Brief Report: Effects of Video-Based Group Instruction on Spontaneous Social Interaction of Adolescents with Autism Spectrum Disorders / Joshua B. PLAVNICK in Journal of Autism and Developmental Disorders, 48-6 (June 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-6 (June 2018) . - p.2231-2236 Titre : Brief Report: Effects of Video-Based Group Instruction on Spontaneous Social Interaction of Adolescents with Autism Spectrum Disorders Type de document : texte imprimé Auteurs : Joshua B. PLAVNICK, Auteur ; Ana D. DUEÑAS, Auteur Article en page(s) : p.2231-2236 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Social skills  Video-based group instruction Index. décimale : PER Périodiques Résumé : Four adolescents with autism spectrum disorder (ASD) were taught to interact with peers by asking social questions or commenting about others during game play or group activities. Participants were shown a video model and then given an opportunity to perform the social behavior depicted in the model when playing a game with one another. All participants demonstrated an increase in both social interaction skills, replicating previous research on video-based group instruction for adolescents with ASD. The results suggest the procedure may be useful for teaching social skills that occur under natural conditions. En ligne : http://dx.doi.org/10.1007/s10803-018-3481-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=362 [article] Brief Report: Effects of Video-Based Group Instruction on Spontaneous Social Interaction of Adolescents with Autism Spectrum Disorders [texte imprimé] / Joshua B. PLAVNICK, Auteur ; Ana D. DUEÑAS, Auteur . - p.2231-2236. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-6 (June 2018) . - p.2231-2236 Mots-clés : Autism spectrum disorder  Social skills  Video-based group instruction Index. décimale : PER Périodiques Résumé : Four adolescents with autism spectrum disorder (ASD) were taught to interact with peers by asking social questions or commenting about others during game play or group activities. Participants were shown a video model and then given an opportunity to perform the social behavior depicted in the model when playing a game with one another. All participants demonstrated an increase in both social interaction skills, replicating previous research on video-based group instruction for adolescents with ASD. The results suggest the procedure may be useful for teaching social skills that occur under natural conditions. En ligne : http://dx.doi.org/10.1007/s10803-018-3481-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=362

Effects of Joint Video Modeling on Unscripted Play Behavior of Children with Autism Spectrum Disorder / Ana D. DUEÑAS in Journal of Autism and Developmental Disorders, 49-1 (January 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-1 (January 2019) . - p.236-247 Titre : Effects of Joint Video Modeling on Unscripted Play Behavior of Children with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Ana D. DUEÑAS, Auteur ; Joshua B. PLAVNICK, Auteur ; Moon Young Savana BAK, Auteur Article en page(s) : p.236-247 Langues : Anglais (eng) Mots-clés : Peer-mediated intervention  Pretend play  Video-modeling Index. décimale : PER Périodiques Résumé : Preschool aged children with autism spectrum disorder (ASD) have marked deficits in pretend play that impede interactions with typically developing peers in inclusive early childhood settings. This study aimed to teach three young children with ASD to engage in pretend play behaviors with their peers. A multiple probe across participants experimental design was used to evaluate the effects of joint video modeling on scripted and unscripted verbalizations and scripted and unscripted play actions of children with ASD. The participants showed improvement on unscripted verbalizations during pretend play with typically developing peers in an inclusive early childhood setting. En ligne : http://dx.doi.org/10.1007/s10803-018-3719-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=377 [article] Effects of Joint Video Modeling on Unscripted Play Behavior of Children with Autism Spectrum Disorder [texte imprimé] / Ana D. DUEÑAS, Auteur ; Joshua B. PLAVNICK, Auteur ; Moon Young Savana BAK, Auteur . - p.236-247. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-1 (January 2019) . - p.236-247 Mots-clés : Peer-mediated intervention  Pretend play  Video-modeling Index. décimale : PER Périodiques Résumé : Preschool aged children with autism spectrum disorder (ASD) have marked deficits in pretend play that impede interactions with typically developing peers in inclusive early childhood settings. This study aimed to teach three young children with ASD to engage in pretend play behaviors with their peers. A multiple probe across participants experimental design was used to evaluate the effects of joint video modeling on scripted and unscripted verbalizations and scripted and unscripted play actions of children with ASD. The participants showed improvement on unscripted verbalizations during pretend play with typically developing peers in an inclusive early childhood setting. En ligne : http://dx.doi.org/10.1007/s10803-018-3719-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=377

