Meta-analysis of Tablet-Mediated Interventions for Teaching Academic Skills to Individuals with Autism / Katherine LEDBETTER-CHO in Journal of Autism and Developmental Disorders, 48-9 (September 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-9 (September 2018) . - p.3021-3036 Titre : Meta-analysis of Tablet-Mediated Interventions for Teaching Academic Skills to Individuals with Autism Type de document : texte imprimé Auteurs : Katherine LEDBETTER-CHO, Auteur ; Mark O'REILLY, Auteur ; Russell B. LANG, Auteur ; Laci WATKINS, Auteur ; Nataly LIM, Auteur Article en page(s) : p.3021-3036 Langues : Anglais (eng) Mots-clés : Asd  Academics  Autism  Portable electronic device  iPad  iPod Index. décimale : PER Périodiques Résumé : Portable touch-screen devices have been the focus of a notable amount of intervention research involving individuals with autism. Additionally, popular media has widely circulated claims that such devices and academic software applications offer tremendous educational benefits. A systematic search identified 19 studies that targeted academic skills for individuals with autism. Most studies used the device's built-in video recording or camera function to create customized teaching materials, rather than commercially-available applications. Analysis of potential moderating variables indicated that participants' age and functioning level did not influence outcomes. However, participant operation of the device, as opposed to operation by an instructor, produced significantly larger effect size estimates. Results are discussed in terms of recommendations for practitioners and future research. En ligne : http://dx.doi.org/10.1007/s10803-018-3573-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367 [article] Meta-analysis of Tablet-Mediated Interventions for Teaching Academic Skills to Individuals with Autism [texte imprimé] / Katherine LEDBETTER-CHO, Auteur ; Mark O'REILLY, Auteur ; Russell B. LANG, Auteur ; Laci WATKINS, Auteur ; Nataly LIM, Auteur . - p.3021-3036. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-9 (September 2018) . - p.3021-3036 Mots-clés : Asd  Academics  Autism  Portable electronic device  iPad  iPod Index. décimale : PER Périodiques Résumé : Portable touch-screen devices have been the focus of a notable amount of intervention research involving individuals with autism. Additionally, popular media has widely circulated claims that such devices and academic software applications offer tremendous educational benefits. A systematic search identified 19 studies that targeted academic skills for individuals with autism. Most studies used the device's built-in video recording or camera function to create customized teaching materials, rather than commercially-available applications. Analysis of potential moderating variables indicated that participants' age and functioning level did not influence outcomes. However, participant operation of the device, as opposed to operation by an instructor, produced significantly larger effect size estimates. Results are discussed in terms of recommendations for practitioners and future research. En ligne : http://dx.doi.org/10.1007/s10803-018-3573-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367

Overcoming Language Barriers between Interventionists and Immigrant Parents of Children with Autism Spectrum Disorder / Nataly LIM 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.2876-2890 Titre : Overcoming Language Barriers between Interventionists and Immigrant Parents of Children with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Nataly LIM, Auteur ; Mark O'REILLY, Auteur ; Fabiola Vargas LONDONO, Auteur ; Adrienne RUSSELL-GEORGE, Auteur Article en page(s) : p.2876-2890 Langues : Anglais (eng) Mots-clés : Adult  Autism Spectrum Disorder/psychology/therapy  Child  Child, Preschool  Communication Barriers  Emigrants and Immigrants  Female  Humans  Limited English Proficiency  Male  Mothers  Parents/education  Professional-Family Relations  Autism spectrum disorder  Immigrant  Language barrier  Parent training  Spanish-speaking  Video prompting Index. décimale : PER Périodiques Résumé : This study used a video prompting intervention to overcome language barriers between English-speaking trainers and Spanish-speaking immigrant parents of children with autism. Parents were taught instructional skills targeting independent dressing. A multiple baseline design across three families and a replication using an alternating treatments design with a fourth family were used to evaluate the effects of the intervention. All mothers reached mastery criterion and generalization of instructional skills was observed for three mothers, with treatment gains maintaining during follow-up. Improvement in independent dressing skills was observed for four children. Findings suggest that video prompting can be used to teach immigrant parents of children with autism who have limited English proficiency when there is a language mismatch between parents and trainers. En ligne : http://dx.doi.org/10.1007/s10803-020-04754-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453 [article] Overcoming Language Barriers between Interventionists and Immigrant Parents of Children with Autism Spectrum Disorder [texte imprimé] / Nataly LIM, Auteur ; Mark O'REILLY, Auteur ; Fabiola Vargas LONDONO, Auteur ; Adrienne RUSSELL-GEORGE, Auteur . - p.2876-2890. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-8 (August 2021) . - p.2876-2890 Mots-clés : Adult  Autism Spectrum Disorder/psychology/therapy  Child  Child, Preschool  Communication Barriers  Emigrants and Immigrants  Female  Humans  Limited English Proficiency  Male  Mothers  Parents/education  Professional-Family Relations  Autism spectrum disorder  Immigrant  Language barrier  Parent training  Spanish-speaking  Video prompting Index. décimale : PER Périodiques Résumé : This study used a video prompting intervention to overcome language barriers between English-speaking trainers and Spanish-speaking immigrant parents of children with autism. Parents were taught instructional skills targeting independent dressing. A multiple baseline design across three families and a replication using an alternating treatments design with a fourth family were used to evaluate the effects of the intervention. All mothers reached mastery criterion and generalization of instructional skills was observed for three mothers, with treatment gains maintaining during follow-up. Improvement in independent dressing skills was observed for four children. Findings suggest that video prompting can be used to teach immigrant parents of children with autism who have limited English proficiency when there is a language mismatch between parents and trainers. En ligne : http://dx.doi.org/10.1007/s10803-020-04754-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453

