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Détail de l'auteur
Auteur Joe REICHLE |
Documents disponibles écrits par cet auteur (5)



Autism Spectrum Disorder (ASD) Prevalence in Somali and Non-Somali Children / Amy HEWITT in Journal of Autism and Developmental Disorders, 46-8 (August 2016)
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Titre : Autism Spectrum Disorder (ASD) Prevalence in Somali and Non-Somali Children Type de document : Texte imprimé et/ou numérique Auteurs : Amy HEWITT, Auteur ; Jennifer HALL-LANDE, Auteur ; Kristin HAMRE, Auteur ; Amy N. ESLER, Auteur ; Judy PUNYKO, Auteur ; Joe REICHLE, Auteur ; Anab A. GULAID, Auteur Article en page(s) : p.2599-2608 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Intellectual disability Autism prevalence Somali Index. décimale : PER Périodiques Résumé : The current study presents results from an autism spectrum disorder (ASD) public health surveillance project conducted in Minneapolis. The study was designed to compare ASD prevalence in Somali children (ages 7–9) to that of non-Somali children. The study adapted methodology used by the Centers for Disease Control and Prevention’s Autism and Developmental Disabilities Monitoring Network. Results indicated that Somali (1 in 32) and White (1 in 36) children were about equally likely to be identified with ASD, but more likely to be identified with ASD than Black and Hispanic children. Somali children with ASD were significantly more likely to have an intellectual disability than children with ASD in all other racial and ethnic groups. En ligne : http://dx.doi.org/10.1007/s10803-016-2793-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290
in Journal of Autism and Developmental Disorders > 46-8 (August 2016) . - p.2599-2608[article] Autism Spectrum Disorder (ASD) Prevalence in Somali and Non-Somali Children [Texte imprimé et/ou numérique] / Amy HEWITT, Auteur ; Jennifer HALL-LANDE, Auteur ; Kristin HAMRE, Auteur ; Amy N. ESLER, Auteur ; Judy PUNYKO, Auteur ; Joe REICHLE, Auteur ; Anab A. GULAID, Auteur . - p.2599-2608.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-8 (August 2016) . - p.2599-2608
Mots-clés : Autism spectrum disorder Intellectual disability Autism prevalence Somali Index. décimale : PER Périodiques Résumé : The current study presents results from an autism spectrum disorder (ASD) public health surveillance project conducted in Minneapolis. The study was designed to compare ASD prevalence in Somali children (ages 7–9) to that of non-Somali children. The study adapted methodology used by the Centers for Disease Control and Prevention’s Autism and Developmental Disabilities Monitoring Network. Results indicated that Somali (1 in 32) and White (1 in 36) children were about equally likely to be identified with ASD, but more likely to be identified with ASD than Black and Hispanic children. Somali children with ASD were significantly more likely to have an intellectual disability than children with ASD in all other racial and ethnic groups. En ligne : http://dx.doi.org/10.1007/s10803-016-2793-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290 Conditional Use of a Request for Assistance: Considering Generalization / Joe REICHLE in Focus on Autism and Other Developmental Disabilities, 33-2 (June 2018)
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Titre : Conditional Use of a Request for Assistance: Considering Generalization Type de document : Texte imprimé et/ou numérique Auteurs : Joe REICHLE, Auteur ; Breanne J. BYIERS, Auteur ; Amanda REEVE, Auteur Article en page(s) : p.80-90 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) frequently exhibit generalization errors, but many instructional programs fail to address this deficit. Generalization errors encompass when the learner should extend the use of a newly taught behavior to other contexts but does not (under-generalization), as well as when he or she should not use the newly established behavior in new contexts but does (over-generalization). This study was designed to evaluate the generalization errors of a preschooler with ASD. Following an intervention in which the participant was taught to request assistance with difficult tasks using a continuous reinforcement schedule, generalization gradients across levels of task difficulty were implemented to examine patterns of generalization. Initial results showed over-generalization of assistance requests and corresponding reductions in independent (the absence of any instructional prompts) task completion across all levels of task difficulty. A final phase involving competing schedules of reinforcement for assistance requests and independent work with video modeling led to improved conditional use of assistance requests. Implications for teaching conditional use of assistance requests are discussed. En ligne : https://doi.org/10.1177/1088357616647349 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=363
in Focus on Autism and Other Developmental Disabilities > 33-2 (June 2018) . - p.80-90[article] Conditional Use of a Request for Assistance: Considering Generalization [Texte imprimé et/ou numérique] / Joe REICHLE, Auteur ; Breanne J. BYIERS, Auteur ; Amanda REEVE, Auteur . - p.80-90.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 33-2 (June 2018) . - p.80-90
Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) frequently exhibit generalization errors, but many instructional programs fail to address this deficit. Generalization errors encompass when the learner should extend the use of a newly taught behavior to other contexts but does not (under-generalization), as well as when he or she should not use the newly established behavior in new contexts but does (over-generalization). This study was designed to evaluate the generalization errors of a preschooler with ASD. Following an intervention in which the participant was taught to request assistance with difficult tasks using a continuous reinforcement schedule, generalization gradients across levels of task difficulty were implemented to examine patterns of generalization. Initial results showed over-generalization of assistance requests and corresponding reductions in independent (the absence of any instructional prompts) task completion across all levels of task difficulty. A final phase involving competing schedules of reinforcement for assistance requests and independent work with video modeling led to improved conditional use of assistance requests. Implications for teaching conditional use of assistance requests are discussed. En ligne : https://doi.org/10.1177/1088357616647349 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=363
Titre : General intervention approaches for teaching speech and its prerequisites Type de document : Texte imprimé et/ou numérique Auteurs : Jeff SIGAFOOS, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur ; Joe REICHLE, Auteur ; Erik DRASGOW, Auteur ; Pieter C. DUKER, Auteur Année de publication : 2009 Importance : p.109-133 Langues : Anglais (eng) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=104 General intervention approaches for teaching speech and its prerequisites [Texte imprimé et/ou numérique] / Jeff SIGAFOOS, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur ; Joe REICHLE, Auteur ; Erik DRASGOW, Auteur ; Pieter C. DUKER, Auteur . - 2009 . - p.109-133.
