Building Social Skills and Social Relationships in School Settings: The Role of Schoolwide Positive Behavior Support / Ilene S. SCHWARTZ

Public ISBD in Social Skills and Adaptive Behavior in Learners with Autism Spectrum Disorders / Peter F. GERHARDT Titre : Building Social Skills and Social Relationships in School Settings: The Role of Schoolwide Positive Behavior Support Type de document : texte imprimé Auteurs : Ilene S. SCHWARTZ, Auteur ; Pei-Yu CHEN, Auteur Année de publication : 2013 Importance : p.83-107 Langues : Anglais (eng) Mots-clés : Trouble du spectre autistique (TSA) Index. décimale : HAB-A HAB-A - Habiletés Sociales - Méthodes et Programmes Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=189 in Social Skills and Adaptive Behavior in Learners with Autism Spectrum Disorders / Peter F. GERHARDT Building Social Skills and Social Relationships in School Settings: The Role of Schoolwide Positive Behavior Support [texte imprimé] / Ilene S. SCHWARTZ, Auteur ; Pei-Yu CHEN, Auteur . - 2013 . - p.83-107. Langues : Anglais (eng) Mots-clés : Trouble du spectre autistique (TSA) Index. décimale : HAB-A HAB-A - Habiletés Sociales - Méthodes et Programmes Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=189

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Bullying and Victimization Experiences of Students With Autism Spectrum Disorders in Elementary Schools / Pei-Yu CHEN in Focus on Autism and Other Developmental Disabilities, 27-4 (December 2012)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 27-4 (December 2012) . - p.200-212 Titre : Bullying and Victimization Experiences of Students With Autism Spectrum Disorders in Elementary Schools Type de document : texte imprimé Auteurs : Pei-Yu CHEN, Auteur ; Ilene S. SCHWARTZ, Auteur Article en page(s) : p.200-212 Langues : Anglais (eng) Mots-clés : bullying  victimization  autism  inclusion  positive behavior support Index. décimale : PER Périodiques Résumé : We explored bullying and victimization experienced by third- to fifth-grade students with autism spectrum disorders (ASD), by surveying students with ASD, their parents, and their teachers. A total of 25 triads, each including one student with ASD, one of the student’s parents, and one teacher, were involved in data analysis. We found that all three respondent groups reported high prevalence of bullying and victimization experienced by students with ASD. While students with ASD, their parents, and their teachers reported similar victimization scores, teachers reported significantly higher bullying scores than those found in student- and parent-reports. The three respondent groups showed some differences in bullying status of students with ASD. We discuss implications for including students with ASD in bullying prevention and schoolwide models of intervention to improve the quality of life of students with ASD. En ligne : http://dx.doi.org/10.1177/1088357612459556 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184 [article] Bullying and Victimization Experiences of Students With Autism Spectrum Disorders in Elementary Schools [texte imprimé] / Pei-Yu CHEN, Auteur ; Ilene S. SCHWARTZ, Auteur . - p.200-212. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 27-4 (December 2012) . - p.200-212 Mots-clés : bullying  victimization  autism  inclusion  positive behavior support Index. décimale : PER Périodiques Résumé : We explored bullying and victimization experienced by third- to fifth-grade students with autism spectrum disorders (ASD), by surveying students with ASD, their parents, and their teachers. A total of 25 triads, each including one student with ASD, one of the student’s parents, and one teacher, were involved in data analysis. We found that all three respondent groups reported high prevalence of bullying and victimization experienced by students with ASD. While students with ASD, their parents, and their teachers reported similar victimization scores, teachers reported significantly higher bullying scores than those found in student- and parent-reports. The three respondent groups showed some differences in bullying status of students with ASD. We discuss implications for including students with ASD in bullying prevention and schoolwide models of intervention to improve the quality of life of students with ASD. En ligne : http://dx.doi.org/10.1177/1088357612459556 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184

