Brief Report: The Experiences of Families of Children with an Autism Spectrum Disorder When Seeking Patient-and Family-Centered Care / Jennifer L. KOUO in Journal of Autism and Developmental Disorders, 52-9 (September 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-9 (September 2022) . - p.4172-4180 Titre : Brief Report: The Experiences of Families of Children with an Autism Spectrum Disorder When Seeking Patient-and Family-Centered Care Type de document : texte imprimé Auteurs : Jennifer L. KOUO, Auteur ; Theodore S. KOUO, Auteur ; Jillian GALLOGLY, Auteur Article en page(s) : p.4172-4180 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy  Child  Delivery of Health Care  Health Personnel  Humans  Patient-Centered Care  Acute care settings  Autism spectrum disorder  Families  Healthcare  Patient- and family-centered care  Perspectives Index. décimale : PER Périodiques Résumé : Patient-and family-centered care (PFCC) is a partnership among healthcare professionals, patients, and families that is grounded in mutual respect and is an approach that impacts delivery of care, decision-making, and information sharing. PFCC should be implemented for all, including individuals with Autism Spectrum Disorders (ASD), who experience adverse medical encounters despite increased prevalence and healthcare utilization. Insights into the experiences of families during medical experiences can inform clinical practice by increasing healthcare professionals' understanding of the population. Using a mixed-methods approach, the perspectives of 40 families were analyzed. The themes include barriers and opportunities to improve upon the delivery of PFCC, which help to advance healthcare interactions and inform solution-based initiatives to facilitate medical visits that may benefit all patients. En ligne : http://dx.doi.org/10.1007/s10803-021-05272-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486 [article] Brief Report: The Experiences of Families of Children with an Autism Spectrum Disorder When Seeking Patient-and Family-Centered Care [texte imprimé] / Jennifer L. KOUO, Auteur ; Theodore S. KOUO, Auteur ; Jillian GALLOGLY, Auteur . - p.4172-4180. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-9 (September 2022) . - p.4172-4180 Mots-clés : Autism Spectrum Disorder/therapy  Child  Delivery of Health Care  Health Personnel  Humans  Patient-Centered Care  Acute care settings  Autism spectrum disorder  Families  Healthcare  Patient- and family-centered care  Perspectives Index. décimale : PER Périodiques Résumé : Patient-and family-centered care (PFCC) is a partnership among healthcare professionals, patients, and families that is grounded in mutual respect and is an approach that impacts delivery of care, decision-making, and information sharing. PFCC should be implemented for all, including individuals with Autism Spectrum Disorders (ASD), who experience adverse medical encounters despite increased prevalence and healthcare utilization. Insights into the experiences of families during medical experiences can inform clinical practice by increasing healthcare professionals' understanding of the population. Using a mixed-methods approach, the perspectives of 40 families were analyzed. The themes include barriers and opportunities to improve upon the delivery of PFCC, which help to advance healthcare interactions and inform solution-based initiatives to facilitate medical visits that may benefit all patients. En ligne : http://dx.doi.org/10.1007/s10803-021-05272-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486

A Scoping Review of Targeted Interventions and Training to Facilitate Medical Encounters for School-Aged Patients with an Autism Spectrum Disorder / Jennifer L. KOUO in Journal of Autism and Developmental Disorders, 51-8 (August 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-8 (August 2021) . - p.2829-2851 Titre : A Scoping Review of Targeted Interventions and Training to Facilitate Medical Encounters for School-Aged Patients with an Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Jennifer L. KOUO, Auteur ; Theodore S. KOUO, Auteur Article en page(s) : p.2829-2851 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis/psychology/therapy  Child  Early Intervention, Educational/methods  Health Personnel/education/psychology  Humans  Patient-Centered Care/methods  Schools  Students/psychology  Autism spectrum disorder  Evidence-based practices  Healthcare provider training  Medical encounters Index. décimale : PER Périodiques Résumé : Individuals with an autism spectrum disorder (ASD) have a greater number of healthcare provider interactions than individuals without ASD. The obstacles to patient-centered care for this population, which include inflexibility of hospital environments, limited resources, and inadequate training, has been documented. However, there is little knowledge on efforts to address such concerns. A scoping review was conducted and the systematic search of the literature resulted in 23 relevant studies. The predominant themes include the use of data collection instruments, application of evidence-based practices and resources, and training of providers. The results of this review have implications for practitioners and future research to adapt and improve upon the provision of medical care for individuals with ASD across the lifespan. En ligne : http://dx.doi.org/10.1007/s10803-020-04716-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453 [article] A Scoping Review of Targeted Interventions and Training to Facilitate Medical Encounters for School-Aged Patients with an Autism Spectrum Disorder [texte imprimé] / Jennifer L. KOUO, Auteur ; Theodore S. KOUO, Auteur . - p.2829-2851. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-8 (August 2021) . - p.2829-2851 Mots-clés : Autism Spectrum Disorder/diagnosis/psychology/therapy  Child  Early Intervention, Educational/methods  Health Personnel/education/psychology  Humans  Patient-Centered Care/methods  Schools  Students/psychology  Autism spectrum disorder  Evidence-based practices  Healthcare provider training  Medical encounters Index. décimale : PER Périodiques Résumé : Individuals with an autism spectrum disorder (ASD) have a greater number of healthcare provider interactions than individuals without ASD. The obstacles to patient-centered care for this population, which include inflexibility of hospital environments, limited resources, and inadequate training, has been documented. However, there is little knowledge on efforts to address such concerns. A scoping review was conducted and the systematic search of the literature resulted in 23 relevant studies. The predominant themes include the use of data collection instruments, application of evidence-based practices and resources, and training of providers. The results of this review have implications for practitioners and future research to adapt and improve upon the provision of medical care for individuals with ASD across the lifespan. En ligne : http://dx.doi.org/10.1007/s10803-020-04716-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453

Technology-Aided Instruction and Intervention in Teaching Students With Autism to Make Inferences / Jennifer L. KOUO in Focus on Autism and Other Developmental Disabilities, 36-3 (September 2021)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 36-3 (September 2021) . - p.148-155 Titre : Technology-Aided Instruction and Intervention in Teaching Students With Autism to Make Inferences Type de document : texte imprimé Auteurs : Jennifer L. KOUO, Auteur ; Courtney VISCO, Auteur Article en page(s) : p.148-155 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  educational evidence-based practices  literacy Index. décimale : PER Périodiques Résumé : Inferential readings skills are necessary in ensuring that students with autism spectrum disorders (ASD) are successful in the general education curriculum. These skills provide a foundation for reading comprehension across content areas. Technology-aided instruction and intervention (TAII) has the potential to address these reading deficits, by presenting content in an interactive format. Using an adapted alternating treatment design (ATD), the present study compared the impact of the TinyTap app, videos, and traditional graphic organizers to improve the inferential reading skills of two middle school students with ASD. Replication of the most effective intervention occurred, and maintenance data were collected. The results suggested that the TinyTap treatment condition was the most functionally effective in increasing inferential reading skills. From the research, there are a number of implications moving forward for both practitioners and future researchers examining the impact of TAII on academic skills. En ligne : http://dx.doi.org/10.1177/10883576211012597 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460 [article] Technology-Aided Instruction and Intervention in Teaching Students With Autism to Make Inferences [texte imprimé] / Jennifer L. KOUO, Auteur ; Courtney VISCO, Auteur . - p.148-155. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 36-3 (September 2021) . - p.148-155 Mots-clés : autism spectrum disorders  educational evidence-based practices  literacy Index. décimale : PER Périodiques Résumé : Inferential readings skills are necessary in ensuring that students with autism spectrum disorders (ASD) are successful in the general education curriculum. These skills provide a foundation for reading comprehension across content areas. Technology-aided instruction and intervention (TAII) has the potential to address these reading deficits, by presenting content in an interactive format. Using an adapted alternating treatment design (ATD), the present study compared the impact of the TinyTap app, videos, and traditional graphic organizers to improve the inferential reading skills of two middle school students with ASD. Replication of the most effective intervention occurred, and maintenance data were collected. The results suggested that the TinyTap treatment condition was the most functionally effective in increasing inferential reading skills. From the research, there are a number of implications moving forward for both practitioners and future researchers examining the impact of TAII on academic skills. En ligne : http://dx.doi.org/10.1177/10883576211012597 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460

