Conversation Skills and Self-Initiated Interactions in Young Adults with Autism and Intellectual Disability / Laura C. CHEZAN in Research in Autism Spectrum Disorders, 75 (July 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 75 (July 2020) . - p.101554 Titre : Conversation Skills and Self-Initiated Interactions in Young Adults with Autism and Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : Laura C. CHEZAN, Auteur ; Erik DRASGOW, Auteur ; Elise M. GRYBOS, Auteur Article en page(s) : p.101554 Langues : Anglais (eng) Mots-clés : covert audio coaching  behavior skills training  conversations  workplace  autism spectrum disorder  intellectual disability Index. décimale : PER Périodiques Résumé : Background Our purpose in this study was to increase conversations in three young adults with autism spectrum disorder (ASD) and co-occurring moderate intellectual disability (ID). First, we used an intervention package consisting of Behavior Skills Training (BST) and Covert Audio Coaching (CAC) to promote acquisition and maintenance of conversations with coworkers. Second, we implemented CAC during naturally occurring opportunities at an internship site. Third, we examined whether the number of self-initiated interactions with coworkers increased during and after acquisition of conversations. Method Three young adults with ASD and co-occurring moderate ID participated in the study. We used a concurrent multiple-baseline design across participants with continuous acquisition probes to evaluate the effects of the intervention package consisting of BST and CAC in producing acquisition and maintenance of conversations and an increase in the number of self-initiated interactions. Results Results demonstrate that the intervention was effective in producing acquisition and maintenance of the target skills in all three young adults. Data also indicate that two of the three participants engaged more frequently in self-initiated interactions with coworkers as their conversational competence increased. Conclusions Findings suggest that the intervention package was effective in promoting conversations and an increased number of self-initiated interactions with coworkers in young adults with ASD and co-occurring moderate ID in the natural environment. Directions for future research and clinical implications for teaching conversations are discussed. En ligne : https://doi.org/10.1016/j.rasd.2020.101554 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426 [article] Conversation Skills and Self-Initiated Interactions in Young Adults with Autism and Intellectual Disability [Texte imprimé et/ou numérique] / Laura C. CHEZAN, Auteur ; Erik DRASGOW, Auteur ; Elise M. GRYBOS, Auteur . - p.101554. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 75 (July 2020) . - p.101554 Mots-clés : covert audio coaching  behavior skills training  conversations  workplace  autism spectrum disorder  intellectual disability Index. décimale : PER Périodiques Résumé : Background Our purpose in this study was to increase conversations in three young adults with autism spectrum disorder (ASD) and co-occurring moderate intellectual disability (ID). First, we used an intervention package consisting of Behavior Skills Training (BST) and Covert Audio Coaching (CAC) to promote acquisition and maintenance of conversations with coworkers. Second, we implemented CAC during naturally occurring opportunities at an internship site. Third, we examined whether the number of self-initiated interactions with coworkers increased during and after acquisition of conversations. Method Three young adults with ASD and co-occurring moderate ID participated in the study. We used a concurrent multiple-baseline design across participants with continuous acquisition probes to evaluate the effects of the intervention package consisting of BST and CAC in producing acquisition and maintenance of conversations and an increase in the number of self-initiated interactions. Results Results demonstrate that the intervention was effective in producing acquisition and maintenance of the target skills in all three young adults. Data also indicate that two of the three participants engaged more frequently in self-initiated interactions with coworkers as their conversational competence increased. Conclusions Findings suggest that the intervention package was effective in promoting conversations and an increased number of self-initiated interactions with coworkers in young adults with ASD and co-occurring moderate ID in the natural environment. Directions for future research and clinical implications for teaching conversations are discussed. En ligne : https://doi.org/10.1016/j.rasd.2020.101554 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426