A Comprehensive Peer Network Intervention to Improve Social Communication of Children with Autism Spectrum Disorders: A Randomized Trial in Kindergarten and First Grade / Debra M. KAMPS in Journal of Autism and Developmental Disorders, 45-6 (June 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1809-1824 Titre : A Comprehensive Peer Network Intervention to Improve Social Communication of Children with Autism Spectrum Disorders: A Randomized Trial in Kindergarten and First Grade Type de document : texte imprimé Auteurs : Debra M. KAMPS, Auteur ; Kathy S. THIEMANN-BOURQUE, Auteur ; Linda HEITZMAN-POWELL, Auteur ; Ilene S. SCHWARTZ, Auteur ; Nancy ROSENBERG, Auteur ; Rose A. MASON, Auteur ; Suzanne COX, Auteur Article en page(s) : p.1809-1824 Langues : Anglais (eng) Mots-clés : Peer networks  Social-communication skills  Text cues Index. décimale : PER Périodiques Résumé : The purpose of this randomized control group study was to examine the effects of a peer network intervention that included peer mediation and direct instruction for Kindergarten and First-grade children with autism spectrum disorders. Trained school staff members provided direct instruction for 56 children in the intervention group, and 39 children participated in a comparison group. Results showed children in the intervention group displayed significantly more initiations to peers than did the comparison group during non-treatment social probes and generalization probes. Treatment session data showed significant growth for total communications over baseline levels. Children in treatment also showed more growth in language and adaptive communication. Finally, teachers’ ratings of prosocial skills revealed significantly greater improvements for the intervention group. En ligne : http://dx.doi.org/10.1007/s10803-014-2340-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] A Comprehensive Peer Network Intervention to Improve Social Communication of Children with Autism Spectrum Disorders: A Randomized Trial in Kindergarten and First Grade [texte imprimé] / Debra M. KAMPS, Auteur ; Kathy S. THIEMANN-BOURQUE, Auteur ; Linda HEITZMAN-POWELL, Auteur ; Ilene S. SCHWARTZ, Auteur ; Nancy ROSENBERG, Auteur ; Rose A. MASON, Auteur ; Suzanne COX, Auteur . - p.1809-1824. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1809-1824 Mots-clés : Peer networks  Social-communication skills  Text cues Index. décimale : PER Périodiques Résumé : The purpose of this randomized control group study was to examine the effects of a peer network intervention that included peer mediation and direct instruction for Kindergarten and First-grade children with autism spectrum disorders. Trained school staff members provided direct instruction for 56 children in the intervention group, and 39 children participated in a comparison group. Results showed children in the intervention group displayed significantly more initiations to peers than did the comparison group during non-treatment social probes and generalization probes. Treatment session data showed significant growth for total communications over baseline levels. Children in treatment also showed more growth in language and adaptive communication. Finally, teachers’ ratings of prosocial skills revealed significantly greater improvements for the intervention group. En ligne : http://dx.doi.org/10.1007/s10803-014-2340-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

Effects of coaching on the fidelity of parent implementation of reciprocal imitation training / Ashley PENNEY in Autism, 23-6 (August 2019)  

