Effects of Computer Simulation Training on In Vivo Discrete Trial Teaching / Sigmund ELDEVIK in Journal of Autism and Developmental Disorders, 43-3 (March 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-3 (March 2013) . - p.569-578 Titre : Effects of Computer Simulation Training on In Vivo Discrete Trial Teaching Type de document : Texte imprimé et/ou numérique Auteurs : Sigmund ELDEVIK, Auteur ; Iwona ONDIRE, Auteur ; J. Carl HUGHES, Auteur ; Corinna F. GRINDLE, Auteur ; Tom RANDELL, Auteur ; Bob REMINGTON, Auteur Article en page(s) : p.569-578 Langues : Anglais (eng) Mots-clés : Autism  Discrete-trial teaching  Staff training  Software simulation  DTkid Index. décimale : PER Périodiques Résumé : Although Discrete-trial Teaching (DTT) is effective in teaching a many skills to children with autism, its proper implementation requires rigorous staff training. This study used an interactive computer simulation program (“DTkid”) to teach staff relevant DTT skills. Participants (N = 12) completed two sets of pre-tests either once (n = 7) or twice (n = 5) before brief DTkid training. These evaluated (a) simulated interactive teaching using DTkid and (b) in vivo teaching of three basic skills (receptive and expressive labeling; verbal imitation) to children with autism. Post-tests showed that DTkid training, rather than repeated testing, was significantly associated with improvements in staff’s ability to implement DTT both within the simulation and in vivo, and that the skills acquired showed both stimulus and response generalization. En ligne : http://dx.doi.org/10.1007/s10803-012-1593-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192 [article] Effects of Computer Simulation Training on In Vivo Discrete Trial Teaching [Texte imprimé et/ou numérique] / Sigmund ELDEVIK, Auteur ; Iwona ONDIRE, Auteur ; J. Carl HUGHES, Auteur ; Corinna F. GRINDLE, Auteur ; Tom RANDELL, Auteur ; Bob REMINGTON, Auteur . - p.569-578. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-3 (March 2013) . - p.569-578 Mots-clés : Autism  Discrete-trial teaching  Staff training  Software simulation  DTkid Index. décimale : PER Périodiques Résumé : Although Discrete-trial Teaching (DTT) is effective in teaching a many skills to children with autism, its proper implementation requires rigorous staff training. This study used an interactive computer simulation program (“DTkid”) to teach staff relevant DTT skills. Participants (N = 12) completed two sets of pre-tests either once (n = 7) or twice (n = 5) before brief DTkid training. These evaluated (a) simulated interactive teaching using DTkid and (b) in vivo teaching of three basic skills (receptive and expressive labeling; verbal imitation) to children with autism. Post-tests showed that DTkid training, rather than repeated testing, was significantly associated with improvements in staff’s ability to implement DTT both within the simulation and in vivo, and that the skills acquired showed both stimulus and response generalization. En ligne : http://dx.doi.org/10.1007/s10803-012-1593-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192

Frequency and latency of social interaction in an inclusive kindergarten setting / Erik JAHR in Autism, 11-4 (July 2007)  