A Meta-Analysis of Functional Communication Training Effects on Problem Behavior and Alternative Communicative Responses / Laura C. CHEZAN in Focus on Autism and Other Developmental Disabilities, 33-4 (December 2018)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 33-4 (December 2018) . - p.195-205 Titre : A Meta-Analysis of Functional Communication Training Effects on Problem Behavior and Alternative Communicative Responses Type de document : Texte imprimé et/ou numérique Auteurs : Laura C. CHEZAN, Auteur ; Katie WOLFE, Auteur ; Erik DRASGOW, Auteur Année de publication : 2018 Article en page(s) : p.195-205 Langues : Anglais (eng) Mots-clés : functional communication training  meta-analysis  single-case research design  WWC Standards Index. décimale : PER Périodiques Résumé : We conducted a meta-analysis of single-case research design (SCRD) studies on functional communication training (FCT). First, we used the What Works Clearinghouse (WWC) Standards to evaluate each study. Next, we calculated effect sizes using Tau-U. Then, we aggregated the effect sizes across the studies to produce an omnibus effect size. Results indicate that more than half of the SCRD studies met the WWC Standards and that FCT was effective in decreasing the level of problem behavior and in increasing the level of the alternative communicative response (ACR), but effectiveness varied according to such factors as type of disability and age. Furthermore, the results of visual analysis corresponded with Tau-U effect sizes in more than half of the cases. Implications for researchers and practitioners are discussed. En ligne : http://dx.doi.org/10.1177/1088357617741294 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=372 [article] A Meta-Analysis of Functional Communication Training Effects on Problem Behavior and Alternative Communicative Responses [Texte imprimé et/ou numérique] / Laura C. CHEZAN, Auteur ; Katie WOLFE, Auteur ; Erik DRASGOW, Auteur . - 2018 . - p.195-205. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 33-4 (December 2018) . - p.195-205 Mots-clés : functional communication training  meta-analysis  single-case research design  WWC Standards Index. décimale : PER Périodiques Résumé : We conducted a meta-analysis of single-case research design (SCRD) studies on functional communication training (FCT). First, we used the What Works Clearinghouse (WWC) Standards to evaluate each study. Next, we calculated effect sizes using Tau-U. Then, we aggregated the effect sizes across the studies to produce an omnibus effect size. Results indicate that more than half of the SCRD studies met the WWC Standards and that FCT was effective in decreasing the level of problem behavior and in increasing the level of the alternative communicative response (ACR), but effectiveness varied according to such factors as type of disability and age. Furthermore, the results of visual analysis corresponded with Tau-U effect sizes in more than half of the cases. Implications for researchers and practitioners are discussed. En ligne : http://dx.doi.org/10.1177/1088357617741294 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=372

