Social Validity of Pivotal Response Treatment for Young Autistic Children: Perspectives of Autistic Adults / Patrick DWYER ; Kaitlynn M. P. BAIDEN ; Zachary J. WILLIAMS ; Mian WANG in Journal of Autism and Developmental Disorders, 54-2 (February 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-2 (February 2024) . - p.423-441 Titre : Social Validity of Pivotal Response Treatment for Young Autistic Children: Perspectives of Autistic Adults Type de document : Texte imprimé et/ou numérique Auteurs : Patrick DWYER, Auteur ; Kaitlynn M. P. BAIDEN, Auteur ; Zachary J. WILLIAMS, Auteur ; Mian WANG, Auteur Article en page(s) : p.423-441 Index. décimale : PER Périodiques Résumé : The social validity of autism behavioral intervention has been questioned. Naturalistic Developmental Behavioral Interventions (NDBIs) attempt to address some concerns, but it is unclear whether autistic people consider NDBIs socially valid. Social validity of an NDBI, Pivotal Response Treatment (PRT), was investigated through autistic adults commenting on videos of autistic children receiving PRT. Qualitative coding of responses generated three themes: respect for individuals; assessment of intervention implementation; and socioemotional considerations. Although video brevity limits the scope of the present study?s conclusions, participants highlighted PRT components that appeared socially valid (e.g., reinforcing attempts, following the child?s lead) and aspects appearing invalid (e.g., overemphasis on spoken language). Therefore, adjustments appear necessary for PRT to be fully acceptable to the autistic community. En ligne : https://doi.org/10.1007/s10803-022-05808-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520 [article] Social Validity of Pivotal Response Treatment for Young Autistic Children: Perspectives of Autistic Adults [Texte imprimé et/ou numérique] / Patrick DWYER, Auteur ; Kaitlynn M. P. BAIDEN, Auteur ; Zachary J. WILLIAMS, Auteur ; Mian WANG, Auteur . - p.423-441. in Journal of Autism and Developmental Disorders > 54-2 (February 2024) . - p.423-441 Index. décimale : PER Périodiques Résumé : The social validity of autism behavioral intervention has been questioned. Naturalistic Developmental Behavioral Interventions (NDBIs) attempt to address some concerns, but it is unclear whether autistic people consider NDBIs socially valid. Social validity of an NDBI, Pivotal Response Treatment (PRT), was investigated through autistic adults commenting on videos of autistic children receiving PRT. Qualitative coding of responses generated three themes: respect for individuals; assessment of intervention implementation; and socioemotional considerations. Although video brevity limits the scope of the present study?s conclusions, participants highlighted PRT components that appeared socially valid (e.g., reinforcing attempts, following the child?s lead) and aspects appearing invalid (e.g., overemphasis on spoken language). Therefore, adjustments appear necessary for PRT to be fully acceptable to the autistic community. En ligne : https://doi.org/10.1007/s10803-022-05808-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520