Public ISBD [article]  inAutism > 11-4 (July 2007) . - p.349-363 Titre : Frequency and latency of social interaction in an inclusive kindergarten setting Type de document : Texte imprimé et/ou numérique Auteurs : Erik JAHR, Auteur ; Heidi AASE, Auteur ; Svein EIKESETH, Auteur ; Sigmund ELDEVIK, Auteur Année de publication : 2007 Article en page(s) : p.349-363 Langues : Anglais (eng) Mots-clés : Autism Frequency Inclusive-setting Latency Social-interaction Typical-children Index. décimale : PER Périodiques Résumé : This study investigated the frequency and latency of naturally occurring social interaction with typically developing children and those with autism in inclusive kindergarten settings. The children with autism were also subdivided into two groups according to intellectual functioning in order to analyze frequency and latency of social interaction in relation to degree of disability. The results showed a significant difference in frequency of social interaction between the typical children and those with autism. There was no difference between the groups on latency to initiate interaction. However, shorter latency was associated with higher frequency in the typical group but not in the group of children with autism. Significant differences in IQ and adaptive functioning were found between the children with autism who showed interaction and those who did not. The results for the typical children may be used as benchmark values for the assessment of treatment outcome for children with autism. En ligne : http://dx.doi.org/10.1177/1362361307078134 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=158 [article] Frequency and latency of social interaction in an inclusive kindergarten setting [Texte imprimé et/ou numérique] / Erik JAHR, Auteur ; Heidi AASE, Auteur ; Svein EIKESETH, Auteur ; Sigmund ELDEVIK, Auteur . - 2007 . - p.349-363. Langues : Anglais (eng) in Autism > 11-4 (July 2007) . - p.349-363 Mots-clés : Autism Frequency Inclusive-setting Latency Social-interaction Typical-children Index. décimale : PER Périodiques Résumé : This study investigated the frequency and latency of naturally occurring social interaction with typically developing children and those with autism in inclusive kindergarten settings. The children with autism were also subdivided into two groups according to intellectual functioning in order to analyze frequency and latency of social interaction in relation to degree of disability. The results showed a significant difference in frequency of social interaction between the typical children and those with autism. There was no difference between the groups on latency to initiate interaction. However, shorter latency was associated with higher frequency in the typical group but not in the group of children with autism. Significant differences in IQ and adaptive functioning were found between the children with autism who showed interaction and those who did not. The results for the typical children may be used as benchmark values for the assessment of treatment outcome for children with autism. En ligne : http://dx.doi.org/10.1177/1362361307078134 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=158

Intensity of supervision and outcome for preschool aged children receiving early and intensive behavioral interventions: A preliminary study / Svein EIKESETH in Research in Autism Spectrum Disorders, 3-1 (January 2009)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-1 (January 2009) . - p.67-73 Titre : Intensity of supervision and outcome for preschool aged children receiving early and intensive behavioral interventions: A preliminary study Type de document : Texte imprimé et/ou numérique Auteurs : Svein EIKESETH, Auteur ; Sigmund ELDEVIK, Auteur ; Diane HAYWARD, Auteur ; Catherine GALE, Auteur ; Jens-Petter GITLESEN, Auteur Année de publication : 2009 Article en page(s) : p.67-73 Langues : Anglais (eng) Mots-clés : Autism Supervision Behavioral-treatment ABA Index. décimale : PER Périodiques Résumé : We asked whether intensity of supervision is associated with outcome in preschool aged children with autism (N = 20) who received intensive and early behavioral intervention. Intensity of supervision ranged from 2.9 to 7.8 h per month per child. A significant correlation was found between intensity of supervision and improvement scores in IQ. Thus, intensity of supervision was reliably associated with amount of IQ change between intake and follow-up. These findings add to the existing literature by suggesting that intensity of supervision together with intensity of treatment, treatment method, and pretreatment functioning are variables that may affect outcome for children with autism who receive early and intensive behavioral intervention. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.04.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=647 [article] Intensity of supervision and outcome for preschool aged children receiving early and intensive behavioral interventions: A preliminary study [Texte imprimé et/ou numérique] / Svein EIKESETH, Auteur ; Sigmund ELDEVIK, Auteur ; Diane HAYWARD, Auteur ; Catherine GALE, Auteur ; Jens-Petter GITLESEN, Auteur . - 2009 . - p.67-73. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.67-73 Mots-clés : Autism Supervision Behavioral-treatment ABA Index. décimale : PER Périodiques Résumé : We asked whether intensity of supervision is associated with outcome in preschool aged children with autism (N = 20) who received intensive and early behavioral intervention. Intensity of supervision ranged from 2.9 to 7.8 h per month per child. A significant correlation was found between intensity of supervision and improvement scores in IQ. Thus, intensity of supervision was reliably associated with amount of IQ change between intake and follow-up. These findings add to the existing literature by suggesting that intensity of supervision together with intensity of treatment, treatment method, and pretreatment functioning are variables that may affect outcome for children with autism who receive early and intensive behavioral intervention. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.04.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=647

Intensive behavioural interventions based on applied behaviour analysis for young children with autism: An international collaborative individual participant data meta-analysis / Mark RODGERS in Autism, 25-4 (May 2021)  