Public ISBD [article]  inAutism > 23-6 (August 2019) . - p.1497-1507 Titre : Effects of coaching on the fidelity of parent implementation of reciprocal imitation training Type de document : texte imprimé Auteurs : Ashley PENNEY, Auteur ; Ilene S. SCHWARTZ, Auteur Article en page(s) : p.1497-1507 Langues : Anglais (eng) Mots-clés : autism  imitation  naturalistic developmental behavioral intervention  parent-implemented intervention  treatment fidelity Index. décimale : PER Périodiques Résumé : Imitation is an important early social communicative skill that is often impaired in young children with autism. Reciprocal imitation training is an easy-to-implement intervention that targets social imitation and can be taught to parents or other caregivers to implement at home and in the community. In this study, parents of children with autism were taught to implement reciprocal imitation training. The quality of parent fidelity of intervention implementation and rates of child spontaneous imitation were examined in three phases: baseline, post-didactic training, and after the introduction of 1:1 coaching. The results suggest that coaching improved parent fidelity with all parent participants, and this correlated to an increase in spontaneous imitation with some of the child participants. En ligne : http://dx.doi.org/10.1177/1362361318816688 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Effects of coaching on the fidelity of parent implementation of reciprocal imitation training [texte imprimé] / Ashley PENNEY, Auteur ; Ilene S. SCHWARTZ, Auteur . - p.1497-1507. Langues : Anglais (eng) in Autism > 23-6 (August 2019) . - p.1497-1507 Mots-clés : autism  imitation  naturalistic developmental behavioral intervention  parent-implemented intervention  treatment fidelity Index. décimale : PER Périodiques Résumé : Imitation is an important early social communicative skill that is often impaired in young children with autism. Reciprocal imitation training is an easy-to-implement intervention that targets social imitation and can be taught to parents or other caregivers to implement at home and in the community. In this study, parents of children with autism were taught to implement reciprocal imitation training. The quality of parent fidelity of intervention implementation and rates of child spontaneous imitation were examined in three phases: baseline, post-didactic training, and after the introduction of 1:1 coaching. The results suggest that coaching improved parent fidelity with all parent participants, and this correlated to an increase in spontaneous imitation with some of the child participants. En ligne : http://dx.doi.org/10.1177/1362361318816688 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

When Asking Questions is Not Enough: An Observational Study of Social Communication Differences in High Functioning Children with Autism / Christopher D. JONES in Journal of Autism and Developmental Disorders, 39-3 (March 2009)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 39-3 (March 2009) . - p.432-443 Titre : When Asking Questions is Not Enough: An Observational Study of Social Communication Differences in High Functioning Children with Autism Type de document : texte imprimé Auteurs : Christopher D. JONES, Auteur ; Ilene S. SCHWARTZ, Auteur Année de publication : 2009 Article en page(s) : p.432-443 Langues : Anglais (eng) Mots-clés : Social-communication High-functioning-autism Family-interactions Index. décimale : PER Périodiques Résumé : This investigation examined communication patterns between high functioning children with autism and their families and typically developing children and their families within traditional dinner time conversation. Twenty families with a child with autism (3.5–7 years.) and ten families with typically developing children (3.5–6 years) were video recorded during dinner and their interactions were coded. Results revealed that children with autism initiated fewer bids for interactions, commented less often, continued ongoing interactions through fewer conversational turns, and responded less often to family member communication bids. Results are interpreted with respect to how communication patterns may be indicative of social communication deficits not previously examined in high functioning children with autism. Strategies for social communication interventions within the family and other natural contexts are discussed. En ligne : http://dx.doi.org/10.1007/s10803-008-0642-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=696 [article] When Asking Questions is Not Enough: An Observational Study of Social Communication Differences in High Functioning Children with Autism [texte imprimé] / Christopher D. JONES, Auteur ; Ilene S. SCHWARTZ, Auteur . - 2009 . - p.432-443. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 39-3 (March 2009) . - p.432-443 Mots-clés : Social-communication High-functioning-autism Family-interactions Index. décimale : PER Périodiques Résumé : This investigation examined communication patterns between high functioning children with autism and their families and typically developing children and their families within traditional dinner time conversation. Twenty families with a child with autism (3.5–7 years.) and ten families with typically developing children (3.5–6 years) were video recorded during dinner and their interactions were coded. Results revealed that children with autism initiated fewer bids for interactions, commented less often, continued ongoing interactions through fewer conversational turns, and responded less often to family member communication bids. Results are interpreted with respect to how communication patterns may be indicative of social communication deficits not previously examined in high functioning children with autism. Strategies for social communication interventions within the family and other natural contexts are discussed. En ligne : http://dx.doi.org/10.1007/s10803-008-0642-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=696

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