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Auteur Robert DIDDEN |
Documents disponibles écrits par cet auteur (22)
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Pivotal response treatment: A study into the relationship between therapist characteristics and fidelity of implementation / Rianne VERSCHUUR in Autism, 24-2 (February 2020)
[article]
Titre : Pivotal response treatment: A study into the relationship between therapist characteristics and fidelity of implementation Type de document : Texte imprimé et/ou numérique Auteurs : Rianne VERSCHUUR, Auteur ; Bibi HUSKENS, Auteur ; Hubert KORZILIUS, Auteur ; Leonhard BAKKER, Auteur ; Michelle SNIJDER, Auteur ; Robert DIDDEN, Auteur Article en page(s) : p.499-514 Langues : Anglais (eng) Mots-clés : autism spectrum disorder evidence-based practice fidelity of implementation pivotal response treatment therapist characteristics Index. décimale : PER Périodiques Résumé : LAY ABSTRACT: Pivotal response treatment is a naturalistic behavioral intervention that teaches pivotal skills to children with autism spectrum disorder to produce widespread gains in other skills. Although most children with autism spectrum disorder benefit from pivotal response treatment, intervention outcomes vary considerably among children. Fidelity of intervention implementation (i.e. the extent to which an intervention is implemented as intended) may affect intervention outcomes. In this study, we studied the relationship between fidelity of pivotal response treatment implementation and therapist characteristics, such as therapist personality, therapist-child relationship, therapist attitude toward evidence-based practices, and therapist experience. We also explored whether a child's age and autism symptom severity were related to pivotal response treatment fidelity. Participants were 41 pivotal response treatment therapists who videotaped three pivotal response treatment sessions and completed four questionnaires to measure therapist characteristics. This study found that therapists' openness to innovation and their experience with pivotal response treatment predicted fidelity of implementation. Therapist personality, therapist-child relationship, and child characteristics were not related to pivotal response treatment fidelity. The results of this study emphasize that it is important (1) to target therapists' attitudes toward innovation prior to or during training in pivotal response treatment and (2) to provide therapists with ongoing supervision and feedback after training to increase fidelity of implementation and thus to improve intervention outcomes for children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361319876213 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=415
in Autism > 24-2 (February 2020) . - p.499-514[article] Pivotal response treatment: A study into the relationship between therapist characteristics and fidelity of implementation [Texte imprimé et/ou numérique] / Rianne VERSCHUUR, Auteur ; Bibi HUSKENS, Auteur ; Hubert KORZILIUS, Auteur ; Leonhard BAKKER, Auteur ; Michelle SNIJDER, Auteur ; Robert DIDDEN, Auteur . - p.499-514.
Langues : Anglais (eng)
in Autism > 24-2 (February 2020) . - p.499-514
Mots-clés : autism spectrum disorder evidence-based practice fidelity of implementation pivotal response treatment therapist characteristics Index. décimale : PER Périodiques Résumé : LAY ABSTRACT: Pivotal response treatment is a naturalistic behavioral intervention that teaches pivotal skills to children with autism spectrum disorder to produce widespread gains in other skills. Although most children with autism spectrum disorder benefit from pivotal response treatment, intervention outcomes vary considerably among children. Fidelity of intervention implementation (i.e. the extent to which an intervention is implemented as intended) may affect intervention outcomes. In this study, we studied the relationship between fidelity of pivotal response treatment implementation and therapist characteristics, such as therapist personality, therapist-child relationship, therapist attitude toward evidence-based practices, and therapist experience. We also explored whether a child's age and autism symptom severity were related to pivotal response treatment fidelity. Participants were 41 pivotal response treatment therapists who videotaped three pivotal response treatment sessions and completed four questionnaires to measure therapist characteristics. This study found that therapists' openness to innovation and their experience with pivotal response treatment predicted fidelity of implementation. Therapist personality, therapist-child relationship, and child characteristics were not related to pivotal response treatment fidelity. The results of this study emphasize that it is important (1) to target therapists' attitudes toward innovation prior to or during training in pivotal response treatment and (2) to provide therapists with ongoing supervision and feedback after training to increase fidelity of implementation and thus to improve intervention outcomes for children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361319876213 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=415 Play skills taught via behavioral intervention generalize, maintain, and persist in the absence of socially mediated reinforcement in children with autism / Russell B. LANG in Research in Autism Spectrum Disorders, 8-7 (July 2014)