Langues : Anglais (eng)
Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=104 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Task Engagement and Escape Maintained Challenging Behavior: Differential Effects of General and Explicit Cues When Implementing a Signaled Delay in the Delivery of Reinforcement / Joe REICHLE in Journal of Autism and Developmental Disorders, 40-6 (June 2010)
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Titre : Task Engagement and Escape Maintained Challenging Behavior: Differential Effects of General and Explicit Cues When Implementing a Signaled Delay in the Delivery of Reinforcement Type de document : Texte imprimé et/ou numérique Auteurs : Joe REICHLE, Auteur ; LeAnne JOHNSON, Auteur ; Emily MONN, Auteur ; Michael HARRIS, Auteur Année de publication : 2010 Langues : Anglais (eng) Mots-clés : Autism Tolerance-for-delay Signaled-delay Intervention Self-regulation Index. décimale : PER Périodiques Résumé : This study was designed to evaluate the effects of explicit and general delay cues when implementing a tolerance for a delay in the delivery of a reinforcement procedure to increase task engagement and decrease escape maintained challenging behavior. Two preschool children with autism participated in an alternating treatments design with changing criterions for task engagement. For both children, descriptive and experimental analyses verified that the challenging behavior functioned to escape instructional task demands. Subsequently, two types of tasks were identified for each participant with assignment to either the explicit or general cue procedures. Both participants demonstrated increased task engagement with concurrent decreases in challenging behavior with both types of delay cues, though rate of successful work unit completion advanced more quickly with explicit delay cues. En ligne : http://dx.doi.org/10.1007/s10803-010-0946-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102
in Journal of Autism and Developmental Disorders > 40-6 (June 2010)[article] Task Engagement and Escape Maintained Challenging Behavior: Differential Effects of General and Explicit Cues When Implementing a Signaled Delay in the Delivery of Reinforcement [Texte imprimé et/ou numérique] / Joe REICHLE, Auteur ; LeAnne JOHNSON, Auteur ; Emily MONN, Auteur ; Michael HARRIS, Auteur . - 2010.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 40-6 (June 2010)
Mots-clés : Autism Tolerance-for-delay Signaled-delay Intervention Self-regulation Index. décimale : PER Périodiques Résumé : This study was designed to evaluate the effects of explicit and general delay cues when implementing a tolerance for a delay in the delivery of a reinforcement procedure to increase task engagement and decrease escape maintained challenging behavior. Two preschool children with autism participated in an alternating treatments design with changing criterions for task engagement. For both children, descriptive and experimental analyses verified that the challenging behavior functioned to escape instructional task demands. Subsequently, two types of tasks were identified for each participant with assignment to either the explicit or general cue procedures. Both participants demonstrated increased task engagement with concurrent decreases in challenging behavior with both types of delay cues, though rate of successful work unit completion advanced more quickly with explicit delay cues. En ligne : http://dx.doi.org/10.1007/s10803-010-0946-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 The Role of Aided AAC in Replacing Unconventional Communicative Acts with More Conventional Ones / Krista M. WILKINSON
Titre : The Role of Aided AAC in Replacing Unconventional Communicative Acts with More Conventional Ones Type de document : Texte imprimé et/ou numérique Auteurs : Krista M. WILKINSON, Auteur ; Joe REICHLE, Auteur Année de publication : 2009 Importance : p.355-382 Langues : Anglais (eng) Index. décimale : COM-C COM-C - Communication Alternative Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=264 The Role of Aided AAC in Replacing Unconventional Communicative Acts with More Conventional Ones [Texte imprimé et/ou numérique] / Krista M. WILKINSON, Auteur ; Joe REICHLE, Auteur . - 2009 . - p.355-382.
Langues : Anglais (eng)
Index. décimale : COM-C COM-C - Communication Alternative Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=264 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire