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 / 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

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 ; So Yoon KIM, Auteur ; Mandy RISPOLI, Auteur ; Emma 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 ; So Yoon KIM, Auteur ; Mandy RISPOLI, Auteur ; Emma 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

Researcher-Reported Variables Needed for Translation of Social Communication Evidence-Based Practices for Elementary-Aged Students with Autism / Amber M. REILLY in Journal of Autism and Developmental Disorders, 55-11 (November 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-11 (November 2025) . - p.3914-3927 Titre : Researcher-Reported Variables Needed for Translation of Social Communication Evidence-Based Practices for Elementary-Aged Students with Autism Type de document : texte imprimé Auteurs : Amber M. REILLY, Auteur ; Moon Young Savana BAK, Auteur ; LeAnne D. JOHNSON, Auteur Article en page(s) : p.3914-3927 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Organizations such as the National Clearinghouse on Autism Evidence and Practice have disseminated reports on evidence-based practices (EBPs) for individuals with autism to inform practice. However, some practitioners routinely employ unvalidated interventions more frequently than EBPs, signaling the presence of a research-to-practice gap. The current review investigated the degree to which single-case research studies with social communication outcomes for elementary-aged students with autism included details on variables that may impact the adoption and implementation of EBPs in practice. The results suggest limited reporting of variables that aid decision-making in the adoption and implementation of EBPs. Limited reporting can negatively impact uptake and fidelity and, therefore, student outcomes. Suggestions are made to improve researchers’ reporting of the critical components of EBPs that will facilitate adoption and implementation by practitioners. En ligne : https://doi.org/10.1007/s10803-024-06499-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] Researcher-Reported Variables Needed for Translation of Social Communication Evidence-Based Practices for Elementary-Aged Students with Autism [texte imprimé] / Amber M. REILLY, Auteur ; Moon Young Savana BAK, Auteur ; LeAnne D. JOHNSON, Auteur . - p.3914-3927. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-11 (November 2025) . - p.3914-3927 Index. décimale : PER Périodiques Résumé : Organizations such as the National Clearinghouse on Autism Evidence and Practice have disseminated reports on evidence-based practices (EBPs) for individuals with autism to inform practice. However, some practitioners routinely employ unvalidated interventions more frequently than EBPs, signaling the presence of a research-to-practice gap. The current review investigated the degree to which single-case research studies with social communication outcomes for elementary-aged students with autism included details on variables that may impact the adoption and implementation of EBPs in practice. The results suggest limited reporting of variables that aid decision-making in the adoption and implementation of EBPs. Limited reporting can negatively impact uptake and fidelity and, therefore, student outcomes. Suggestions are made to improve researchers’ reporting of the critical components of EBPs that will facilitate adoption and implementation by practitioners. En ligne : https://doi.org/10.1007/s10803-024-06499-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

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)  

Permalink

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

Permalink

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

Permalink

---

1 (1 - 8 / 8) Par page : 25 50 100 200