Effects of Computer Simulation Training on In Vivo Discrete Trial Teaching / Sigmund ELDEVIK in Journal of Autism and Developmental Disorders, 43-3 (March 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-3 (March 2013) . - p.569-578 Titre : Effects of Computer Simulation Training on In Vivo Discrete Trial Teaching Type de document : texte imprimé Auteurs : Sigmund ELDEVIK, Auteur ; Iwona ONDIRE, Auteur ; J. Carl HUGHES, Auteur ; Corinna F. GRINDLE, Auteur ; Tom RANDELL, Auteur ; Bob REMINGTON, Auteur Article en page(s) : p.569-578 Langues : Anglais (eng) Mots-clés : Autism  Discrete-trial teaching  Staff training  Software simulation  DTkid Index. décimale : PER Périodiques Résumé : Although Discrete-trial Teaching (DTT) is effective in teaching a many skills to children with autism, its proper implementation requires rigorous staff training. This study used an interactive computer simulation program (“DTkid”) to teach staff relevant DTT skills. Participants (N = 12) completed two sets of pre-tests either once (n = 7) or twice (n = 5) before brief DTkid training. These evaluated (a) simulated interactive teaching using DTkid and (b) in vivo teaching of three basic skills (receptive and expressive labeling; verbal imitation) to children with autism. Post-tests showed that DTkid training, rather than repeated testing, was significantly associated with improvements in staff’s ability to implement DTT both within the simulation and in vivo, and that the skills acquired showed both stimulus and response generalization. En ligne : http://dx.doi.org/10.1007/s10803-012-1593-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192 [article] Effects of Computer Simulation Training on In Vivo Discrete Trial Teaching [texte imprimé] / Sigmund ELDEVIK, Auteur ; Iwona ONDIRE, Auteur ; J. Carl HUGHES, Auteur ; Corinna F. GRINDLE, Auteur ; Tom RANDELL, Auteur ; Bob REMINGTON, Auteur . - p.569-578. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-3 (March 2013) . - p.569-578 Mots-clés : Autism  Discrete-trial teaching  Staff training  Software simulation  DTkid Index. décimale : PER Périodiques Résumé : Although Discrete-trial Teaching (DTT) is effective in teaching a many skills to children with autism, its proper implementation requires rigorous staff training. This study used an interactive computer simulation program (“DTkid”) to teach staff relevant DTT skills. Participants (N = 12) completed two sets of pre-tests either once (n = 7) or twice (n = 5) before brief DTkid training. These evaluated (a) simulated interactive teaching using DTkid and (b) in vivo teaching of three basic skills (receptive and expressive labeling; verbal imitation) to children with autism. Post-tests showed that DTkid training, rather than repeated testing, was significantly associated with improvements in staff’s ability to implement DTT both within the simulation and in vivo, and that the skills acquired showed both stimulus and response generalization. En ligne : http://dx.doi.org/10.1007/s10803-012-1593-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192

Exploring the Use of the Picture Exchange Communication System (PECS) in Special Education Settings / Richard J. MAY ; Hira SALMAN ; Sean J. O'NEILL ; Louise D. DENNE ; Corinna F. GRINDLE ; Richard CROSS ; Emily ROBERTS-TYLER ; Isabelle MEEK ; Catherine GAMES in Journal of Autism and Developmental Disorders, 55-2 (February 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-2 (February 2025) . - p.652-666 Titre : Exploring the Use of the Picture Exchange Communication System (PECS) in Special Education Settings : Journal of Autism and Developmental Disorders Type de document : texte imprimé Auteurs : Richard J. MAY, Auteur ; Hira SALMAN, Auteur ; Sean J. O'NEILL, Auteur ; Louise D. DENNE, Auteur ; Corinna F. GRINDLE, Auteur ; Richard CROSS, Auteur ; Emily ROBERTS-TYLER, Auteur ; Isabelle MEEK, Auteur ; Catherine GAMES, Auteur Article en page(s) : p.652-666 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The Picture Exchange Communication System (PECS) is an Augmentative and Alternative Communication (AAC) system which is widely used to support children with developmental disabilities. In the present study, we surveyed individuals responsible for implementing PECS in special educational settings in the United Kingdom (N=283). We explored knowledge of and adherence to the  intervention, with a view to identifying training and support needs. Specifically, we examined participants' knowledge, implementation accuracy, training experiences, access to resources, and attitudes towards PECS. We developed hierarchical logistic regression models to explore the association between training experience and both knowledge and use of PECS. We pre-registered our methods, predictions and the analysis plan on the Open Science Framework (OSF).We found considerable variation in practitioner knowledge and implementation of PECS. Formal training predicted greater knowledge and more accurate implementation when practitioner role and the degree of setting support were accounted for. While PECS was rated by a large majority to be effective and practical, many participants identified that time and the availability of resources were barriers to implementation. We also found that the purpose of PECS was not always fully understood by practitioners, and we identified some consistent gaps in knowledge and implementation.  