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Détail de l'auteur
Auteur Wendy MACHALICEK |
Documents disponibles écrits par cet auteur (17)



Titre : Assistive Technology for People with Acquired Brain Injury Type de document : Texte imprimé et/ou numérique Auteurs : Mandy RISPOLI, Auteur ; Wendy MACHALICEK, Auteur ; Russell LANG, Auteur Année de publication : 2014 Importance : p.21-52 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 Assistive Technology for People with Acquired Brain Injury [Texte imprimé et/ou numérique] / Mandy RISPOLI, Auteur ; Wendy MACHALICEK, Auteur ; Russell LANG, Auteur . - 2014 . - p.21-52.
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 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire
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 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 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Comparison of high and low preferred topographies of contingent attention during discrete trial training / Russell LANG in Research in Autism Spectrum Disorders, 8-10 (October 2014)
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Titre : Comparison of high and low preferred topographies of contingent attention during discrete trial training Type de document : Texte imprimé et/ou numérique Auteurs : Russell LANG, Auteur ; Marije VAN DER WERFF, Auteur ; Katja VERBEEK, Auteur ; Robert DIDDEN, Auteur ; Katy DAVENPORT, Auteur ; Melissa MOORE, Auteur ; Allyson LEE, Auteur ; Mandy RISPOLI, Auteur ; Wendy MACHALICEK, Auteur ; Mark O’REILLY, Auteur ; Jeff SIGAFOOS, Auteur ; Giulio LANCIONI, Auteur Article en page(s) : p.1279-1286 Langues : Anglais (eng) Mots-clés : Autism Preference assessment Attention Discrete trial training Index. décimale : PER Périodiques Résumé : We used the paired-stimulus (PS) and multiple-stimulus without replacement (MSWO) preference assessment procedures to identify high and low preferred topographies of attention for two children with autism spectrum disorders (ASD). Both preference assessment formats identified the same high and low preferred forms of attention. A reinforcer assessment implemented during discrete trial training demonstrated increased correct responding and reduced challenging behavior when the high preferred form of attention was the contingent reinforcer for both participants. These results replicate previous research demonstrating that children with ASD may have preferences for specific forms of social interaction and that highly preferred forms of attention may function as more potent reinforcers than less preferred forms. This study extends previous research by demonstrating correspondence between the MSWO and PS formats when applied to attention. Implications for practitioners and directions for future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.06.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239
in Research in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1279-1286[article] Comparison of high and low preferred topographies of contingent attention during discrete trial training [Texte imprimé et/ou numérique] / Russell LANG, Auteur ; Marije VAN DER WERFF, Auteur ; Katja VERBEEK, Auteur ; Robert DIDDEN, Auteur ; Katy DAVENPORT, Auteur ; Melissa MOORE, Auteur ; Allyson LEE, Auteur ; Mandy RISPOLI, Auteur ; Wendy MACHALICEK, Auteur ; Mark O’REILLY, Auteur ; Jeff SIGAFOOS, Auteur ; Giulio LANCIONI, Auteur . - p.1279-1286.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1279-1286
Mots-clés : Autism Preference assessment Attention Discrete trial training Index. décimale : PER Périodiques Résumé : We used the paired-stimulus (PS) and multiple-stimulus without replacement (MSWO) preference assessment procedures to identify high and low preferred topographies of attention for two children with autism spectrum disorders (ASD). Both preference assessment formats identified the same high and low preferred forms of attention. A reinforcer assessment implemented during discrete trial training demonstrated increased correct responding and reduced challenging behavior when the high preferred form of attention was the contingent reinforcer for both participants. These results replicate previous research demonstrating that children with ASD may have preferences for specific forms of social interaction and that highly preferred forms of attention may function as more potent reinforcers than less preferred forms. This study extends previous research by demonstrating correspondence between the MSWO and PS formats when applied to attention. Implications for practitioners and directions for future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.06.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239 Effects of activity schedules on challenging behavior exhibited in children with autism spectrum disorders: A systematic review / Jenna LEQUIA in Research in Autism Spectrum Disorders, 6-1 (January-March 2012)
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Titre : Effects of activity schedules on challenging behavior exhibited in children with autism spectrum disorders: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Jenna LEQUIA, Auteur ; Wendy MACHALICEK, Auteur ; Mandy RISPOLI, Auteur Année de publication : 2012 Article en page(s) : p.480-492 Langues : Anglais (eng) Mots-clés : Activity schedule Autism Challenging behavior Literature review Picture schedule Index. décimale : PER Périodiques Résumé : We reviewed studies implementing activity schedules to decrease challenging behavior of children with autism spectrum disorders (ASD). Systematic searches of electronic databases, journals, and reference lists identified 18 studies meeting the inclusion criteria. These studies were evaluated in terms of the effectiveness of activity schedules to decrease challenging behavior on the basis of forms and purposes of