Inclusion for toddlers with autism spectrum disorders: The first ten years of a community program / Aubyn C. STAHMER in Autism, 15-5 (September 2011)  

Public ISBD [article]  inAutism > 15-5 (September 2011) . - p.625-641 Titre : Inclusion for toddlers with autism spectrum disorders: The first ten years of a community program Type de document : texte imprimé Auteurs : Aubyn C. STAHMER, Auteur ; Natacha AKSHOOMOFF, Auteur ; Allison B. CUNNINGHAM, Auteur Année de publication : 2011 Article en page(s) : p.625-641 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  community program  early intervention Index. décimale : PER Périodiques Résumé : The present quasi-experimental study examines the outcomes for a group of 102 children diagnosed with an autism spectrum disorder at age 2 who attended an inclusive toddler program (described by Stahmer and Ingersoll, 2004) until age 3. Outcomes on standardized developmental assessments indicate significant improvement, with large effect sizes, in developmental level, adaptive behavior and communication. Thirty-one of the children (31%) were functioning in the typically developing range when they exited the program at age 3, after an average of 8 months of intervention. Predictors of positive outcomes included length of time in the program, level of words and gestures use at entry and higher externalizing and lower internalizing behavior CBCL scores at entry. Implications for serving toddlers with autism in inclusive settings and suggestions for future research directions are discussed. En ligne : http://dx.doi.org/10.1177/1362361310392253 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=144 [article] Inclusion for toddlers with autism spectrum disorders: The first ten years of a community program [texte imprimé] / Aubyn C. STAHMER, Auteur ; Natacha AKSHOOMOFF, Auteur ; Allison B. CUNNINGHAM, Auteur . - 2011 . - p.625-641. Langues : Anglais (eng) in Autism > 15-5 (September 2011) . - p.625-641 Mots-clés : autism spectrum disorders  community program  early intervention Index. décimale : PER Périodiques Résumé : The present quasi-experimental study examines the outcomes for a group of 102 children diagnosed with an autism spectrum disorder at age 2 who attended an inclusive toddler program (described by Stahmer and Ingersoll, 2004) until age 3. Outcomes on standardized developmental assessments indicate significant improvement, with large effect sizes, in developmental level, adaptive behavior and communication. Thirty-one of the children (31%) were functioning in the typically developing range when they exited the program at age 3, after an average of 8 months of intervention. Predictors of positive outcomes included length of time in the program, level of words and gestures use at entry and higher externalizing and lower internalizing behavior CBCL scores at entry. Implications for serving toddlers with autism in inclusive settings and suggestions for future research directions are discussed. En ligne : http://dx.doi.org/10.1177/1362361310392253 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=144

Measuring Change in Social Interaction Skills of Young Children with Autism / Allison B. CUNNINGHAM in Journal of Autism and Developmental Disorders, 42-4 (April 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-4 (April 2012) . - p.593-605 Titre : Measuring Change in Social Interaction Skills of Young Children with Autism Type de document : texte imprimé Auteurs : Allison B. CUNNINGHAM, Auteur Année de publication : 2012 Article en page(s) : p.593-605 Langues : Anglais (eng) Mots-clés : Social interaction  Early intervention  Outcome  Assessment Index. décimale : PER Périodiques Résumé : Designing effective treatments for improving early social behaviors in autism has been identified as a critical research need. One barrier to drawing conclusions about optimal treatments for children with autism is the use of highly varied dependent measures in the treatment literature. Contributing to this is the absence of “gold standard” assessment batteries. This is particularly true for assessing changes in social interaction impairments in very young children with autism. This paper addresses this issue by reviewing variables important in the development and evaluation of assessment measures, discussing previous studies’ choices of socially-related dependent measures, and the strengths, limitations, and research questions pertaining to them. It concludes with recommendations for measurement selection and future directions for research. En ligne : http://dx.doi.org/10.1007/s10803-011-1280-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154 [article] Measuring Change in Social Interaction Skills of Young Children with Autism [texte imprimé] / Allison B. CUNNINGHAM, Auteur . - 2012 . - p.593-605. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-4 (April 2012) . - p.593-605 Mots-clés : Social interaction  Early intervention  Outcome  Assessment Index. décimale : PER Périodiques Résumé : Designing effective treatments for improving early social behaviors in autism has been identified as a critical research need. One barrier to drawing conclusions about optimal treatments for children with autism is the use of highly varied dependent measures in the treatment literature. Contributing to this is the absence of “gold standard” assessment batteries. This is particularly true for assessing changes in social interaction impairments in very young children with autism. This paper addresses this issue by reviewing variables important in the development and evaluation of assessment measures, discussing previous studies’ choices of socially-related dependent measures, and the strengths, limitations, and research questions pertaining to them. It concludes with recommendations for measurement selection and future directions for research. En ligne : http://dx.doi.org/10.1007/s10803-011-1280-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154

Stereotypy in autism: The importance of function / Allison B. CUNNINGHAM in Research in Autism Spectrum Disorders, 2-3 (July / September 2008)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 2-3 (July / September 2008) . - p.469-479 Titre : Stereotypy in autism: The importance of function Type de document : texte imprimé Auteurs : Allison B. CUNNINGHAM, Auteur ; Laura SCHREIBMAN, Auteur Année de publication : 2008 Article en page(s) : p.469-479 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : We argue for the utility of a functional definition of stereotypy based on evidence of both sensory automatic and socially mediated reinforcement contingencies in the occurrence of stereotypy in children with autism. A predetermined sensory function of stereotypy is often invoked in the behavioral literature and the term “self-stimulatory behavior” is commonly misused as interchangeable with “stereotypy.” We discuss evidence for a variety of potential functional properties of stereotypy. Diagnostic definitions are reviewed and support for both sensory and social functions is outlined. We argue that stereotypies should be described and categorized according to their function, rather than form. Furthermore, treatment decisions should be based on a functional interpretation of stereotypy, which acknowledges its operant and heterogeneous quality in autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.09.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546 [article] Stereotypy in autism: The importance of function [texte imprimé] / Allison B. CUNNINGHAM, Auteur ; Laura SCHREIBMAN, Auteur . - 2008 . - p.469-479. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 2-3 (July / September 2008) . - p.469-479 Index. décimale : PER Périodiques Résumé : We argue for the utility of a functional definition of stereotypy based on evidence of both sensory automatic and socially mediated reinforcement contingencies in the occurrence of stereotypy in children with autism. A predetermined sensory function of stereotypy is often invoked in the behavioral literature and the term “self-stimulatory behavior” is commonly misused as interchangeable with “stereotypy.” We discuss evidence for a variety of potential functional properties of stereotypy. Diagnostic definitions are reviewed and support for both sensory and social functions is outlined. We argue that stereotypies should be described and categorized according to their function, rather than form. Furthermore, treatment decisions should be based on a functional interpretation of stereotypy, which acknowledges its operant and heterogeneous quality in autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.09.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546

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