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Titre : Play skills taught via behavioral intervention generalize, maintain, and persist in the absence of socially mediated reinforcement in children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Russell B. LANG, Auteur ; Wendy MACHALICEK, Auteur ; Mandy RISPOLI, Auteur ; Mark O’REILLY, Auteur ; Jeff SIGAFOOS, Auteur ; Giulio E. LANCIONI, Auteur ; Nienke PETERS-SCHEFFER, Auteur ; Robert DIDDEN, Auteur Article en page(s) : p.860-872 Langues : Anglais (eng) Mots-clés : Autism Play Stereotypy Lag schedules Behavioral intervention Index. décimale : PER Périodiques Résumé : Abstract We measured generalization, maintenance and parent reports of child happiness in the context of a behavioral intervention to teach toy-play skills to three young children with autism. Lag schedules of reinforcement were implemented for two participants whose play did not initially generalize. The play skills intervention was conducted within the participants’ early childhood classroom and the utility of teaching play as a means to reduce stereotypy within this setting was also evaluated. A multiple baseline design across participants demonstrated that play taught via behavioral intervention may be maintained after programmed reinforcement is discontinued, generalize across settings and toys (i.e., response and stimulus generalization), and occasion a decrease in stereotypy. Further, the occurrence of play in the absence of socially mediated reinforcement suggested that play taught via behavioral interventions may come to be automatically reinforced. Finally, parent responses on rating scales suggested that two of the participants were happier, in a better mood, and were more interested in appropriate toy-play following behavioral intervention. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.04.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233
in Research in Autism Spectrum Disorders > 8-7 (July 2014) . - p.860-872[article] Play skills taught via behavioral intervention generalize, maintain, and persist in the absence of socially mediated reinforcement in children with autism [Texte imprimé et/ou numérique] / Russell B. LANG, Auteur ; Wendy MACHALICEK, Auteur ; Mandy RISPOLI, Auteur ; Mark O’REILLY, Auteur ; Jeff SIGAFOOS, Auteur ; Giulio E. LANCIONI, Auteur ; Nienke PETERS-SCHEFFER, Auteur ; Robert DIDDEN, Auteur . - p.860-872.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 8-7 (July 2014) . - p.860-872
Mots-clés : Autism Play Stereotypy Lag schedules Behavioral intervention Index. décimale : PER Périodiques Résumé : Abstract We measured generalization, maintenance and parent reports of child happiness in the context of a behavioral intervention to teach toy-play skills to three young children with autism. Lag schedules of reinforcement were implemented for two participants whose play did not initially generalize. The play skills intervention was conducted within the participants’ early childhood classroom and the utility of teaching play as a means to reduce stereotypy within this setting was also evaluated. A multiple baseline design across participants demonstrated that play taught via behavioral intervention may be maintained after programmed reinforcement is discontinued, generalize across settings and toys (i.e., response and stimulus generalization), and occasion a decrease in stereotypy. Further, the occurrence of play in the absence of socially mediated reinforcement suggested that play taught via behavioral interventions may come to be automatically reinforced. Finally, parent responses on rating scales suggested that two of the participants were happier, in a better mood, and were more interested in appropriate toy-play following behavioral intervention. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.04.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 Sensory integration therapy for autism spectrum disorders: A systematic review / Russell B. LANG in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)
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Titre : Sensory integration therapy for autism spectrum disorders: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Russell B. LANG, Auteur ; Mark O'REILLY, Auteur ; Olive HEALY, Auteur ; Mandy RISPOLI, Auteur ; Helena LYDON, Auteur ; William STREUSAND, Auteur ; Tonya N. DAVIS, Auteur ; Soyeon KANG, Auteur ; Jeff SIGAFOOS, Auteur ; Giulio E. LANCIONI, Auteur ; Robert DIDDEN, Auteur ; Sanne GIESBERS, Auteur Année de publication : 2012 Article en page(s) : p.1004-1018 Langues : Anglais (eng) Mots-clés : Sensory integration Autism Weighted vests Proprioceptive Vestibular Sensory diet Index. décimale : PER Périodiques Résumé : Intervention studies involving the use of sensory integration therapy (SIT) were systematically identified and analyzed. Twenty-five studies were described in terms of: (a) participant characteristics, (b) assessments used to identify sensory deficits or behavioral functions, (c) dependent variables, (d) intervention procedures, (e) intervention outcomes, and (f) certainty of evidence. Overall, 3 of the reviewed studies suggested that SIT was effective, 8 studies found mixed results, and 14 studies reported no benefits related to SIT. Many of the reviewed studies, including the 3 studies reporting positive results, had serious methodological flaws. Therefore, the current evidence-base does not support the use of SIT in the education and treatment of children with autism spectrum disorders (ASD). Practitioners and agencies serving children with ASD that endeavor, or are mandated, to use research-based, or scientifically-based, interventions should not use SIT outside of carefully controlled research. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.01.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153