A Psychometric Evaluation of the Quality of Life for Children with Autism Spectrum Disorder Scale / Laura C. CHEZAN in Journal of Autism and Developmental Disorders, 52-4 (April 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-4 (April 2022) . - p.1536-1552 Titre : A Psychometric Evaluation of the Quality of Life for Children with Autism Spectrum Disorder Scale Type de document : Texte imprimé et/ou numérique Auteurs : Laura C. CHEZAN, Auteur ; Jin LIU, Auteur ; Judith M. CHOLEWICKI, Auteur ; Erik DRASGOW, Auteur ; Ruyi DING, Auteur ; Adam WARMAN, Auteur Article en page(s) : p.1536-1552 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis/psychology  Child  Factor Analysis, Statistical  Humans  Psychometrics/methods  Quality of Life/psychology  Reproducibility of Results  Surveys and Questionnaires  Autism spectrum disorder  Children  Factor analysis  Quality of life  Validation Index. décimale : PER Périodiques Résumé : Our purpose in this study was to validate the Quality of Life for Children with Autism Spectrum Disorder scale. We first conducted an exploratory factor analysis to examine the factor structure. Results suggested that a three-factor model (Interpersonal Relationships, Self-Determination, and Emotional Well-Being) should be retained. Next, we conducted a confirmatory factor analysis to compare a higher-order factor model and additional models. Results showed acceptable model fit for the higher-order factor model. The scale had excellent reliability (?=.90) for the overall scale and for the three subscales (Interpersonal Relationships, ?=.87; Self-Determination, ?=.81; and Emotional Well-Being, ?=.66). The 16-item scale showed convergent and divergent validity. Implications for future research and practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05048-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475 [article] A Psychometric Evaluation of the Quality of Life for Children with Autism Spectrum Disorder Scale [Texte imprimé et/ou numérique] / Laura C. CHEZAN, Auteur ; Jin LIU, Auteur ; Judith M. CHOLEWICKI, Auteur ; Erik DRASGOW, Auteur ; Ruyi DING, Auteur ; Adam WARMAN, Auteur . - p.1536-1552. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-4 (April 2022) . - p.1536-1552 Mots-clés : Autism Spectrum Disorder/diagnosis/psychology  Child  Factor Analysis, Statistical  Humans  Psychometrics/methods  Quality of Life/psychology  Reproducibility of Results  Surveys and Questionnaires  Autism spectrum disorder  Children  Factor analysis  Quality of life  Validation Index. décimale : PER Périodiques Résumé : Our purpose in this study was to validate the Quality of Life for Children with Autism Spectrum Disorder scale. We first conducted an exploratory factor analysis to examine the factor structure. Results suggested that a three-factor model (Interpersonal Relationships, Self-Determination, and Emotional Well-Being) should be retained. Next, we conducted a confirmatory factor analysis to compare a higher-order factor model and additional models. Results showed acceptable model fit for the higher-order factor model. The scale had excellent reliability (?=.90) for the overall scale and for the three subscales (Interpersonal Relationships, ?=.87; Self-Determination, ?=.81; and Emotional Well-Being, ?=.66). The 16-item scale showed convergent and divergent validity. Implications for future research and practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05048-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475

A Report on Using General-Case Programming to Teach Collateral Academic Skills to a Student in a Postsecondary Setting / Laura C. CHEZAN in Focus on Autism and Other Developmental Disabilities, 27-1 (March 2012)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 27-1 (March 2012) . - p.22-30 Titre : A Report on Using General-Case Programming to Teach Collateral Academic Skills to a Student in a Postsecondary Setting Type de document : Texte imprimé et/ou numérique Auteurs : Laura C. CHEZAN, Auteur ; Erik DRASGOW, Auteur ; Kathleen J. MARSHALL, Auteur Année de publication : 2012 Article en page(s) : p.22-30 Langues : Anglais (eng) Mots-clés : general-case programming  collateral academic skills  postsecondary education  pervasive developmental disorder–not otherwise specified  intellectual disability Index. décimale : PER Périodiques Résumé : The authors’ purpose in this report is to examine the application of general-case programming to teach collateral academic skills to a student with pervasive developmental disorder–not otherwise specified (PDD-NOS) and with a mild intellectual disability who was attending college. The authors use data drawn from their work with Tom to explain and illustrate how a general-case approach may be developed and implemented effectively. The authors’ experience provides initial support for the utility of general-case programming for teaching acquisition and generalization of collateral academic skills. They make recommendations to guide researchers in future investigations of the application of the general-case programming to teach skills that enhance the successful integration of students with disabilities in postsecondary programs. En ligne : http://dx.doi.org/10.1177/1088357611428334 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=152 [article] A Report on Using General-Case Programming to Teach Collateral Academic Skills to a Student in a Postsecondary Setting [Texte imprimé et/ou numérique] / Laura C. CHEZAN, Auteur ; Erik DRASGOW, Auteur ; Kathleen J. MARSHALL, Auteur . - 2012 . - p.22-30. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 27-1 (March 2012) . - p.22-30 Mots-clés : general-case programming  collateral academic skills  postsecondary education  pervasive developmental disorder–not otherwise specified  intellectual disability Index. décimale : PER Périodiques Résumé : The authors’ purpose in this report is to examine the application of general-case programming to teach collateral academic skills to a student with pervasive developmental disorder–not otherwise specified (PDD-NOS) and with a mild intellectual disability who was attending college. The authors use data drawn from their work with Tom to explain and illustrate how a general-case approach may be developed and implemented effectively. The authors’ experience provides initial support for the utility of general-case programming for teaching acquisition and generalization of collateral academic skills. They make recommendations to guide researchers in future investigations of the application of the general-case programming to teach skills that enhance the successful integration of students with disabilities in postsecondary programs. En ligne : http://dx.doi.org/10.1177/1088357611428334 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=152