activity schedules, various settings in which the activity schedule was applied, severity of ASD diagnosis, and communication abilities of the participants. Activity schedules were implemented to decrease challenging behavior in 43 participants aged three to 18 years. Activity schedules included photographs, line drawings, and videos intending to promote self-regulation, independence, transitions, or play skills. Regardless of the form and intended purpose of the activity schedule, they proved effective in reducing challenging behavior in each of the reviewed studies. There was some variation in effectiveness of the activity schedules across settings, severity of ASD diagnosis, and communication abilities. Included studies are summarized and evaluated in terms of effectiveness across the aforementioned variables. Implications and suggestions for future research on the use of activity schedules to decrease challenging behavior are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.07.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146
in Research in Autism Spectrum Disorders > 6-1 (January-March 2012) . - p.480-492[article] Effects of activity schedules on challenging behavior exhibited in children with autism spectrum disorders: A systematic review [Texte imprimé et/ou numérique] / Jenna LEQUIA, Auteur ; Wendy MACHALICEK, Auteur ; Mandy RISPOLI, Auteur . - 2012 . - p.480-492.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-1 (January-March 2012) . - p.480-492
Mots-clés : Activity schedule Autism Challenging behavior Literature review Picture schedule Index. décimale : PER Périodiques Résumé : We reviewed studies implementing activity schedules to decrease challenging behavior of children with autism spectrum disorders (ASD). Systematic searches of electronic databases, journals, and reference lists identified 18 studies meeting the inclusion criteria. These studies were evaluated in terms of the effectiveness of activity schedules to decrease challenging behavior on the basis of forms and purposes of activity schedules, various settings in which the activity schedule was applied, severity of ASD diagnosis, and communication abilities of the participants. Activity schedules were implemented to decrease challenging behavior in 43 participants aged three to 18 years. Activity schedules included photographs, line drawings, and videos intending to promote self-regulation, independence, transitions, or play skills. Regardless of the form and intended purpose of the activity schedule, they proved effective in reducing challenging behavior in each of the reviewed studies. There was some variation in effectiveness of the activity schedules across settings, severity of ASD diagnosis, and communication abilities. Included studies are summarized and evaluated in terms of effectiveness across the aforementioned variables. Implications and suggestions for future research on the use of activity schedules to decrease challenging behavior are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.07.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146
Titre : Evidence-Based Instructional Interventions Type de document : Texte imprimé et/ou numérique Auteurs : Wendy MACHALICEK, Auteur Année de publication : 2012 Importance : p.35-54 Langues : Anglais (eng) Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 Evidence-Based Instructional Interventions [Texte imprimé et/ou numérique] / Wendy MACHALICEK, Auteur . - 2012 . - p.35-54.
Langues : Anglais (eng)
Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Families of Children with Autism Spectrum Disorders: Intervention and Family Supports / Wendy MACHALICEK
PermalinkFunctional analysis of challenging behavior in children with autism spectrum disorders: A summary of 10 cases / Mark O'REILLY in Research in Autism Spectrum Disorders, 4-1 (January-March 2010)
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PermalinkIncreasing play and decreasing the challenging behavior of children with autism during recess with activity schedules and task correspondence training / Wendy MACHALICEK in Research in Autism Spectrum Disorders, 3-2 (April-june 2009)
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PermalinkPlay 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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PermalinkA Randomized Waitlist-Control Group Study of a Culturally Tailored Parent Education Intervention for Latino Parents of Children with ASD / Sandy MAGAÑA in Journal of Autism and Developmental Disorders, 50-1 (January 2020)
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PermalinkA review of interventions to reduce challenging behavior in school settings for students with autism spectrum disorders / Wendy MACHALICEK in Research in Autism Spectrum Disorders, 1-3 (July/September 2007)
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PermalinkA review of school-based instructional interventions for students with autism spectrum disorders / Wendy MACHALICEK in Research in Autism Spectrum Disorders, 2-3 (July / September 2008)
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PermalinkSystematic review of intervention research with adolescents with autism spectrum disorders / T. A. MCDONALD in Research in Autism Spectrum Disorders, 7-11 (November 2013)
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PermalinkTeaching individuals with autism spectrum disorder to ask questions: A systematic review / Tracy RAULSTON in Research in Autism Spectrum Disorders, 7-7 (July 2013)
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PermalinkTreatment Acceptability for Interventions Addressing Challenging Behavior Among Chinese Caregivers of Children with Autism Spectrum Disorder / Qi WEI in Journal of Autism and Developmental Disorders, 53-4 (April 2023)
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