The Social Validity of Behavioral Interventions: Seeking Input from Autistic Adults / Kaitlynn M. P. BAIDEN in Journal of Autism and Developmental Disorders, 55-4 (April 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1172-1186 Titre : The Social Validity of Behavioral Interventions: Seeking Input from Autistic Adults Type de document : Texte imprimé et/ou numérique Auteurs : Kaitlynn M. P. BAIDEN, Auteur ; Zachary J. WILLIAMS, Auteur ; Rachel K. SCHUCK, Auteur ; Patrick DWYER, Auteur ; Mian WANG, Auteur Article en page(s) : p.1172-1186 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Many in the autistic community have expressed concerns regarding the use of behavioral interventions with autistic children, suggesting that these interventions may not be socially valid. Though behavioral interventions have evolved to be more naturalistic and child-centered, little structured research has been done to explicitly seek autistic perspectives on the acceptability of specific components of behavioral interventions. Autistic adults (N = 235) were recruited online to take the Autism Intervention Attitudes Scale (AIAS), a questionnaire designed to gather feedback on common intervention goals and practices. Results indicate that participants find goals and practices that highlight quality of life, safety, and autistic interactions acceptable, while those that focus on normalization based on neurotypical standards are not. An exploratory graph analysis revealed three communities of goals ("uncontroversial goals", "controversial goals", and "social goals"). Comparison between naturalistic and structured intervention components additionally showed that autistic participants favored naturalistic strategies. These findings are in line with known criticisms of behavioral intervention from autistic adults, but also provide more information on the specific ways in which behavioral interventions can be reformed. This information can guide professionals in the development of appropriate goals and decisions around intervention planning. En ligne : https://doi.org/10.1007/s10803-024-06297-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] The Social Validity of Behavioral Interventions: Seeking Input from Autistic Adults [Texte imprimé et/ou numérique] / Kaitlynn M. P. BAIDEN, Auteur ; Zachary J. WILLIAMS, Auteur ; Rachel K. SCHUCK, Auteur ; Patrick DWYER, Auteur ; Mian WANG, Auteur . - p.1172-1186. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-4 (April 2024) . - p.1172-1186 Index. décimale : PER Périodiques Résumé : Many in the autistic community have expressed concerns regarding the use of behavioral interventions with autistic children, suggesting that these interventions may not be socially valid. Though behavioral interventions have evolved to be more naturalistic and child-centered, little structured research has been done to explicitly seek autistic perspectives on the acceptability of specific components of behavioral interventions. Autistic adults (N = 235) were recruited online to take the Autism Intervention Attitudes Scale (AIAS), a questionnaire designed to gather feedback on common intervention goals and practices. Results indicate that participants find goals and practices that highlight quality of life, safety, and autistic interactions acceptable, while those that focus on normalization based on neurotypical standards are not. An exploratory graph analysis revealed three communities of goals ("uncontroversial goals", "controversial goals", and "social goals"). Comparison between naturalistic and structured intervention components additionally showed that autistic participants favored naturalistic strategies. These findings are in line with known criticisms of behavioral intervention from autistic adults, but also provide more information on the specific ways in which behavioral interventions can be reformed. This information can guide professionals in the development of appropriate goals and decisions around intervention planning. En ligne : https://doi.org/10.1007/s10803-024-06297-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

Using Multiple Exemplar Training to Teach Basic Theory-of-Mind Skills to Adolescents With Autism Spectrum Disorder / Gabrielle T. LEE ; Yan LONG ; Weina MA ; Mian WANG in Focus on Autism and Other Developmental Disabilities, 40-2 (June 2025)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 40-2 (June 2025) . - p.69-79 Titre : Using Multiple Exemplar Training to Teach Basic Theory-of-Mind Skills to Adolescents With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Gabrielle T. LEE, Auteur ; Yan LONG, Auteur ; Weina MA, Auteur ; Mian WANG, Auteur Article en page(s) : p.69-79 Langues : Anglais (eng) Mots-clés : multiple exemplar training, Theory of Mind, false belief, autism spectrum disorder, China Index. décimale : PER Périodiques Résumé : Adolescents with autism spectrum disorder (ASD) seem to have difficulty dealing with complex social situations, which is likely related to their challenges in understanding others' perspectives, according to the Theory of Mind (ToM). The purpose of this preliminary study was to examine the effect of multiple exemplar training (MET) on the acquisition, maintenance, and generalization of basic theory-of-mind skills in three Chinese adolescents with ASD by employing a single-case, multiple-probe design. Results suggest that MET was effective in the acquisition and maintenance phases of training for improving all three participants' target ToM skills and their ToM assessment scores. The participants also demonstrated increased appropriate social interactions and decreased inappropriate social interactions with peers during indoor recess, indicating that MET is effective in helping adolescents with ASD generalize ToM skills to natural settings. En ligne : https://dx.doi.org/10.1177/10883576241307897 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=554 [article] Using Multiple Exemplar Training to Teach Basic Theory-of-Mind Skills to Adolescents With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Gabrielle T. LEE, Auteur ; Yan LONG, Auteur ; Weina MA, Auteur ; Mian WANG, Auteur . - p.69-79. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 40-2 (June 2025) . - p.69-79 Mots-clés : multiple exemplar training, Theory of Mind, false belief, autism spectrum disorder, China Index. décimale : PER Périodiques Résumé : Adolescents with autism spectrum disorder (ASD) seem to have difficulty dealing with complex social situations, which is likely related to their challenges in understanding others' perspectives, according to the Theory of Mind (ToM). The purpose of this preliminary study was to examine the effect of multiple exemplar training (MET) on the acquisition, maintenance, and generalization of basic theory-of-mind skills in three Chinese adolescents with ASD by employing a single-case, multiple-probe design. Results suggest that MET was effective in the acquisition and maintenance phases of training for improving all three participants' target ToM skills and their ToM assessment scores. The participants also demonstrated increased appropriate social interactions and decreased inappropriate social interactions with peers during indoor recess, indicating that MET is effective in helping adolescents with ASD generalize ToM skills to natural settings. En ligne : https://dx.doi.org/10.1177/10883576241307897 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=554

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