The Quality of Life for Children with Autism Spectrum Disorder Scale: Factor Analysis, MIMIC Modeling, and Cut-Off Score Analysis / Laura C. CHEZAN in Journal of Autism and Developmental Disorders, 53-8 (August 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-8 (August 2023) . - p.3230-3245 Titre : The Quality of Life for Children with Autism Spectrum Disorder Scale: Factor Analysis, MIMIC Modeling, and Cut-Off Score Analysis Type de document : Texte imprimé et/ou numérique Auteurs : Laura C. CHEZAN, Auteur ; Jin LIU, Auteur ; Erik DRASGOW, Auteur ; Ruyi DING, Auteur ; Alexandro MAGANA, Auteur Article en page(s) : p.3230-3245 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Our purpose in this study was to further examine the psychometric properties of the Quality of Life for Children with Autism Spectrum Disorder (QOLASD-C) scale. We first investigated the factor structure and the internal consistency of the scale. The bifactor model showed good fit and strong reliability. Second, we used multiple-indicators multiple-causes (MIMIC) modeling to examine the associations between demographic variables and the QOLASD-C dimensions. Results showed differences on overall QOL based on age, race/ethnicity, and autism spectrum disorder severity, but no relationships with gender. All demographic variables were associated with one or all three subscales (i.e., interpersonal relationships, self-determination, emotional well-being) of the QOLASD-C. Third, an optimal cut-off score of 37 was identified. Implications for research and practice are discussed. En ligne : https://doi.org/10.1007/s10803-022-05610-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508 [article] The Quality of Life for Children with Autism Spectrum Disorder Scale: Factor Analysis, MIMIC Modeling, and Cut-Off Score Analysis [Texte imprimé et/ou numérique] / Laura C. CHEZAN, Auteur ; Jin LIU, Auteur ; Erik DRASGOW, Auteur ; Ruyi DING, Auteur ; Alexandro MAGANA, Auteur . - p.3230-3245. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-8 (August 2023) . - p.3230-3245 Index. décimale : PER Périodiques Résumé : Our purpose in this study was to further examine the psychometric properties of the Quality of Life for Children with Autism Spectrum Disorder (QOLASD-C) scale. We first investigated the factor structure and the internal consistency of the scale. The bifactor model showed good fit and strong reliability. Second, we used multiple-indicators multiple-causes (MIMIC) modeling to examine the associations between demographic variables and the QOLASD-C dimensions. Results showed differences on overall QOL based on age, race/ethnicity, and autism spectrum disorder severity, but no relationships with gender. All demographic variables were associated with one or all three subscales (i.e., interpersonal relationships, self-determination, emotional well-being) of the QOLASD-C. Third, an optimal cut-off score of 37 was identified. Implications for research and practice are discussed. En ligne : https://doi.org/10.1007/s10803-022-05610-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508

Using the Question–Answer Relationship Strategy to Improve Listening Comprehension in Young Children with Autism Spectrum Disorder / Lisa A. PHALEN in Journal of Autism and Developmental Disorders, 53-1 (January 2023)  

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Utilizing network analysis to identify core items of quality of life for children with autism spectrum disorder / Jin LIU ; Laura C. CHEZAN ; Yue Zhao ; Sarah K. Hood ; Erik DRASGOW ; Han Wang in Autism Research, 18-2 (February 2025)  

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