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Détail de l'auteur
Auteur Laura J. HALL |
Documents disponibles écrits par cet auteur (4)



Titre : Approaches to Early Intervention for Children with Autism and Their Families Type de document : Texte imprimé et/ou numérique Auteurs : Laura J. HALL, Auteur ; Samuel L ODOM, Auteur Année de publication : 2019 Importance : p.120-133 Langues : Anglais (eng) Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417 Approaches to Early Intervention for Children with Autism and Their Families [Texte imprimé et/ou numérique] / Laura J. HALL, Auteur ; Samuel L ODOM, Auteur . - 2019 . - p.120-133.
Langues : Anglais (eng)
Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Erratum to: Evaluation of Comprehensive Treatment Models for Individuals with Autism Spectrum Disorders / Samuel L ODOM in Journal of Autism and Developmental Disorders, 40-4 (April 2010)
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Titre : Erratum to: Evaluation of Comprehensive Treatment Models for Individuals with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Samuel L ODOM, Auteur ; Kara HUME, Auteur ; Brian A. BOYD, Auteur ; Laura J. HALL, Auteur Année de publication : 2010 Article en page(s) : p.437 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-009-0873-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=992
in Journal of Autism and Developmental Disorders > 40-4 (April 2010) . - p.437[article] Erratum to: Evaluation of Comprehensive Treatment Models for Individuals with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Samuel L ODOM, Auteur ; Kara HUME, Auteur ; Brian A. BOYD, Auteur ; Laura J. HALL, Auteur . - 2010 . - p.437.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 40-4 (April 2010) . - p.437
Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-009-0873-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=992 Evaluation of Comprehensive Treatment Models for Individuals with Autism Spectrum Disorders / Samuel L ODOM in Journal of Autism and Developmental Disorders, 40-4 (April 2010)
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Titre : Evaluation of Comprehensive Treatment Models for Individuals with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Samuel L ODOM, Auteur ; Kara HUME, Auteur ; Brian A. BOYD, Auteur ; Laura J. HALL, Auteur Année de publication : 2010 Article en page(s) : p.425-436 Langues : Anglais (eng) Mots-clés : Comprehensive Treatment Model Autism Program Evaluation Index. décimale : PER Périodiques Résumé : Multiple dimensions of comprehensive treatment models (CTMs) for learners with autism were evaluated in this study. The purpose of the study was to provide evaluative information upon which service providers, family members, and researchers could make decisions about model adoption, selection for a family member, or future research. Thirty CTMs were identified, with the majority based on an applied behavior analysis framework, although a substantial minority followed a developmental or relationship-based model. As a group, CTMs were strongest in the operationalization of their models, although relatively weaker in measurement of implementation, and with notable exceptions, weak in evidence of efficacy. En ligne : http://dx.doi.org/10.1007/s10803-009-0825-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=992
in Journal of Autism and Developmental Disorders > 40-4 (April 2010) . - p.425-436[article] Evaluation of Comprehensive Treatment Models for Individuals with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Samuel L ODOM, Auteur ; Kara HUME, Auteur ; Brian A. BOYD, Auteur ; Laura J. HALL, Auteur . - 2010 . - p.425-436.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 40-4 (April 2010) . - p.425-436
Mots-clés : Comprehensive Treatment Model Autism Program Evaluation Index. décimale : PER Périodiques Résumé : Multiple dimensions of comprehensive treatment models (CTMs) for learners with autism were evaluated in this study. The purpose of the study was to provide evaluative information upon which service providers, family members, and researchers could make decisions about model adoption, selection for a family member, or future research. Thirty CTMs were identified, with the majority based on an applied behavior analysis framework, although a substantial minority followed a developmental or relationship-based model. As a group, CTMs were strongest in the operationalization of their models, although relatively weaker in measurement of implementation, and with notable exceptions, weak in evidence of efficacy. En ligne : http://dx.doi.org/10.1007/s10803-009-0825-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=992 Examination of racial/ethnic disproportionality of autism in California / Paul LUELMO in Research in Autism Spectrum Disorders, 96 (August 2022)
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Titre : Examination of racial/ethnic disproportionality of autism in California Type de document : Texte imprimé et/ou numérique Auteurs : Paul LUELMO, Auteur ; Laura J. HALL, Auteur ; Ryan ESTRELLADO, Auteur Article en page(s) : 102001 Langues : Anglais (eng) Mots-clés : Autism Racial/ethnic disproportionality Inequities Disparities Special education Index. décimale : PER Périodiques Résumé : Background Racial/Ethnic disparities continue to exist for minoritized communities. This study is an examination of the risk ratio analysis of racial/ethnic special education disproportionality in schools for the category of autism in the state of California. Method We extracted and analyzed state level risk ratio data. We used descriptive statistics and compared school districts with significant disproportionality in autism across multiple variables (demographics, enrollment, English Learners, socio-economic status). Additionally, a caregiver survey was sent to caregivers in one disproportionate school district as part of a root cause analysis. Results It was found that, in 2019, all districts in California with a racial/ethnic significant disproportionality in the autism category were for the overidentification of White students. Importantly, all the districts in the sample had strikingly similar student demographics; a large majority of Latinx/Hispanic students, a large percentage of English Language Learners and low-income students. Results revealed a significant discrepancy between caregiver identified early signs of delays, or red flags of disability by Spanish-speaking Latinx caregivers (14%) and English-speaking caregivers (77%). Conclusions Researchers and school districts aiming to address systemic disparities in special education need to capture caregiver perspectives in their root cause analyses. Importantly, these findings point to the duty of school systems to address the autism identification and service gaps for families whose primary language is other than English. En ligne : https://doi.org/10.1016/j.rasd.2022.102001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=480
in Research in Autism Spectrum Disorders > 96 (August 2022) . - 102001[article] Examination of racial/ethnic disproportionality of autism in California [Texte imprimé et/ou numérique] / Paul LUELMO, Auteur ; Laura J. HALL, Auteur ; Ryan ESTRELLADO, Auteur . - 102001.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 96 (August 2022) . - 102001
Mots-clés : Autism Racial/ethnic disproportionality Inequities Disparities Special education Index. décimale : PER Périodiques Résumé : Background Racial/Ethnic disparities continue to exist for minoritized communities. This study is an examination of the risk ratio analysis of racial/ethnic special education disproportionality in schools for the category of autism in the state of California. Method We extracted and analyzed state level risk ratio data. We used descriptive statistics and compared school districts with significant disproportionality in autism across multiple variables (demographics, enrollment, English Learners, socio-economic status). Additionally, a caregiver survey was sent to caregivers in one disproportionate school district as part of a root cause analysis. Results It was found that, in 2019, all districts in California with a racial/ethnic significant disproportionality in the autism category were for the overidentification of White students. Importantly, all the districts in the sample had strikingly similar student demographics; a large majority of Latinx/Hispanic students, a large percentage of English Language Learners and low-income students. Results revealed a significant discrepancy between caregiver identified early signs of delays, or red flags of disability by Spanish-speaking Latinx caregivers (14%) and English-speaking caregivers (77%). Conclusions Researchers and school districts aiming to address systemic disparities in special education need to capture caregiver perspectives in their root cause analyses. Importantly, these findings point to the duty of school systems to address the autism identification and service gaps for families whose primary language is other than English. En ligne : https://doi.org/10.1016/j.rasd.2022.102001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=480