction has been well studied for increasing academic skills across various disabilities and social skills for students with autism spectrum disorder (ASD). The purpose of this study was to determine the effect size of peer-mediated academic instruction (PMAI) to increase academic skills for students with ASD. Results indicate studies demonstrate a weak to moderate effect when using PMAI to teach students with ASD. These results validate PMAI can be effective when teaching academic skills to students with ASD; however, more studies are needed to better understand for whom and under what conditions PMAI is most effective. En ligne : http://dx.doi.org/10.1177/10883576211023329 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460 [article] Understanding the Effect Size of Peer-Mediated Academic Instruction: A Meta-Analysis [Texte imprimé et/ou numérique] / April N. HAAS, Auteur ; Kimberly J. VANNEST, Auteur ; Marcus C. FULLER, Auteur ; Jennifer B. GANZ, Auteur . - 3-12. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 37-1 (March 2022) . - 3-12 Mots-clés : autism  peer tutoring  academic interventions Index. décimale : PER Périodiques Résumé : A deficit in social skills often makes teaching academics a second thought when instructing students with autism. Peer-mediated instruction has been well studied for increasing academic skills across various disabilities and social skills for students with autism spectrum disorder (ASD). The purpose of this study was to determine the effect size of peer-mediated academic instruction (PMAI) to increase academic skills for students with ASD. Results indicate studies demonstrate a weak to moderate effect when using PMAI to teach students with ASD. These results validate PMAI can be effective when teaching academic skills to students with ASD; however, more studies are needed to better understand for whom and under what conditions PMAI is most effective. En ligne : http://dx.doi.org/10.1177/10883576211023329 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460

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