Should Heritage Languages be Incorporated into Interventions for Bilingual Individuals with Neurodevelopmental Disorders? A Systematic Review / Nataly LIM in Journal of Autism and Developmental Disorders, 49-3 (March 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-3 (March 2019) . - p.887-912 Titre : Should Heritage Languages be Incorporated into Interventions for Bilingual Individuals with Neurodevelopmental Disorders? A Systematic Review Type de document : texte imprimé Auteurs : Nataly LIM, Auteur ; Mark O'REILLY, Auteur ; Jeff SIGAFOOS, Auteur ; Katherine LEDBETTER-CHO, Auteur ; Giulio E. LANCIONI, Auteur Article en page(s) : p.887-912 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Bilingualism  Communication disorders  Global developmental delay  Intellectual disability  Language of instruction  Neurodevelopmental disabilities Index. décimale : PER Périodiques Résumé : Special education policies recognize the need for developing and preserving the heritage languages of individuals with disabilities. Yet there seems to be a disconnect between policy and practice. Should the heritage languages of bilingual individuals with neurodevelopmental disorders be incorporated into interventions? This review evaluated 18 studies that examined the effects of heritage language instruction on treatment outcomes for individuals with neurodevelopmental disorders. Overall, results suggest a small effect favoring interventions delivered in the heritage language versus interventions delivered solely in the majority language. In general, studies were also found to be of high-quality according to What Works Clearinghouse Standards. Findings are discussed in terms of recommendations for future research and practice. En ligne : http://dx.doi.org/10.1007/s10803-018-3790-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386 [article] Should Heritage Languages be Incorporated into Interventions for Bilingual Individuals with Neurodevelopmental Disorders? A Systematic Review [texte imprimé] / Nataly LIM, Auteur ; Mark O'REILLY, Auteur ; Jeff SIGAFOOS, Auteur ; Katherine LEDBETTER-CHO, Auteur ; Giulio E. LANCIONI, Auteur . - p.887-912. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-3 (March 2019) . - p.887-912 Mots-clés : Autism spectrum disorder  Bilingualism  Communication disorders  Global developmental delay  Intellectual disability  Language of instruction  Neurodevelopmental disabilities Index. décimale : PER Périodiques Résumé : Special education policies recognize the need for developing and preserving the heritage languages of individuals with disabilities. Yet there seems to be a disconnect between policy and practice. Should the heritage languages of bilingual individuals with neurodevelopmental disorders be incorporated into interventions? This review evaluated 18 studies that examined the effects of heritage language instruction on treatment outcomes for individuals with neurodevelopmental disorders. Overall, results suggest a small effect favoring interventions delivered in the heritage language versus interventions delivered solely in the majority language. In general, studies were also found to be of high-quality according to What Works Clearinghouse Standards. Findings are discussed in terms of recommendations for future research and practice. En ligne : http://dx.doi.org/10.1007/s10803-018-3790-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386