in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1004-1018[article] Sensory integration therapy for autism spectrum disorders: A systematic review [Texte imprimé et/ou numérique] / Russell B. LANG, Auteur ; Mark O'REILLY, Auteur ; Olive HEALY, Auteur ; Mandy RISPOLI, Auteur ; Helena LYDON, Auteur ; William STREUSAND, Auteur ; Tonya N. DAVIS, Auteur ; Soyeon KANG, Auteur ; Jeff SIGAFOOS, Auteur ; Giulio E. LANCIONI, Auteur ; Robert DIDDEN, Auteur ; Sanne GIESBERS, Auteur . - 2012 . - p.1004-1018.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1004-1018
Mots-clés : Sensory integration Autism Weighted vests Proprioceptive Vestibular Sensory diet Index. décimale : PER Périodiques Résumé : Intervention studies involving the use of sensory integration therapy (SIT) were systematically identified and analyzed. Twenty-five studies were described in terms of: (a) participant characteristics, (b) assessments used to identify sensory deficits or behavioral functions, (c) dependent variables, (d) intervention procedures, (e) intervention outcomes, and (f) certainty of evidence. Overall, 3 of the reviewed studies suggested that SIT was effective, 8 studies found mixed results, and 14 studies reported no benefits related to SIT. Many of the reviewed studies, including the 3 studies reporting positive results, had serious methodological flaws. Therefore, the current evidence-base does not support the use of SIT in the education and treatment of children with autism spectrum disorders (ASD). Practitioners and agencies serving children with ASD that endeavor, or are mandated, to use research-based, or scientifically-based, interventions should not use SIT outside of carefully controlled research. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.01.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153 A systematic review of behavioral intervention research on adaptive skill building in high-functioning young adults with autism spectrum disorder / Annemiek PALMEN in Research in Autism Spectrum Disorders, 6-2 (April-June 2012)
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Titre : A systematic review of behavioral intervention research on adaptive skill building in high-functioning young adults with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Annemiek PALMEN, Auteur ; Robert DIDDEN, Auteur ; Russell B. LANG, Auteur Année de publication : 2012 Article en page(s) : p.602-617 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder High-functioning adolescents and adults Adaptive skills Behavioral interventions Index. décimale : PER Périodiques Résumé : This review involved a systematic search and analysis of behavioral intervention studies aimed at improving adaptive skills in high-functioning young adults with autism spectrum disorders. Through electronic databases and hand searching, 20 studies were identified meeting pre-determined inclusion criteria. Studies were summarized and analysed in terms of (a) participants, (b) adaptive skill(s) targeted for intervention, (c) intervention procedures, and (d) intervention outcomes. Certainty of evidence was assessed through critical appraisal of each study's design and other methodological characteristics. Social interaction skills were the most common intervention targets (n = 8), followed by practical academic skills (n = 6), vocational skills (n = 5), and domestic skills (n = 1). Improvements in adaptive skills were reported by 19 studies. Interventions consisting of low or high tech assisted procedures (e.g., video modeling, visual cues, self-recording and self-reinforcement, self-prompting), reinforcement contingencies, and corrective feedback using prompts were found to be most promising. Five studies were identified as having the methodological rigor to provide conclusive results. Insufficient control for alternative explanations for behavior outcomes and reliance on pre- or quasi-experimental designs hindered the certainty of evidence for the remaining studies. Implications for clinical practice and future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.10.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=150
in Research in Autism Spectrum Disorders > 6-2 (April-June 2012) . - p.602-617[article] A systematic review of behavioral intervention research on adaptive skill building in high-functioning young adults with autism spectrum disorder [Texte imprimé et/ou numérique] / Annemiek PALMEN, Auteur ; Robert DIDDEN, Auteur ; Russell B. LANG, Auteur . - 2012 . - p.602-617.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-2 (April-June 2012) . - p.602-617