The Effectiveness of a Packaged Intervention Including Point-of-View Video Modeling in Teaching Social Initiation Skills to Children With Autism Spectrum Disorders / Jennifer L. KOUO in Focus on Autism and Other Developmental Disabilities, 34-3 (September 2019)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 34-3 (September 2019) . - p.141-152 Titre : The Effectiveness of a Packaged Intervention Including Point-of-View Video Modeling in Teaching Social Initiation Skills to Children With Autism Spectrum Disorders Type de document : texte imprimé Auteurs : Jennifer L. KOUO, Auteur Article en page(s) : p.141-152 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  point-of-view video modeling  first-person perspective video modeling  social initiations  greetings  social communication and interaction Index. décimale : PER Périodiques Résumé : Deficits in social communication and interaction have been identified as distinguishing impairments for individuals with an autism spectrum disorder (ASD). As a pivotal skill, the successful development of social communication and interaction in individuals with ASD is a lifelong objective. Point-of-view video modeling (VM) has the potential to address these deficits. By presenting only what a person might see from his or her viewpoint, it may be more effective than other forms of VM, in limiting irrelevant stimuli and providing a clear frame of reference to facilitate imitation. The current study investigated the use of point-of-view VM in teaching social initiations (e.g., greetings). Using a multiple baseline across participants design, five kindergarten participants were taught greetings using a packaged intervention, which included point-of-view VM, video priming, verbal praise, reinforcement, and prompting. Immediately before and after viewing the entire point-of-view video model, the participants were evaluated on their greetings with a trained, typically developing peer serving as a communication partner. Specifically, the greetings involved participants’ abilities to shift their attention toward the peer who entered the room, maintain attention toward the peer, and engage in an appropriate greeting (e.g., hi, hello). Both generalization and maintenance were tested. Overall, the data suggest point-of-view VM is a promising intervention for increasing greetings. However, both generalization and maintenance were limited. Despite the limitations of the study and variable results, there are a number of implications moving forward for both practitioners and future researchers examining point-of-view modeling. En ligne : http://dx.doi.org/10.1177/1088357618815887 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405 [article] The Effectiveness of a Packaged Intervention Including Point-of-View Video Modeling in Teaching Social Initiation Skills to Children With Autism Spectrum Disorders [texte imprimé] / Jennifer L. KOUO, Auteur . - p.141-152. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 34-3 (September 2019) . - p.141-152 Mots-clés : autism spectrum disorder  point-of-view video modeling  first-person perspective video modeling  social initiations  greetings  social communication and interaction Index. décimale : PER Périodiques Résumé : Deficits in social communication and interaction have been identified as distinguishing impairments for individuals with an autism spectrum disorder (ASD). As a pivotal skill, the successful development of social communication and interaction in individuals with ASD is a lifelong objective. Point-of-view video modeling (VM) has the potential to address these deficits. By presenting only what a person might see from his or her viewpoint, it may be more effective than other forms of VM, in limiting irrelevant stimuli and providing a clear frame of reference to facilitate imitation. The current study investigated the use of point-of-view VM in teaching social initiations (e.g., greetings). Using a multiple baseline across participants design, five kindergarten participants were taught greetings using a packaged intervention, which included point-of-view VM, video priming, verbal praise, reinforcement, and prompting. Immediately before and after viewing the entire point-of-view video model, the participants were evaluated on their greetings with a trained, typically developing peer serving as a communication partner. Specifically, the greetings involved participants’ abilities to shift their attention toward the peer who entered the room, maintain attention toward the peer, and engage in an appropriate greeting (e.g., hi, hello). Both generalization and maintenance were tested. Overall, the data suggest point-of-view VM is a promising intervention for increasing greetings. However, both generalization and maintenance were limited. Despite the limitations of the study and variable results, there are a number of implications moving forward for both practitioners and future researchers examining point-of-view modeling. En ligne : http://dx.doi.org/10.1177/1088357618815887 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405

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