Assistive Technology for People with Autism Spectrum Disorders / Russell LANG

Public ISBD in Assistive Technologies for People with Diverse Abilities / Giulio LANCIONI Titre : Assistive Technology for People with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Russell LANG, Auteur ; Sathiyaprakash RAMDOSS, Auteur ; Tracy RAULSTON, Auteur ; Amarie CARNET, Auteur ; Jeff SIGAFOOS, Auteur ; Robert DIDDEN, Auteur ; Dennis MOORE, Auteur ; Mark F. O’REILLY, Auteur Année de publication : 2014 Importance : p.157-190 Langues : Anglais (eng) Index. décimale : EDU-M EDU-M - Education - Technologies Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=265 in Assistive Technologies for People with Diverse Abilities / Giulio LANCIONI Assistive Technology for People with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Russell LANG, Auteur ; Sathiyaprakash RAMDOSS, Auteur ; Tracy RAULSTON, Auteur ; Amarie CARNET, Auteur ; Jeff SIGAFOOS, Auteur ; Robert DIDDEN, Auteur ; Dennis MOORE, Auteur ; Mark F. O’REILLY, Auteur . - 2014 . - p.157-190. Langues : Anglais (eng) Index. décimale : EDU-M EDU-M - Education - Technologies Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=265

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Challenging Behavior / Wendy MACHALICEK  

Public ISBD in Comorbid Conditions Among Children with Autism Spectrum Disorders / Johnny L. MATSON Titre : Challenging Behavior Type de document : Texte imprimé et/ou numérique Auteurs : Wendy MACHALICEK, Auteur ; Tracy RAULSTON, Auteur ; Christen KNOWLES, Auteur ; Traci RUPPERT, Auteur ; Amarie CARNETT, Auteur ; Fahad ALRESHEED, Auteur Année de publication : 2016 Importance : p.137-170 Langues : Anglais (eng) Index. décimale : TRO-F TRO-F - Autres Troubles En ligne : http://dx.doi.org/10.1007/978-3-319-19183-6_6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300 in Comorbid Conditions Among Children with Autism Spectrum Disorders / Johnny L. MATSON Challenging Behavior [Texte imprimé et/ou numérique] / Wendy MACHALICEK, Auteur ; Tracy RAULSTON, Auteur ; Christen KNOWLES, Auteur ; Traci RUPPERT, Auteur ; Amarie CARNETT, Auteur ; Fahad ALRESHEED, Auteur . - 2016 . - p.137-170. Langues : Anglais (eng) Index. décimale : TRO-F TRO-F - Autres Troubles En ligne : http://dx.doi.org/10.1007/978-3-319-19183-6_6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300

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Effects of a Peer-Mediated Joint Attention Intervention in an Inclusive Preschool Setting / Sarah G. HANSEN in Focus on Autism and Other Developmental Disabilities, 38-2 (June 2023)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 38-2 (June 2023) . - p.71-79 Titre : Effects of a Peer-Mediated Joint Attention Intervention in an Inclusive Preschool Setting Type de document : Texte imprimé et/ou numérique Auteurs : Sarah G. HANSEN, Auteur ; Megan MOWBRAY, Auteur ; Tracy RAULSTON, Auteur ; Amarie CARNETT, Auteur ; Christopher TULLIS, Auteur Article en page(s) : p.71-79 Langues : Anglais (eng) Mots-clés : autism spectrum disorder;joint attention;peer-mediated intervention;preschool Index. décimale : PER Périodiques Résumé : Joint attention, or shared attention to an object or event, is a pivotal skill for the development of social interactions and social communication. Joint attention typically develops in natural contexts within the first year of life. Children with autism spectrum disorder (ASD) and related developmental disabilities often experience difficulty developing joint attention. Clinical interventions to increase joint attention exist. However, there are limited studies investigating methods to incorporate joint attention interventions in inclusive preschool classrooms with peers as social partners. For young children in preschool settings, peer-mediated social skills interventions reflect natural contingencies and may promote generalization. In this study, we employed a single-case multiple baseline across child-peer dyads design to evaluate the effects of a peer-mediated joint attention intervention for children with or at risk for ASD on response to joint attention (RJA) from peer bids and initiations of joint attention (IJA) from target children with ASD. The intervention included direct instruction with a social narrative to teach three peers to initiate bids for joint attention to measure target children?s responses. Target children later received the same direct instruction to increase IJA to same-age-peers. Results indicate increased target child RJA and IJA to peers. Limitations and implications for research and practice are discussed. En ligne : http://dx.doi.org/10.1177/10883576221108111 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504 [article] Effects of a Peer-Mediated Joint Attention Intervention in an Inclusive Preschool Setting [Texte imprimé et/ou numérique] / Sarah G. HANSEN, Auteur ; Megan MOWBRAY, Auteur ; Tracy RAULSTON, Auteur ; Amarie CARNETT, Auteur ; Christopher TULLIS, Auteur . - p.71-79. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 38-2 (June 2023) . - p.71-79 Mots-clés : autism spectrum disorder;joint attention;peer-mediated intervention;preschool Index. décimale : PER Périodiques Résumé : Joint attention, or shared attention to an object or event, is a pivotal skill for the development of social interactions and social communication. Joint attention typically develops in natural contexts within the first year of life. Children with autism spectrum disorder (ASD) and related developmental disabilities often experience difficulty developing joint attention. Clinical interventions to increase joint attention exist. However, there are limited studies investigating methods to incorporate joint attention interventions in inclusive preschool classrooms with peers as social partners. For young children in preschool settings, peer-mediated social skills interventions reflect natural contingencies and may promote generalization. In this study, we employed a single-case multiple baseline across child-peer dyads design to evaluate the effects of a peer-mediated joint attention intervention for children with or at risk for ASD on response to joint attention (RJA) from peer bids and initiations of joint attention (IJA) from target children with ASD. The intervention included direct instruction with a social narrative to teach three peers to initiate bids for joint attention to measure target children?s responses. Target children later received the same direct instruction to increase IJA to same-age-peers. Results indicate increased target child RJA and IJA to peers. Limitations and implications for research and practice are discussed. En ligne : http://dx.doi.org/10.1177/10883576221108111 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504

