Implementing Pivotal Response Treatment to Teach Question Asking to High School Students with Autism Spectrum Disorder / Jennifer S. KOWITT in Journal of Autism and Developmental Disorders, 55-9 (September 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-9 (September 2025) . - p.3065-3077 Titre : Implementing Pivotal Response Treatment to Teach Question Asking to High School Students with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Jennifer S. KOWITT, Auteur ; Joseph W. MADAUS, Auteur ; Brandi SIMONSEN, Auteur ; Jennifer FREEMAN, Auteur ; Allison LOMBARDI, Auteur ; Pamela VENTOLA, Auteur Article en page(s) : p.3065-3077 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The purpose of this study was to test the use of Pivotal Response Treatment (PRT) in the secondary school setting. There were two main goals: (a) to evaluate secondary education providers' ability to implement PRT with fidelity following a PRT training program; and (b) to evaluate the effects of school-implemented PRT on the social communication skills of adolescents and young adults with ASD, specifically, question-asking behavior. This concurrent multiple baseline design study across dyads investigated the use of PRT in the secondary school setting with adolescents with ASD. Specifically, it examined the impact of PRT on question-asking behavior. Education providers (n = 3) were trained to implement PRT with a secondary student with ASD. All education providers improved in their ability to use PRT strategies, though struggled with fidelity. Two students exhibited clear effects with noteworthy improvement in their use of targeted question initiations. For targeted question initiations, the weighted value for the Tau-U phase contrast between aggregated baseline and intervention phases was 0.80 and statistically significant (p < .0001). PRT is a promising approach to increasing question-asking behavior in secondary students with ASD when implemented by a trained education provider. Continued research should be a matter of priority in order to expand social skills instruction for adolescents with ASD with the hope of ultimately making a positive difference in adult outcomes. En ligne : https://doi.org/10.1007/s10803-024-06405-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566 [article] Implementing Pivotal Response Treatment to Teach Question Asking to High School Students with Autism Spectrum Disorder [texte imprimé] / Jennifer S. KOWITT, Auteur ; Joseph W. MADAUS, Auteur ; Brandi SIMONSEN, Auteur ; Jennifer FREEMAN, Auteur ; Allison LOMBARDI, Auteur ; Pamela VENTOLA, Auteur . - p.3065-3077. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-9 (September 2025) . - p.3065-3077 Index. décimale : PER Périodiques Résumé : The purpose of this study was to test the use of Pivotal Response Treatment (PRT) in the secondary school setting. There were two main goals: (a) to evaluate secondary education providers' ability to implement PRT with fidelity following a PRT training program; and (b) to evaluate the effects of school-implemented PRT on the social communication skills of adolescents and young adults with ASD, specifically, question-asking behavior. This concurrent multiple baseline design study across dyads investigated the use of PRT in the secondary school setting with adolescents with ASD. Specifically, it examined the impact of PRT on question-asking behavior. Education providers (n = 3) were trained to implement PRT with a secondary student with ASD. All education providers improved in their ability to use PRT strategies, though struggled with fidelity. Two students exhibited clear effects with noteworthy improvement in their use of targeted question initiations. For targeted question initiations, the weighted value for the Tau-U phase contrast between aggregated baseline and intervention phases was 0.80 and statistically significant (p < .0001). PRT is a promising approach to increasing question-asking behavior in secondary students with ASD when implemented by a trained education provider. Continued research should be a matter of priority in order to expand social skills instruction for adolescents with ASD with the hope of ultimately making a positive difference in adult outcomes. En ligne : https://doi.org/10.1007/s10803-024-06405-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566

Understanding the Academic Success of Academically Talented College Students with Autism Spectrum Disorders / Sally M. REIS in Journal of Autism and Developmental Disorders, 52-10 (October 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-10 (October 2022) . - p.4426-4439 Titre : Understanding the Academic Success of Academically Talented College Students with Autism Spectrum Disorders Type de document : texte imprimé Auteurs : Sally M. REIS, Auteur ; Nicholas W. GELBAR, Auteur ; Joseph W. MADAUS, Auteur Article en page(s) : p.4426-4439 Langues : Anglais (eng) Mots-clés : Academically talented  Autism  High school academic success  Transition to college  Twice-exceptional Index. décimale : PER Périodiques Résumé : Little is known about the academic and extra-curricular experiences of academically talented students with Autism Spectrum Disorder (ASD). This study focused on how these capable students with ASD successfully navigated and completed high school, and specifically, the experiences that enabled them to attend competitive colleges. Using comparative case studies and directed content analysis, data were derived from semi-structured interviews with 40 students who had been identified as academically talented with ASD, and were enrolled in, or recently graduated from, highly competitive colleges in the United States. The majority were identified as having academic talents, participated in challenging honors classes, enrichment opportunities, interest-based extra-curricular activities, residential summer programs, and pursued other advanced educational experiences. Implications for educational and talent development services are included. En ligne : http://dx.doi.org/10.1007/s10803-021-05290-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486 [article] Understanding the Academic Success of Academically Talented College Students with Autism Spectrum Disorders [texte imprimé] / Sally M. REIS, Auteur ; Nicholas W. GELBAR, Auteur ; Joseph W. MADAUS, Auteur . - p.4426-4439. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-10 (October 2022) . - p.4426-4439 Mots-clés : Academically talented  Autism  High school academic success  Transition to college  Twice-exceptional Index. décimale : PER Périodiques Résumé : Little is known about the academic and extra-curricular experiences of academically talented students with Autism Spectrum Disorder (ASD). This study focused on how these capable students with ASD successfully navigated and completed high school, and specifically, the experiences that enabled them to attend competitive colleges. Using comparative case studies and directed content analysis, data were derived from semi-structured interviews with 40 students who had been identified as academically talented with ASD, and were enrolled in, or recently graduated from, highly competitive colleges in the United States. The majority were identified as having academic talents, participated in challenging honors classes, enrichment opportunities, interest-based extra-curricular activities, residential summer programs, and pursued other advanced educational experiences. Implications for educational and talent development services are included. En ligne : http://dx.doi.org/10.1007/s10803-021-05290-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486

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