Mots-clés : Autism spectrum disorder High-functioning adolescents and adults Adaptive skills Behavioral interventions Index. décimale : PER Périodiques Résumé : This review involved a systematic search and analysis of behavioral intervention studies aimed at improving adaptive skills in high-functioning young adults with autism spectrum disorders. Through electronic databases and hand searching, 20 studies were identified meeting pre-determined inclusion criteria. Studies were summarized and analysed in terms of (a) participants, (b) adaptive skill(s) targeted for intervention, (c) intervention procedures, and (d) intervention outcomes. Certainty of evidence was assessed through critical appraisal of each study's design and other methodological characteristics. Social interaction skills were the most common intervention targets (n = 8), followed by practical academic skills (n = 6), vocational skills (n = 5), and domestic skills (n = 1). Improvements in adaptive skills were reported by 19 studies. Interventions consisting of low or high tech assisted procedures (e.g., video modeling, visual cues, self-recording and self-reinforcement, self-prompting), reinforcement contingencies, and corrective feedback using prompts were found to be most promising. Five studies were identified as having the methodological rigor to provide conclusive results. Insufficient control for alternative explanations for behavior outcomes and reliance on pre- or quasi-experimental designs hindered the certainty of evidence for the remaining studies. Implications for clinical practice and future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.10.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=150 Task engagement in young adults with high-functioning autism spectrum disorders: Generalization effects of behavioral skills training / Annemiek PALMEN in Research in Autism Spectrum Disorders, 6-4 (October-December 2012)
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Titre : Task engagement in young adults with high-functioning autism spectrum disorders: Generalization effects of behavioral skills training Type de document : Texte imprimé et/ou numérique Auteurs : Annemiek PALMEN, Auteur ; Robert DIDDEN, Auteur Année de publication : 2012 Article en page(s) : p.1377-1388 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder High-functioning Task engagement Off-task behavior Generalization Index. décimale : PER Périodiques Résumé : This study evaluated the effectiveness of a behavioral skills training package on task engagement in six young adults with high-functioning ASD who worked in a regular job-training setting. Experimental sessions were implemented in a small-group training format in a therapy room using unknown tasks. Data were collected on participant's off-task behavior and questions for help as well as on staff's behavior in the regular setting during regular job tasks (i.e., generalization). Intervention consisted of discrimination training, self-management strategies, behavioral practice, corrective feedback, and reinforcement. Following intervention, a significant decrease was found in percentage off-task behavior in the regular setting while performing regular job tasks. No changes were found in questions for help by participants or in behavior of staff. Effects were maintained at 6-week follow-up and at 6-month follow-up outcomes were still beneath baseline levels. Findings are discussed in relation to future research. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.05.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165
in Research in Autism Spectrum Disorders > 6-4 (October-December 2012) . - p.1377-1388[article] Task engagement in young adults with high-functioning autism spectrum disorders: Generalization effects of behavioral skills training [Texte imprimé et/ou numérique] / Annemiek PALMEN, Auteur ; Robert DIDDEN, Auteur . - 2012 . - p.1377-1388.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-4 (October-December 2012) . - p.1377-1388
Mots-clés : Autism spectrum disorder High-functioning Task engagement Off-task behavior Generalization Index. décimale : PER Périodiques Résumé : This study evaluated the effectiveness of a behavioral skills training package on task engagement in six young adults with high-functioning ASD who worked in a regular job-training setting. Experimental sessions were implemented in a small-group training format in a therapy room using unknown tasks. Data were collected on participant's off-task behavior and questions for help as well as on staff's behavior in the regular setting during regular job tasks (i.e., generalization). Intervention consisted of discrimination training, self-management strategies, behavioral practice, corrective feedback, and reinforcement. Following intervention, a significant decrease was found in percentage off-task behavior in the regular setting while performing regular job tasks. No changes were found in questions for help by participants or in behavior of staff. Effects were maintained at 6-week follow-up and at 6-month follow-up outcomes were still beneath baseline levels. Findings are discussed in relation to future research. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.05.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165 Teaching individuals with autism spectrum disorder to ask questions: A systematic review / Tracy RAULSTON in Research in Autism Spectrum Disorders, 7-7 (July 2013)
PermalinkUse of computer-based interventions to improve literacy skills in students with autism spectrum disorders: A systematic review / Sathiyaprakash RAMDOSS in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)
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