Public ISBD [article]  inAutism > 25-4 (May 2021) . - p.1137-1153 Titre : Intensive behavioural interventions based on applied behaviour analysis for young children with autism: An international collaborative individual participant data meta-analysis Type de document : Texte imprimé et/ou numérique Auteurs : Mark RODGERS, Auteur ; Mark SIMMONDS, Auteur ; David MARSHALL, Auteur ; Robert HODGSON, Auteur ; Lesley A. STEWART, Auteur ; Dheeraj RAI, Auteur ; Kath WRIGHT, Auteur ; Esther BEN-ITZCHAK, Auteur ; Svein EIKESETH, Auteur ; Sigmund ELDEVIK, Auteur ; Hanna KOVSHOFF, Auteur ; Iliana MAGIATI, Auteur ; Lisa A. OSBORNE, Auteur ; Phil REED, Auteur ; Giacomo VIVANTI, Auteur ; Ditza A. ZACHOR, Auteur ; Ann LE COUTEUR, Auteur Article en page(s) : p.1137-1153 Langues : Anglais (eng) Mots-clés : applied behaviour analysis  autism  autism spectrum disorder  individual participant data  meta-analysis  systematic review Index. décimale : PER Périodiques Résumé : Early intensive applied behaviour analysis-based interventions are designed to support young autistic children's learning and development. Unfortunately, the available evidence about the effectiveness of these interventions remains unclear. Several reviews have focused on the published findings rather than contacting the authors to collect and analyse data about the individual participants in the original studies. Also, most of the studies were carried out by groups involved in delivering the interventions leading to the potential bias in interpreting the results. Our research team (supported by an international advisory group) carried out an independent individual patient data review by collecting the original participant data from the authors of the studies, to examine the effectiveness of these interventions. The results suggested that early intensive applied behaviour analysis-based interventions might lead to some changes in children's cognitive ability (intelligence quotient) and everyday life skills after 2?years, compared with standard treatments. However, all the studies had problems with the way they were designed. Also, few of the studies looked at outcomes that have been described as most important to autistic people or followed children beyond 2?years. We think that further systematic reviews of the existing evidence are unlikely to add to the findings of our review. Furthermore, we recommend that future research should investigate which types of supports and interventions are most effective for children and families, prioritising outcomes measures that are meaningful for the autism community and include, wherever possible, longer-term follow-up. En ligne : http://dx.doi.org/10.1177/1362361320985680 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] Intensive behavioural interventions based on applied behaviour analysis for young children with autism: An international collaborative individual participant data meta-analysis [Texte imprimé et/ou numérique] / Mark RODGERS, Auteur ; Mark SIMMONDS, Auteur ; David MARSHALL, Auteur ; Robert HODGSON, Auteur ; Lesley A. STEWART, Auteur ; Dheeraj RAI, Auteur ; Kath WRIGHT, Auteur ; Esther BEN-ITZCHAK, Auteur ; Svein EIKESETH, Auteur ; Sigmund ELDEVIK, Auteur ; Hanna KOVSHOFF, Auteur ; Iliana MAGIATI, Auteur ; Lisa A. OSBORNE, Auteur ; Phil REED, Auteur ; Giacomo VIVANTI, Auteur ; Ditza A. ZACHOR, Auteur ; Ann LE COUTEUR, Auteur . - p.1137-1153. Langues : Anglais (eng) in Autism > 25-4 (May 2021) . - p.1137-1153 Mots-clés : applied behaviour analysis  autism  autism spectrum disorder  individual participant data  meta-analysis  systematic review Index. décimale : PER Périodiques Résumé : Early intensive applied behaviour analysis-based interventions are designed to support young autistic children's learning and development. Unfortunately, the available evidence about the effectiveness of these interventions remains unclear. Several reviews have focused on the published findings rather than contacting the authors to collect and analyse data about the individual participants in the original studies. Also, most of the studies were carried out by groups involved in delivering the interventions leading to the potential bias in interpreting the results. Our research team (supported by an international advisory group) carried out an independent individual patient data review by collecting the original participant data from the authors of the studies, to examine the effectiveness of these interventions. The results suggested that early intensive applied behaviour analysis-based interventions might lead to some changes in children's cognitive ability (intelligence quotient) and everyday life skills after 2?years, compared with standard treatments. However, all the studies had problems with the way they were designed. Also, few of the studies looked at outcomes that have been described as most important to autistic people or followed children beyond 2?years. We think that further systematic reviews of the existing evidence are unlikely to add to the findings of our review. Furthermore, we recommend that future research should investigate which types of supports and interventions are most effective for children and families, prioritising outcomes measures that are meaningful for the autism community and include, wherever possible, longer-term follow-up. En ligne : http://dx.doi.org/10.1177/1362361320985680 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