The Effects of a Teacher-Implemented Video-Enhanced Activity Schedule Intervention on the Mathematical Skills and Collateral Behaviors of Students with Autism / Mark O'REILLY ; Laci WATKINS ; Russell B. LANG ; Nataly LIM ; Katy DAVENPORT ; Caitlin MURPHY in Journal of Autism and Developmental Disorders, 53-2 (February 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-2 (February 2023) . - p.553-568 Titre : The Effects of a Teacher-Implemented Video-Enhanced Activity Schedule Intervention on the Mathematical Skills and Collateral Behaviors of Students with Autism Type de document : texte imprimé Auteurs : Mark O'REILLY, Auteur ; Laci WATKINS, Auteur ; Russell B. LANG, Auteur ; Nataly LIM, Auteur ; Katy DAVENPORT, Auteur ; Caitlin MURPHY, Auteur Article en page(s) : p.553-568 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study used a multiple probe design to evaluate the effects of a teacher-implemented video-schedule intervention on the mathematical skills and untargeted challenging behaviors of five elementary-school students with autism. Results indicated that the intervention was effective in improving participants' academic performance, and a decrease in the level of challenging behaviors and stereotypy was observed for participants following the introduction of intervention. Additionally, academic gains generalized across academic problems and to a small group setting, suggesting that this technology-based intervention is an efficient use of instructional time. Future research targeting a variety of academic skills and examining intervention implementation by additional practitioners (e.g., teaching assistants) is warranted. En ligne : https://doi.org/10.1007/s10803-020-04495-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=495 [article] The Effects of a Teacher-Implemented Video-Enhanced Activity Schedule Intervention on the Mathematical Skills and Collateral Behaviors of Students with Autism [texte imprimé] / Mark O'REILLY, Auteur ; Laci WATKINS, Auteur ; Russell B. LANG, Auteur ; Nataly LIM, Auteur ; Katy DAVENPORT, Auteur ; Caitlin MURPHY, Auteur . - p.553-568. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-2 (February 2023) . - p.553-568 Index. décimale : PER Périodiques Résumé : This study used a multiple probe design to evaluate the effects of a teacher-implemented video-schedule intervention on the mathematical skills and untargeted challenging behaviors of five elementary-school students with autism. Results indicated that the intervention was effective in improving participants' academic performance, and a decrease in the level of challenging behaviors and stereotypy was observed for participants following the introduction of intervention. Additionally, academic gains generalized across academic problems and to a small group setting, suggesting that this technology-based intervention is an efficient use of instructional time. Future research targeting a variety of academic skills and examining intervention implementation by additional practitioners (e.g., teaching assistants) is warranted. En ligne : https://doi.org/10.1007/s10803-020-04495-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=495

Training Culturally Diverse Caregivers to Decrease Their Child?s Challenging Behaviors: A Systematic Review and Meta-analysis / Fabiola Vargas LONDONO in Journal of Autism and Developmental Disorders, 53-7 (July 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-7 (July 2023) . - p.2613-2635 Titre : Training Culturally Diverse Caregivers to Decrease Their Child?s Challenging Behaviors: A Systematic Review and Meta-analysis Type de document : texte imprimé Auteurs : Fabiola Vargas LONDONO, Auteur ; Nataly LIM, Auteur ; Monique R. BARNETT, Auteur ; Lauren H. HAMPTON, Auteur ; Terry S. FALCOMATA, Auteur Article en page(s) : p.2613-2635 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Parents are the primary source of support for their children and can become principal interventionists for preventing and treating their child?s challenging behavior. Yet, providing adequate and adapted training for culturally diverse families can be difficult due to the increase of international migration and the diversity of languages spoken worldwide. This systematic review and meta-analysis evaluated 13 studies that implemented training for caregivers with limited proficiency in the majority language. Overall, the results suggested a moderate-small treatment effects on positive and negative parenting practices. The results also indicated moderate-small treatment effects on challenging behaviors exhibited by both individuals with developmental disabilities and typically developmental. Findings are discussed in terms of strategies used and recommendations for future research and practice. En ligne : https://doi.org/10.1007/s10803-022-05564-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=507 [article] Training Culturally Diverse Caregivers to Decrease Their Child?s Challenging Behaviors: A Systematic Review and Meta-analysis [texte imprimé] / Fabiola Vargas LONDONO, Auteur ; Nataly LIM, Auteur ; Monique R. BARNETT, Auteur ; Lauren H. HAMPTON, Auteur ; Terry S. FALCOMATA, Auteur . - p.2613-2635. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-7 (July 2023) . - p.2613-2635 Index. décimale : PER Périodiques Résumé : Parents are the primary source of support for their children and can become principal interventionists for preventing and treating their child?s challenging behavior. Yet, providing adequate and adapted training for culturally diverse families can be difficult due to the increase of international migration and the diversity of languages spoken worldwide. This systematic review and meta-analysis evaluated 13 studies that implemented training for caregivers with limited proficiency in the majority language. Overall, the results suggested a moderate-small treatment effects on positive and negative parenting practices. The results also indicated moderate-small treatment effects on challenging behaviors exhibited by both individuals with developmental disabilities and typically developmental. Findings are discussed in terms of strategies used and recommendations for future research and practice. En ligne : https://doi.org/10.1007/s10803-022-05564-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=507

Understanding the Linguistic Needs of Diverse Individuals with Autism Spectrum Disorder: Some Comments on the Research Literature and Suggestions for Clinicians / Nataly LIM in Journal of Autism and Developmental Disorders, 48-8 (August 2018)  

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