Implementing early intensive behavioral intervention in community settings / Joshua B. PLAVNICK in Autism, 24-7 (October 2020)  

Public ISBD [article]  inAutism > 24-7 (October 2020) . - p.1913-1916 Titre : Implementing early intensive behavioral intervention in community settings Type de document : texte imprimé Auteurs : Joshua B. PLAVNICK, Auteur ; Moon Young Savana BAK, Auteur ; Sarah M. AVENDAÑO, Auteur ; Ana D. DUEÑAS, Auteur ; Matthew T. BRODHEAD, Auteur ; Emma S. SIPILA, Auteur Article en page(s) : p.1913-1916 Langues : Anglais (eng) Mots-clés : *community-based intervention  *early intensive behavioral intervention Index. décimale : PER Périodiques Résumé : Although research shows early intensive behavioral intervention can be very beneficial for children with autism spectrum disorder when delivered in university or private intervention centers, little is known about the best way to provide early intensive behavioral intervention within the broader community. The Michigan State University Early Learning Institute was developed to address challenges with providing early intensive behavioral intervention in community settings, with an emphasis on serving children and families on Medicaid. This short report describes the approach taken by the Early Learning Institute and reports data regarding enrollment and utilization among Medicaid families. Results suggest the model has potential to be used within community settings and that children on Medicaid are likely to consistently attend their treatment sessions. En ligne : http://dx.doi.org/10.1177/1362361320919243 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] Implementing early intensive behavioral intervention in community settings [texte imprimé] / Joshua B. PLAVNICK, Auteur ; Moon Young Savana BAK, Auteur ; Sarah M. AVENDAÑO, Auteur ; Ana D. DUEÑAS, Auteur ; Matthew T. BRODHEAD, Auteur ; Emma S. SIPILA, Auteur . - p.1913-1916. Langues : Anglais (eng) in Autism > 24-7 (October 2020) . - p.1913-1916 Mots-clés : *community-based intervention  *early intensive behavioral intervention Index. décimale : PER Périodiques Résumé : Although research shows early intensive behavioral intervention can be very beneficial for children with autism spectrum disorder when delivered in university or private intervention centers, little is known about the best way to provide early intensive behavioral intervention within the broader community. The Michigan State University Early Learning Institute was developed to address challenges with providing early intensive behavioral intervention in community settings, with an emphasis on serving children and families on Medicaid. This short report describes the approach taken by the Early Learning Institute and reports data regarding enrollment and utilization among Medicaid families. Results suggest the model has potential to be used within community settings and that children on Medicaid are likely to consistently attend their treatment sessions. En ligne : http://dx.doi.org/10.1177/1362361320919243 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431

Sacrifice, uncertainty, and resilience: Qualitative study of U.S./Mexico border mothers of autistic children / Ana D. DUEÑAS ; Paul LUELMO in Autism, 29-7 (July 2025)  

