[article] 
inJournal of Autism and Developmental Disorders > 40-1 (January 2010) . - p.74-88

Titre :	ABA Versus TEACCH: The Case for Defining and Validating Comprehensive Treatment Models in Autism
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Kevin CALLAHAN, Auteur ; Smita SHUKLA-MEHTA, Auteur ; Sandy MAGEE, Auteur ; Min WIE, Auteur
Année de publication :	2010
Article en page(s) :	p.74-88
Langues :	Anglais (eng)
Mots-clés :	Social-validation Expert-validation ABA-vs.-TEACCH Autism-treatment-model
Index. décimale :	PER Périodiques
Résumé :	The authors analyzed the results of a social validation survey to determine if autism service providers including special education teachers, parents, and administrators demonstrate a preference for the intervention components of Applied Behavior Analysis or Training and Education of Autistic and other Communication Handicapped Children. They also investigated the comprehensiveness of these treatment models for use in public school programs. The findings indicate no clear preference for either model, but a significantly higher level of social validity for components inherent in both approaches. The authors discuss the need for research to define what is meant by comprehensive programming in autism.
En ligne :	http://dx.doi.org/10.1007/s10803-009-0834-0
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=963

[article] ABA Versus TEACCH: The Case for Defining and Validating Comprehensive Treatment Models in Autism [Texte imprimé et/ou numérique] / Kevin CALLAHAN, Auteur ; Smita SHUKLA-MEHTA, Auteur ; Sandy MAGEE, Auteur ; Min WIE, Auteur . - 2010 . - p.74-88.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 40-1 (January 2010) . - p.74-88

Mots-clés :	Social-validation Expert-validation ABA-vs.-TEACCH Autism-treatment-model
Index. décimale :	PER Périodiques
Résumé :	The authors analyzed the results of a social validation survey to determine if autism service providers including special education teachers, parents, and administrators demonstrate a preference for the intervention components of Applied Behavior Analysis or Training and Education of Autistic and other Communication Handicapped Children. They also investigated the comprehensiveness of these treatment models for use in public school programs. The findings indicate no clear preference for either model, but a significantly higher level of social validity for components inherent in both approaches. The authors discuss the need for research to define what is meant by comprehensive programming in autism.
En ligne :	http://dx.doi.org/10.1007/s10803-009-0834-0
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=963