Teaching individuals with autism spectrum disorder to ask questions: A systematic review / Tracy RAULSTON in Research in Autism Spectrum Disorders, 7-7 (July 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-7 (July 2013) . - p.866-878 Titre : Teaching individuals with autism spectrum disorder to ask questions: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Tracy RAULSTON, Auteur ; Amarie CARNETT, Auteur ; Russell B. LANG, Auteur ; Amy TOSTANOSKI, Auteur ; Allyson LEE, Auteur ; Wendy MACHALICEK, Auteur ; Jeff SIGAFOOS, Auteur ; Mark F. O’REILLY, Auteur ; Robert DIDDEN, Auteur ; Giulio E. LANCIONI, Auteur Article en page(s) : p.866-878 Langues : Anglais (eng) Mots-clés : Autism  Question  Communication  Review  Behavioral intervention Index. décimale : PER Périodiques Résumé : This review involved a systematic search and analysis of studies aimed at teaching individuals with autism spectrum disorder (ASD) to ask questions (i.e., teaching mands for information). A systematic search of databases, reference lists, and journals identified 21 studies that met predetermined inclusion criteria. Included studies were then summarized in terms of (a) participant characteristics, (b) dependent variables (e.g., types of question-asking skills that were taught), (c) intervention procedures, (d) research designs, and (e) outcomes. All 21 studies reported that participants acquired or improved in the targeted question-asking skills. The most common intervention components included (a) echoic prompts and systematic fading procedures (e.g., time delay), (b) positive reinforcement via provision of requested information and/or access to preferred items or activities, and (c) contriving situations to motivate specific questions (i.e., creating establishing operations). Implications for practitioners and directions for future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.03.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199 [article] Teaching individuals with autism spectrum disorder to ask questions: A systematic review [Texte imprimé et/ou numérique] / Tracy RAULSTON, Auteur ; Amarie CARNETT, Auteur ; Russell B. LANG, Auteur ; Amy TOSTANOSKI, Auteur ; Allyson LEE, Auteur ; Wendy MACHALICEK, Auteur ; Jeff SIGAFOOS, Auteur ; Mark F. O’REILLY, Auteur ; Robert DIDDEN, Auteur ; Giulio E. LANCIONI, Auteur . - p.866-878. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-7 (July 2013) . - p.866-878 Mots-clés : Autism  Question  Communication  Review  Behavioral intervention Index. décimale : PER Périodiques Résumé : This review involved a systematic search and analysis of studies aimed at teaching individuals with autism spectrum disorder (ASD) to ask questions (i.e., teaching mands for information). A systematic search of databases, reference lists, and journals identified 21 studies that met predetermined inclusion criteria. Included studies were then summarized in terms of (a) participant characteristics, (b) dependent variables (e.g., types of question-asking skills that were taught), (c) intervention procedures, (d) research designs, and (e) outcomes. All 21 studies reported that participants acquired or improved in the targeted question-asking skills. The most common intervention components included (a) echoic prompts and systematic fading procedures (e.g., time delay), (b) positive reinforcement via provision of requested information and/or access to preferred items or activities, and (c) contriving situations to motivate specific questions (i.e., creating establishing operations). Implications for practitioners and directions for future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.03.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199

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