Public ISBD [article]  inAutism > 29-7 (July 2025) . - p.1754-1768 Titre : Sacrifice, uncertainty, and resilience: Qualitative study of U.S./Mexico border mothers of autistic children Type de document : texte imprimé Auteurs : Ana D. DUEÑAS, Auteur ; Paul LUELMO, Auteur Article en page(s) : p.1754-1768 Langues : Anglais (eng) Mots-clés : autism services  autism spectrum disorder (ASD)  Community-Based Participatory Research (CBPR)  Mexican mothers  U.S./Mexico border Index. décimale : PER Périodiques Résumé : The purpose of this study was to explore and document the migratory motivations and reasonings of Mexican mothers of autistic children pursuing autism services in the United States. The study was guided by the overarching research question, "What are the experiences of mothers living in the U.S./Mexico border while seeking services for their autistic children, and what social and financial resources influence their decisions?". Following a Community-Based Participatory Research approach, we collaborated with organizations and stakeholders in the development of qualitative research materials while also supporting the purposeful recruitment of caregivers who: (1) had lived in the U.S./Mexico border and moved to the United States to pursue autism services, or (2) were currently living in the U.S./Mexico border and were looking to pursue autism services in the United States. Eleven mothers participated in a two-part semi-structured interview protocol alongside a demographic form. Findings outline three global themes that describe the dynamic process of pursuing autism services and migrating to the United States: (1) stage of constant contrast between Mexico and the United States, (2) active pursuit of autism services in the United States, and (3) potential pathways to immigration. The global themes provide a systemic analysis and reflection of the current autism service system in Mexico while also highlighting the gaps in service coordination for first-generation immigrant families.Lay abstract This study aimed to understand why Mexican mothers of autistic children move to the United States to seek autism services. Using a method that involved the community, we worked with local partners to create research materials and find caregivers for the study. We focused on mothers who had either moved from the U.S./Mexico border to the United States for autism services or were planning to do so. Eleven mothers participated by completing a two-part interview and a demographic form. The results highlight three main themes that explain the complex reasons and motivations behind their decision to seek autism services in the United States: (1) stage of constant contrast between Mexico and the United States, (2) active pursuit of autism services in the United States, and (3) potential pathways to immigration. These findings also highlight the differences in autism services between the United States and Mexico and the challenges faced by immigrant families trying to get the care their children need. En ligne : https://dx.doi.org/10.1177/13623613251322059 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=558 [article] Sacrifice, uncertainty, and resilience: Qualitative study of U.S./Mexico border mothers of autistic children [texte imprimé] / Ana D. DUEÑAS, Auteur ; Paul LUELMO, Auteur . - p.1754-1768. Langues : Anglais (eng) in Autism > 29-7 (July 2025) . - p.1754-1768 Mots-clés : autism services  autism spectrum disorder (ASD)  Community-Based Participatory Research (CBPR)  Mexican mothers  U.S./Mexico border Index. décimale : PER Périodiques Résumé : The purpose of this study was to explore and document the migratory motivations and reasonings of Mexican mothers of autistic children pursuing autism services in the United States. The study was guided by the overarching research question, "What are the experiences of mothers living in the U.S./Mexico border while seeking services for their autistic children, and what social and financial resources influence their decisions?". Following a Community-Based Participatory Research approach, we collaborated with organizations and stakeholders in the development of qualitative research materials while also supporting the purposeful recruitment of caregivers who: (1) had lived in the U.S./Mexico border and moved to the United States to pursue autism services, or (2) were currently living in the U.S./Mexico border and were looking to pursue autism services in the United States. Eleven mothers participated in a two-part semi-structured interview protocol alongside a demographic form. Findings outline three global themes that describe the dynamic process of pursuing autism services and migrating to the United States: (1) stage of constant contrast between Mexico and the United States, (2) active pursuit of autism services in the United States, and (3) potential pathways to immigration. The global themes provide a systemic analysis and reflection of the current autism service system in Mexico while also highlighting the gaps in service coordination for first-generation immigrant families.Lay abstract This study aimed to understand why Mexican mothers of autistic children move to the United States to seek autism services. Using a method that involved the community, we worked with local partners to create research materials and find caregivers for the study. We focused on mothers who had either moved from the U.S./Mexico border to the United States for autism services or were planning to do so. Eleven mothers participated by completing a two-part interview and a demographic form. The results highlight three main themes that explain the complex reasons and motivations behind their decision to seek autism services in the United States: (1) stage of constant contrast between Mexico and the United States, (2) active pursuit of autism services in the United States, and (3) potential pathways to immigration. These findings also highlight the differences in autism services between the United States and Mexico and the challenges faced by immigrant families trying to get the care their children need. En ligne : https://dx.doi.org/10.1177/13623613251322059 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=558