Kiddie-SADS Reveals High Rates of DSM-IV Disorders in Children and Adolescents with Autism Spectrum Disorders / Elen GJEVIK in Journal of Autism and Developmental Disorders, 41-6 (June 2011)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 41-6 (June 2011) . - p.761-769 Titre : Kiddie-SADS Reveals High Rates of DSM-IV Disorders in Children and Adolescents with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Elen GJEVIK, Auteur ; Sigmund ELDEVIK, Auteur ; Torill FJAERAN-GRANUM, Auteur ; Eili SPONHEIM, Auteur Année de publication : 2011 Article en page(s) : p.761-769 Langues : Anglais (eng) Mots-clés : ASD  Children–adolescents  Comorbid psychiatric disorders Index. décimale : PER Périodiques Résumé : Prevalence of current comorbid DSM-IV disorders was assessed in a special school population of children and adolescents with ASD (N = 71, age 6.0–17.9 years), representing all cognitive levels and main ASD subgroups. Symptoms were assessed through parent interview and association to child characteristics was explored. Seventy-two percent was diagnosed with at least one comorbid disorder. Anxiety disorders (41%) and attention deficit/hyperactivity disorder (31%) were most prevalent. Obsessive–compulsive disorder was more common in older children, and oppositional defiant disorder/conduct disorder more prevalent in pervasive developmental disorder, not otherwise specified. Our results show high rates of comorbid DSM-IV disorders and underscore the importance of such evaluation in children ASD. However, diagnostic challenges are present and future research on the diagnostic validity of comorbid psychiatric disorders is needed. En ligne : http://dx.doi.org/10.1007/s10803-010-1095-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=127 [article] Kiddie-SADS Reveals High Rates of DSM-IV Disorders in Children and Adolescents with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Elen GJEVIK, Auteur ; Sigmund ELDEVIK, Auteur ; Torill FJAERAN-GRANUM, Auteur ; Eili SPONHEIM, Auteur . - 2011 . - p.761-769. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 41-6 (June 2011) . - p.761-769 Mots-clés : ASD  Children–adolescents  Comorbid psychiatric disorders Index. décimale : PER Périodiques Résumé : Prevalence of current comorbid DSM-IV disorders was assessed in a special school population of children and adolescents with ASD (N = 71, age 6.0–17.9 years), representing all cognitive levels and main ASD subgroups. Symptoms were assessed through parent interview and association to child characteristics was explored. Seventy-two percent was diagnosed with at least one comorbid disorder. Anxiety disorders (41%) and attention deficit/hyperactivity disorder (31%) were most prevalent. Obsessive–compulsive disorder was more common in older children, and oppositional defiant disorder/conduct disorder more prevalent in pervasive developmental disorder, not otherwise specified. Our results show high rates of comorbid DSM-IV disorders and underscore the importance of such evaluation in children ASD. However, diagnostic challenges are present and future research on the diagnostic validity of comorbid psychiatric disorders is needed. En ligne : http://dx.doi.org/10.1007/s10803-010-1095-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=127

Meta-Analysis of Early Intensive Behavioral Intervention for Children With Autism / Sigmund ELDEVIK in Journal of Clinical Child & Adolescent Psychology, 38-3 (May 2009)  

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Narrowing the gap: Effects of intervention on developmental trajectories in autism / Lars KLINTWALL in Autism, 19-1 (January 2015)  

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Outcomes of Behavioral Intervention for Children with Autism in Mainstream Pre-School Settings / Sigmund ELDEVIK in Journal of Autism and Developmental Disorders, 42-2 (February 2012)  

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Training discrete trials teaching skills using videoconference / Aina W. HAY-HANSSON in Research in Autism Spectrum Disorders, 7-11 (November 2013)  

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