An extended functional analysis protocol assesses the role of stereotypy in aggression in two young children with autism spectrum disorder / Pamela J. WHITE in Research in Autism Spectrum Disorders, 5-2 (April-June 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-2 (April-June 2011) . - p.784-789 Titre : An extended functional analysis protocol assesses the role of stereotypy in aggression in two young children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Pamela J. WHITE, Auteur ; Mark O'REILLY, Auteur ; Christina FRAGALE, Auteur ; Soyeon KANG, Auteur ; Kimberly MUHICH, Auteur ; Terry S. FALCOMATA, Auteur ; Russell B. LANG, Auteur ; Jeff SIGAFOOS, Auteur ; Giulio E. LANCIONI, Auteur Année de publication : 2011 Article en page(s) : p.784-789 Langues : Anglais (eng) Mots-clés : Stereotypy  Challenging behavior  Autism  Functional analysis Index. décimale : PER Périodiques Résumé : Two children with autism who engaged in aggression and stereotypy were assessed using common analogue functional analysis procedures. Aggression was maintained by access to specific preferred items. Data on the rates of stereotypy and appropriate play were collected during an extended functional analysis tangible condition. These data reveal that once the child was given access to the items shown to be maintaining challenging behavior that these items were then used to engage in stereotypy. These results suggest a relationship between stereotypy and socially mediated challenging behavior. Potential modifications to standard functional analysis procedures designed to identify this relationship and the implications of this relationship for intervention design are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.09.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114 [article] An extended functional analysis protocol assesses the role of stereotypy in aggression in two young children with autism spectrum disorder [Texte imprimé et/ou numérique] / Pamela J. WHITE, Auteur ; Mark O'REILLY, Auteur ; Christina FRAGALE, Auteur ; Soyeon KANG, Auteur ; Kimberly MUHICH, Auteur ; Terry S. FALCOMATA, Auteur ; Russell B. LANG, Auteur ; Jeff SIGAFOOS, Auteur ; Giulio E. LANCIONI, Auteur . - 2011 . - p.784-789. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-2 (April-June 2011) . - p.784-789 Mots-clés : Stereotypy  Challenging behavior  Autism  Functional analysis Index. décimale : PER Périodiques Résumé : Two children with autism who engaged in aggression and stereotypy were assessed using common analogue functional analysis procedures. Aggression was maintained by access to specific preferred items. Data on the rates of stereotypy and appropriate play were collected during an extended functional analysis tangible condition. These data reveal that once the child was given access to the items shown to be maintaining challenging behavior that these items were then used to engage in stereotypy. These results suggest a relationship between stereotypy and socially mediated challenging behavior. Potential modifications to standard functional analysis procedures designed to identify this relationship and the implications of this relationship for intervention design are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.09.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114

Best practices for teaching joint attention: A systematic review of the intervention literature / Pamela J. WHITE in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1283-1295 Titre : Best practices for teaching joint attention: A systematic review of the intervention literature Type de document : Texte imprimé et/ou numérique Auteurs : Pamela J. WHITE, Auteur ; Mark O'REILLY, Auteur ; William STREUSAND, Auteur ; Ann LEVINE, Auteur ; Jeff SIGAFOOS, Auteur ; Giulio E. LANCIONI, Auteur ; Christina FRAGALE, Auteur ; Nigel PIERCE, Auteur ; Jeannie M. AGUILAR, Auteur Année de publication : 2011 Article en page(s) : p.1283-1295 Langues : Anglais (eng) Mots-clés : Autism  Intervention  Joint attention  Systematic review Index. décimale : PER Périodiques Résumé : Joint attention is the act of sharing an experience of an object or event with another person. Individuals with autism often have deficits in this area. This review synthesizes 27 articles, involving interventions for individuals with autism, that measured joint attention as an outcome variable. Studies were analyzed and summarized in terms of: (a) joint attention as a collateral versus direct outcome, (b) participant characteristics, (c) study design, (d) intervention techniques, (e) types of joint attention measured, and (f) results. Interventions either directly targeted joint attention or measured joint attention as a collateral outcome. Most interventions used a combination of behavioral and developmental strategies. The results of these studies suggest that using play as a context, and training with natural communication partners may benefit generalization. Future research should address the relation between type of intervention and child characteristics, ensure that joint attention behaviors meet natural contingencies that serve the purpose of sharing attention, and continue to examine collateral outcomes of joint attention. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Best practices for teaching joint attention: A systematic review of the intervention literature [Texte imprimé et/ou numérique] / Pamela J. WHITE, Auteur ; Mark O'REILLY, Auteur ; William STREUSAND, Auteur ; Ann LEVINE, Auteur ; Jeff SIGAFOOS, Auteur ; Giulio E. LANCIONI, Auteur ; Christina FRAGALE, Auteur ; Nigel PIERCE, Auteur ; Jeannie M. AGUILAR, Auteur . - 2011 . - p.1283-1295. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1283-1295 Mots-clés : Autism  Intervention  Joint attention  Systematic review Index. décimale : PER Périodiques Résumé : Joint attention is the act of sharing an experience of an object or event with another person. Individuals with autism often have deficits in this area. This review synthesizes 27 articles, involving interventions for individuals with autism, that measured joint attention as an outcome variable. Studies were analyzed and summarized in terms of: (a) joint attention as a collateral versus direct outcome, (b) participant characteristics, (c) study design, (d) intervention techniques, (e) types of joint attention measured, and (f) results. Interventions either directly targeted joint attention or measured joint attention as a collateral outcome. Most interventions used a combination of behavioral and developmental strategies. The results of these studies suggest that using play as a context, and training with natural communication partners may benefit generalization. Future research should address the relation between type of intervention and child characteristics, ensure that joint attention behaviors meet natural contingencies that serve the purpose of sharing attention, and continue to examine collateral outcomes of joint attention. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Ethnicity Reporting Practices for Empirical Research in Three Autism-Related Journals / Nigel P. PIERCE in Journal of Autism and Developmental Disorders, 44-7 (July 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-7 (July 2014) . - p.1507-1519 Titre : Ethnicity Reporting Practices for Empirical Research in Three Autism-Related Journals Type de document : Texte imprimé et/ou numérique Auteurs : Nigel P. PIERCE, Auteur ; Mark F. O’REILLY, Auteur ; Audrey M. SORRELLS, Auteur ; Christina L. FRAGALE, Auteur ; Pamela J. WHITE, Auteur ; Jeannie M. AGUILAR, Auteur ; Heather A. COLE, Auteur Article en page(s) : p.1507-1519 Langues : Anglais (eng) Mots-clés : Ethnicity  Race  Demographics  Autism spectrum disorder  Reporting practices Index. décimale : PER Périodiques Résumé : This review examines ethnicity reporting in three autism-related journals (Autism, Focus on Autism and Other Developmental Disabilities, and Journal of Autism and Developmental Disorders) over a 6-year period. A comprehensive multistep search of articles is used to identify ethnicity as a demographic variable in these three journals. Articles that identified research participants’ ethnicity were further analyzed to determine the impact of ethnicity as a demographic variable on findings of each study. The results indicate that ethnicity has not been adequately reported in these three autism related journals even though previous recommendations have been made to improve inadequacies of descriptive information of research participants in autism research (Kistner and Robbins in J Autism Dev Disord 16:77–82, 1986). Implications for the field of autism spectrum disorders are discussed in addition to further recommendations for future research. En ligne : http://dx.doi.org/10.1007/s10803-014-2041-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=236 [article] Ethnicity Reporting Practices for Empirical Research in Three Autism-Related Journals [Texte imprimé et/ou numérique] / Nigel P. PIERCE, Auteur ; Mark F. O’REILLY, Auteur ; Audrey M. SORRELLS, Auteur ; Christina L. FRAGALE, Auteur ; Pamela J. WHITE, Auteur ; Jeannie M. AGUILAR, Auteur ; Heather A. COLE, Auteur . - p.1507-1519. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-7 (July 2014) . - p.1507-1519 Mots-clés : Ethnicity  Race  Demographics  Autism spectrum disorder  Reporting practices Index. décimale : PER Périodiques Résumé : This review examines ethnicity reporting in three autism-related journals (Autism, Focus on Autism and Other Developmental Disabilities, and Journal of Autism and Developmental Disorders) over a 6-year period. A comprehensive multistep search of articles is used to identify ethnicity as a demographic variable in these three journals. Articles that identified research participants’ ethnicity were further analyzed to determine the impact of ethnicity as a demographic variable on findings of each study. The results indicate that ethnicity has not been adequately reported in these three autism related journals even though previous recommendations have been made to improve inadequacies of descriptive information of research participants in autism research (Kistner and Robbins in J Autism Dev Disord 16:77–82, 1986). Implications for the field of autism spectrum disorders are discussed in addition to further recommendations for future research. En ligne : http://dx.doi.org/10.1007/s10803-014-2041-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=236

Evaluation of a Social Stories™ intervention implemented by pre-service teachers for students with autism in general education settings / Jeffrey M. CHAN in Research in Autism Spectrum Disorders, 5-2 (April-June 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-2 (April-June 2011) . - p.715-721 Titre : Evaluation of a Social Stories™ intervention implemented by pre-service teachers for students with autism in general education settings Type de document : Texte imprimé et/ou numérique Auteurs : Jeffrey M. CHAN, Auteur ; Mark O'REILLY, Auteur ; Russell B. LANG, Auteur ; E. Amanda BOUTOT, Auteur ; Pamela J. WHITE, Auteur ; Nigel PIERCE, Auteur ; Sonia BAKER, Auteur Année de publication : 2011 Article en page(s) : p.715-721 Langues : Anglais (eng) Mots-clés : Social Stories  Autism  Inclusion  Teachers Index. décimale : PER Périodiques Résumé : Pre-service teachers were trained to implement a Social Stories™ intervention to three students with autism in the general education classroom. A multiple baseline across students was used to assess the effects of Social Stories on classroom behavior and an alternating treatments design was used to compare two conditions. In one condition (immediate) data on student behavior was collected immediately following exposure to the Social Stories and in the second condition (delayed) data was collected after a delay of several hours following exposure to Social Stories. Results indicate some improvement in classroom behavior following Social Stories for all three students. No differences between the immediate and delayed conditions were noted in student behavior. Improvements in classroom behavior considered in tandem with treatment fidelity, social validity, and peer comparison data suggest Social Stories may not be a particularly powerful intervention in terms of the magnitude of behavior change, but that they may offer a simple, acceptable, classroom friendly intervention. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.08.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114 [article] Evaluation of a Social Stories™ intervention implemented by pre-service teachers for students with autism in general education settings [Texte imprimé et/ou numérique] / Jeffrey M. CHAN, Auteur ; Mark O'REILLY, Auteur ; Russell B. LANG, Auteur ; E. Amanda BOUTOT, Auteur ; Pamela J. WHITE, Auteur ; Nigel PIERCE, Auteur ; Sonia BAKER, Auteur . - 2011 . - p.715-721. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-2 (April-June 2011) . - p.715-721 Mots-clés : Social Stories  Autism  Inclusion  Teachers Index. décimale : PER Périodiques Résumé : Pre-service teachers were trained to implement a Social Stories™ intervention to three students with autism in the general education classroom. A multiple baseline across students was used to assess the effects of Social Stories on classroom behavior and an alternating treatments design was used to compare two conditions. In one condition (immediate) data on student behavior was collected immediately following exposure to the Social Stories and in the second condition (delayed) data was collected after a delay of several hours following exposure to Social Stories. Results indicate some improvement in classroom behavior following Social Stories for all three students. No differences between the immediate and delayed conditions were noted in student behavior. Improvements in classroom behavior considered in tandem with treatment fidelity, social validity, and peer comparison data suggest Social Stories may not be a particularly powerful intervention in terms of the magnitude of behavior change, but that they may offer a simple, acceptable, classroom friendly intervention. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.08.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114

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