Beyond Tier Three: Individualized Levels of Support During Headsprout® Early Reading Instruction for Children with Autism Spectrum Disorder / Julie L. THOMPSON in Journal of Autism and Developmental Disorders, 52-5 (May 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.2132-2148 Titre : Beyond Tier Three: Individualized Levels of Support During Headsprout® Early Reading Instruction for Children with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Julie L. THOMPSON, Auteur ; Joshua B. PLAVNICK, Auteur ; Lori E. SKIBBE, Auteur ; Moon Young Savana BAK, Auteur ; Paul DOHER, Auteur Article en page(s) : p.2132-2148 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Child  Humans  Learning  Reading  Students  Early reading  Headsprout® early reading  Multi-tiered systems of support  Technology-based instruction Index. décimale : PER Périodiques Résumé : We previously conducted a series of conceptual replications to parse out which-and to what degree-adaptations and individualized supports were needed for children to access and learn early reading skills using Headsprout®. Here we developed a systematic decision-making process for providing levels of support to individuals with autism who require additional instruction in order to access and/or advance through Headsprout®. Using a series of single-case AB, ABC, and multiple-baseline designs we examined strategies from our previous research and additional strategies iteratively developed during the study on six students with autism, all of whom demonstrated progression through Headsprout® and increased reading skills. We provide practical implications for teachers and suggestions to research these supports with other computer-based programs. En ligne : http://dx.doi.org/10.1007/s10803-021-05072-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476 [article] Beyond Tier Three: Individualized Levels of Support During Headsprout® Early Reading Instruction for Children with Autism Spectrum Disorder [texte imprimé] / Julie L. THOMPSON, Auteur ; Joshua B. PLAVNICK, Auteur ; Lori E. SKIBBE, Auteur ; Moon Young Savana BAK, Auteur ; Paul DOHER, Auteur . - p.2132-2148. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.2132-2148 Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Child  Humans  Learning  Reading  Students  Early reading  Headsprout® early reading  Multi-tiered systems of support  Technology-based instruction Index. décimale : PER Périodiques Résumé : We previously conducted a series of conceptual replications to parse out which-and to what degree-adaptations and individualized supports were needed for children to access and learn early reading skills using Headsprout®. Here we developed a systematic decision-making process for providing levels of support to individuals with autism who require additional instruction in order to access and/or advance through Headsprout®. Using a series of single-case AB, ABC, and multiple-baseline designs we examined strategies from our previous research and additional strategies iteratively developed during the study on six students with autism, all of whom demonstrated progression through Headsprout® and increased reading skills. We provide practical implications for teachers and suggestions to research these supports with other computer-based programs. En ligne : http://dx.doi.org/10.1007/s10803-021-05072-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476

Effects of Joint Video Modeling on Unscripted Play Behavior of Children with Autism Spectrum Disorder / A. D. DUENAS 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 : A. D. DUENAS, 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] / A. D. DUENAS, 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

A Pilot Evaluation of a Treatment Package to Teach Social Conversation via Video-Chat / Matthew T. BRODHEAD in Journal of Autism and Developmental Disorders, 49-8 (August 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3316-3327 Titre : A Pilot Evaluation of a Treatment Package to Teach Social Conversation via Video-Chat Type de document : texte imprimé Auteurs : Matthew T. BRODHEAD, Auteur ; S. Y. KIM, Auteur ; M. J. RISPOLI, Auteur ; E. S. SIPILA, Auteur ; Moon Young Savana BAK, Auteur Article en page(s) : p.3316-3327 Langues : Anglais (eng) Mots-clés : Autism  Behavioral intervention  Single-case design  Social connections  Social skills Index. décimale : PER Périodiques Résumé : By engaging with family members through video-chat technology, children with autism spectrum disorder (ASD) may access additional opportunities to develop social connections to build familial cohesion and access emotional support. The purpose of this study was to evaluate a behavioral intervention package in teaching social conversation via video-chat. Using a non-concurrent multiple-baseline across participants with an embedded alternating treatments design, three seven-year-old males with ASD were taught two variations of a social conversation. Their conversation skills generalized to unfamiliar adults, some of whom had no prior experience with children with ASD. When visual supports were removed, participants appropriately varied their social conversations. Social conversations continued to occur 2 weeks following the completion of the study. Results and implications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04055-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] A Pilot Evaluation of a Treatment Package to Teach Social Conversation via Video-Chat [texte imprimé] / Matthew T. BRODHEAD, Auteur ; S. Y. KIM, Auteur ; M. J. RISPOLI, Auteur ; E. S. SIPILA, Auteur ; Moon Young Savana BAK, Auteur . - p.3316-3327. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3316-3327 Mots-clés : Autism  Behavioral intervention  Single-case design  Social connections  Social skills Index. décimale : PER Périodiques Résumé : By engaging with family members through video-chat technology, children with autism spectrum disorder (ASD) may access additional opportunities to develop social connections to build familial cohesion and access emotional support. The purpose of this study was to evaluate a behavioral intervention package in teaching social conversation via video-chat. Using a non-concurrent multiple-baseline across participants with an embedded alternating treatments design, three seven-year-old males with ASD were taught two variations of a social conversation. Their conversation skills generalized to unfamiliar adults, some of whom had no prior experience with children with ASD. When visual supports were removed, participants appropriately varied their social conversations. Social conversations continued to occur 2 weeks following the completion of the study. Results and implications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04055-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

Siblings and social interaction development of individuals with ASD: A systematic review / Moon Young Savana BAK ; LeAnne D. JOHNSON ; Lalinne S. BELL ; Natalie G. DUMAS in Research in Autism Spectrum Disorders, 109 (November 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 109 (November 2023) . - 102280 Titre : Siblings and social interaction development of individuals with ASD: A systematic review Type de document : texte imprimé Auteurs : Moon Young Savana BAK, Auteur ; LeAnne D. JOHNSON, Auteur ; Lalinne S. BELL, Auteur ; Natalie G. DUMAS, Auteur Article en page(s) : 102280 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Siblings  Social interaction Index. décimale : PER Périodiques Résumé : Sibling relationships may play a unique role in the social development of individuals with autism spectrum disorder (ASD). Research suggests that the involvement of siblings within focused intervention contexts can be beneficial for the social skills improvement of individuals with ASD. However, compared to research focusing on the impact of individuals with ASD on their siblings, there is relatively little research about the influence of siblings on the social interaction development of individuals with ASD. As an important exploratory step, this systematic review aims to summarize existing literature that investigated siblings relative to the development of social interactions of individuals with ASD. A total of 105 studies were included in this review regarding social interaction development of siblings and individuals with ASD, and a subset of 24 studies that focused on the influence of siblings on individuals with ASD were further analyzed. The results suggested that the majority of included studies (77.14%) focused on the social interaction outcomes of the siblings rather than individuals with ASD with variability regarding studies' variables of interest. Implications and future directions are also discussed. En ligne : https://doi.org/10.1016/j.rasd.2023.102280 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=518 [article] Siblings and social interaction development of individuals with ASD: A systematic review [texte imprimé] / Moon Young Savana BAK, Auteur ; LeAnne D. JOHNSON, Auteur ; Lalinne S. BELL, Auteur ; Natalie G. DUMAS, Auteur . - 102280. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 109 (November 2023) . - 102280 Mots-clés : Autism spectrum disorder  Siblings  Social interaction Index. décimale : PER Périodiques Résumé : Sibling relationships may play a unique role in the social development of individuals with autism spectrum disorder (ASD). Research suggests that the involvement of siblings within focused intervention contexts can be beneficial for the social skills improvement of individuals with ASD. However, compared to research focusing on the impact of individuals with ASD on their siblings, there is relatively little research about the influence of siblings on the social interaction development of individuals with ASD. As an important exploratory step, this systematic review aims to summarize existing literature that investigated siblings relative to the development of social interactions of individuals with ASD. A total of 105 studies were included in this review regarding social interaction development of siblings and individuals with ASD, and a subset of 24 studies that focused on the influence of siblings on individuals with ASD were further analyzed. The results suggested that the majority of included studies (77.14%) focused on the social interaction outcomes of the siblings rather than individuals with ASD with variability regarding studies' variables of interest. Implications and future directions are also discussed. En ligne : https://doi.org/10.1016/j.rasd.2023.102280 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=518

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

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Vocalizations of minimally verbal children with autism spectrum disorder across the school year / Moon Young Savana BAK in Autism, 23-2 (February 2019)  

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