This study contributes new information regarding the real-world  use of PECS in educational settings and offers new insights for supporting practitioners. En ligne : https://doi.org/10.1007/s10803-023-06194-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=548 [article] Exploring the Use of the Picture Exchange Communication System (PECS) in Special Education Settings : Journal of Autism and Developmental Disorders [texte imprimé] / Richard J. MAY, Auteur ; Hira SALMAN, Auteur ; Sean J. O'NEILL, Auteur ; Louise D. DENNE, Auteur ; Corinna F. GRINDLE, Auteur ; Richard CROSS, Auteur ; Emily ROBERTS-TYLER, Auteur ; Isabelle MEEK, Auteur ; Catherine GAMES, Auteur . - p.652-666. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-2 (February 2025) . - p.652-666 Index. décimale : PER Périodiques Résumé : The Picture Exchange Communication System (PECS) is an Augmentative and Alternative Communication (AAC) system which is widely used to support children with developmental disabilities. In the present study, we surveyed individuals responsible for implementing PECS in special educational settings in the United Kingdom (N=283). We explored knowledge of and adherence to the  intervention, with a view to identifying training and support needs. Specifically, we examined participants' knowledge, implementation accuracy, training experiences, access to resources, and attitudes towards PECS. We developed hierarchical logistic regression models to explore the association between training experience and both knowledge and use of PECS. We pre-registered our methods, predictions and the analysis plan on the Open Science Framework (OSF).We found considerable variation in practitioner knowledge and implementation of PECS. Formal training predicted greater knowledge and more accurate implementation when practitioner role and the degree of setting support were accounted for. While PECS was rated by a large majority to be effective and practical, many participants identified that time and the availability of resources were barriers to implementation. We also found that the purpose of PECS was not always fully understood by practitioners, and we identified some consistent gaps in knowledge and implementation.  This study contributes new information regarding the real-world  use of PECS in educational settings and offers new insights for supporting practitioners. En ligne : https://doi.org/10.1007/s10803-023-06194-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=548

Parents’ Experiences of Home-Based Applied Behavior Analysis Programs for Young Children with Autism / Corinna F. GRINDLE in Journal of Autism and Developmental Disorders, 39-1 (January 2009)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 39-1 (January 2009) . - p.42-56 Titre : Parents’ Experiences of Home-Based Applied Behavior Analysis Programs for Young Children with Autism Type de document : texte imprimé Auteurs : Corinna F. GRINDLE, Auteur ; Bob REMINGTON, Auteur ; Richard P. HASTINGS, Auteur ; Hanna KOVSHOFF, Auteur Année de publication : 2009 Article en page(s) : p.42-56 Langues : Anglais (eng) Mots-clés : Early-intensive-behavioral-intervention Family-impact Index. décimale : PER Périodiques Résumé : Although much research has documented the benefits to children with autism of early intensive behavioral intervention (EIBI), little has focused on the impact of EIBI on families. Using a semi-structured format, we interviewed 53 parents whose children had received 2 years of EIBI to obtain detailed first person accounts of the perceived benefits and pitfalls of running a home program, and the impact of EIBI on family life and support systems. In general, parents were positive about EIBI, its benefits for them, their child, and the broader family. Interviews also, however, revealed some of the more challenging aspects of managing home-based EIBI. The implications of these findings for more supportive interventions for families on home programs are discussed. En ligne : http://dx.doi.org/10.1007/s10803-008-0597-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=660 [article] Parents’ Experiences of Home-Based Applied Behavior Analysis Programs for Young Children with Autism [texte imprimé] / Corinna F. GRINDLE, Auteur ; Bob REMINGTON, Auteur ; Richard P. HASTINGS, Auteur ; Hanna KOVSHOFF, Auteur . - 2009 . - p.42-56. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 39-1 (January 2009) . - p.42-56 Mots-clés : Early-intensive-behavioral-intervention Family-impact Index. décimale : PER Périodiques Résumé : Although much research has documented the benefits to children with autism of early intensive behavioral intervention (EIBI), little has focused on the impact of EIBI on families. Using a semi-structured format, we interviewed 53 parents whose children had received 2 years of EIBI to obtain detailed first person accounts of the perceived benefits and pitfalls of running a home program, and the impact of EIBI on family life and support systems. In general, parents were positive about EIBI, its benefits for them, their child, and the broader family. Interviews also, however, revealed some of the more challenging aspects of managing home-based EIBI. The implications of these findings for more supportive interventions for families on home programs are discussed. En ligne : http://dx.doi.org/10.1007/s10803-008-0597-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=660

Use of a tactile prompt to increase social initiations in children with autism / Pagona TZANAKAKI in Research in Autism Spectrum Disorders, 8-6 (June 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-6 (June 2014) . - p.726-736 Titre : Use of a tactile prompt to increase social initiations in children with autism Type de document : texte imprimé Auteurs : Pagona TZANAKAKI, Auteur ; Corinna F. GRINDLE, Auteur ; Sarah DUNGAIT, Auteur ; Amy HULSON-JONES, Auteur ; Maria SAVILLE, Auteur ; J. Carl HUGHES, Auteur ; Richard P. HASTINGS, Auteur Article en page(s) : p.726-736 Langues : Anglais (eng) Mots-clés : Autism  Social interaction  Initiations Index. décimale : PER Périodiques Résumé : Making appropriate verbal initiations to others is an aspect of social interaction that can be problematic for individuals with autism. A variety of teaching and prompting methods have been developed to address the issue including the use of a tactile prompt, a small device that can fit in the participant's pocket and can be programmed to vibrate at regular intervals. Our aim was to extend the existing research on the use of the tactile prompt by incorporating reinforcement during intervention and attempting a systematic fading of the prompt. Three children with autism participated in Study 1 and two children in Study 2. In both studies, the intervention was conducted during free-play activities with mainstream peers. Results indicated that the participants’ verbal initiations to their peers increased in comparison to baseline. Additionally in Study 2, the use of both the tactile prompt and the prosthetic reinforcement were successfully faded. Implications regarding the use of covert prompting methods to help individuals with autism in the area of social interactions are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.03.016 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 [article] Use of a tactile prompt to increase social initiations in children with autism [texte imprimé] / Pagona TZANAKAKI, Auteur ; Corinna F. GRINDLE, Auteur ; Sarah DUNGAIT, Auteur ; Amy HULSON-JONES, Auteur ; Maria SAVILLE, Auteur ; J. Carl HUGHES, Auteur ; Richard P. HASTINGS, Auteur . - p.726-736. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-6 (June 2014) . - p.726-736 Mots-clés : Autism  Social interaction  Initiations Index. décimale : PER Périodiques Résumé : Making appropriate verbal initiations to others is an aspect of social interaction that can be problematic for individuals with autism. A variety of teaching and prompting methods have been developed to address the issue including the use of a tactile prompt, a small device that can fit in the participant's pocket and can be programmed to vibrate at regular intervals. Our aim was to extend the existing research on the use of the tactile prompt by incorporating reinforcement during intervention and attempting a systematic fading of the prompt. Three children with autism participated in Study 1 and two children in Study 2. In both studies, the intervention was conducted during free-play activities with mainstream peers. Results indicated that the participants’ verbal initiations to their peers increased in comparison to baseline. Additionally in Study 2, the use of both the tactile prompt and the prosthetic reinforcement were successfully faded. Implications regarding the use of covert prompting methods to help individuals with autism in the area of social interactions are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.03.016 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232

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