Tact instruction for children with autism spectrum disorder: A review / Moon Young Savana BAK in Autism & Developmental Language Impairments, 6 (January-December 2021)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 6 (January-December 2021) . - 2396941521999010 Titre : Tact instruction for children with autism spectrum disorder: A review Type de document : texte imprimé Auteurs : Moon Young Savana BAK, Auteur ; Ana D. DUEÑAS, Auteur ; Sarah M. AVENDAÑO, Auteur ; Ariel C. GRAHAM, Auteur ; Tavon STANLEY, Auteur Article en page(s) : 2396941521999010 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder children tact generalization Index. décimale : PER Périodiques Résumé : Tacts facilitate social interaction, and a strong tact repertoire can lead to the development of other verbal operants. For children with autism spectrum disorder (ASD), the development of a tact repertoire can reduce stereotypical and repetitive language and increase social communication, as functional language may reduce the amount of stereotypical vocal behavior that children engage in. However, teaching tact repertoires to children with ASD that maintain and generalize is difficult. The current study reviewed tact interventions for children with ASD from 2000 to 2019 to provide an overview of current tact interventions, their effectiveness, and the inclusion of intervention components that may promote maintenance and generalization of learned tacts in children with ASD. Fifty-one studies were included in the review. Of the studies that met criteria for effect size calculations 87.18% of the interventions showed excellent or high effect. Although many of the studies focused more on stimulus control to answer specific research questions, some studies implemented intervention components and procedures that could promote acquisition and generalization of learned tacts in children with ASD. We discuss implications and the need to increase research regarding tact intervention components that can increase generalization in children with ASD. En ligne : http://dx.doi.org/10.1177/2396941521999010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459 [article] Tact instruction for children with autism spectrum disorder: A review [texte imprimé] / Moon Young Savana BAK, Auteur ; Ana D. DUEÑAS, Auteur ; Sarah M. AVENDAÑO, Auteur ; Ariel C. GRAHAM, Auteur ; Tavon STANLEY, Auteur . - 2396941521999010. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 6 (January-December 2021) . - 2396941521999010 Mots-clés : Autism spectrum disorder children tact generalization Index. décimale : PER Périodiques Résumé : Tacts facilitate social interaction, and a strong tact repertoire can lead to the development of other verbal operants. For children with autism spectrum disorder (ASD), the development of a tact repertoire can reduce stereotypical and repetitive language and increase social communication, as functional language may reduce the amount of stereotypical vocal behavior that children engage in. However, teaching tact repertoires to children with ASD that maintain and generalize is difficult. The current study reviewed tact interventions for children with ASD from 2000 to 2019 to provide an overview of current tact interventions, their effectiveness, and the inclusion of intervention components that may promote maintenance and generalization of learned tacts in children with ASD. Fifty-one studies were included in the review. Of the studies that met criteria for effect size calculations 87.18% of the interventions showed excellent or high effect. Although many of the studies focused more on stimulus control to answer specific research questions, some studies implemented intervention components and procedures that could promote acquisition and generalization of learned tacts in children with ASD. We discuss implications and the need to increase research regarding tact intervention components that can increase generalization in children with ASD. En ligne : http://dx.doi.org/10.1177/2396941521999010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459

Teaching Young Children to Make Bids to Play to Peers With Autism Spectrum Disorder / Ana D. DUEÑAS in Focus on Autism and Other Developmental Disabilities, 36-4 (December 2021)  

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Toward deeper understanding and wide-scale implementation of naturalistic developmental behavioral interventions / Sophia R. D’AGOSTINO in Autism, 27-1 (January 2023)  

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