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Auteur Russell B. LANG |
Documents disponibles écrits par cet auteur (27)
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Sensory integration therapy for autism spectrum disorders: A systematic review / Russell B. LANG in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)
[article]
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 Teaching advanced operation of an iPod-based speech-generating device to two students with autism spectrum disorders / Donna ACHMADI in Research in Autism Spectrum Disorders, 6-4 (October-December 2012)
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Titre : Teaching advanced operation of an iPod-based speech-generating device to two students with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Donna ACHMADI, Auteur ; Debora KAGOHARA, Auteur ; Larah VAN DER MEER, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur ; Dean SUTHERLAND, Auteur ; Russell B. LANG, Auteur ; Peter B. MARSCHIK, Auteur ; Vanessa A. GREEN, Auteur ; Jeff SIGAFOOS, Auteur Année de publication : 2012 Article en page(s) : p.1258-1264 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders iPod Touch® Multi-step requestingSpeech-generating device Systematic instruction Etudiant Index. décimale : PER Périodiques Résumé : We evaluated a program for teaching two adolescents with autism spectrum disorders (ASD) to perform more advanced operations on an iPod-based speech-generating device (SGD). The effects of the teaching program were evaluated in a multiprobe multiple baseline across participants design that included two intervention phases. The first intervention focused on teaching the students to navigate between two screen pages and complete a multi-step response sequence to request preferred stimuli. The second intervention aimed to teach the students to turn on and unlock the device prior to navigating to the correct screen pages. Teaching procedures included response prompting, prompt fading, and differential reinforcement. Results showed that both interventions were effective in teaching the respective operations. Learning advanced operation of the iPod-based SGD could be seen as one way to promote greater independence in using such devices for multi-step communication. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.05.005 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.1258-1264[article] Teaching advanced operation of an iPod-based speech-generating device to two students with autism spectrum disorders [Texte imprimé et/ou numérique] / Donna ACHMADI, Auteur ; Debora KAGOHARA, Auteur ; Larah VAN DER MEER, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur ; Dean SUTHERLAND, Auteur ; Russell B. LANG, Auteur ; Peter B. MARSCHIK, Auteur ; Vanessa A. GREEN, Auteur ; Jeff SIGAFOOS, Auteur . - 2012 . - p.1258-1264.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-4 (October-December 2012) . - p.1258-1264
Mots-clés : Autism spectrum disorders iPod Touch® Multi-step requestingSpeech-generating device Systematic instruction Etudiant Index. décimale : PER Périodiques Résumé : We evaluated a program for teaching two adolescents with autism spectrum disorders (ASD) to perform more advanced operations on an iPod-based speech-generating device (SGD). The effects of the teaching program were evaluated in a multiprobe multiple baseline across participants design that included two intervention phases. The first intervention focused on teaching the students to navigate between two screen pages and complete a multi-step response sequence to request preferred stimuli. The second intervention aimed to teach the students to turn on and unlock the device prior to navigating to the correct screen pages. Teaching procedures included response prompting, prompt fading, and differential reinforcement. Results showed that both interventions were effective in teaching the respective operations. Learning advanced operation of the iPod-based SGD could be seen as one way to promote greater independence in using such devices for multi-step communication. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.05.005 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)
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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
in Research in Autism Spectrum Disorders > 7-7 (July 2013) . - p.866-878[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 Teaching picture naming to two adolescents with autism spectrum disorders using systematic instruction and speech-generating devices / Debora KAGOHARA in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)
[article]
Titre : Teaching picture naming to two adolescents with autism spectrum disorders using systematic instruction and speech-generating devices Type de document : Texte imprimé et/ou numérique Auteurs : Debora KAGOHARA, Auteur ; Larah VAN DER MEER, Auteur ; Donna ACHMADI, Auteur ; Vanessa A. GREEN, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur ; Dean SUTHERLAND, Auteur ; Russell B. LANG, Auteur ; Peter B. MARSCHIK, Auteur ; Jeff SIGAFOOS, Auteur Année de publication : 2012 Article en page(s) : p.1224-1233 Langues : Anglais (eng) Mots-clés : Augmentative and alternative communication Autism spectrum disorders iPad® iPod Touch® Picture naming Speech-generating devices Systematic instruction Index. décimale : PER Périodiques Résumé : We evaluated an intervention aimed at teaching two adolescents with autism spectrum disorders (ASDs) to name pictures using speech-generating devices (SGDs). The effects of intervention were evaluated in two studies using multiple-probe across participants designs. Intervention—consisting of time delay, least-to-most prompting, and differential reinforcement—was implemented to teach the participants to select icons from the SGD that corresponded to images they were shown and asked to name. Intervention was associated with an increase in correct picture naming for both students. Students learned to name 12 pictures in response to both open-ended (What do you see?) and closed-ended (What is this?) questions in Study 1 and learned to name another set of 18 pictures in Study 2. These results suggest that use of systematic instructional procedures and SGD technology may enable students with limited speech to participate in, and benefit from, this common educational activity. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.04.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155
in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1224-1233[article] Teaching picture naming to two adolescents with autism spectrum disorders using systematic instruction and speech-generating devices [Texte imprimé et/ou numérique] / Debora KAGOHARA, Auteur ; Larah VAN DER MEER, Auteur ; Donna ACHMADI, Auteur ; Vanessa A. GREEN, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur ; Dean SUTHERLAND, Auteur ; Russell B. LANG, Auteur ; Peter B. MARSCHIK, Auteur ; Jeff SIGAFOOS, Auteur . - 2012 . - p.1224-1233.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1224-1233
Mots-clés : Augmentative and alternative communication Autism spectrum disorders iPad® iPod Touch® Picture naming Speech-generating devices Systematic instruction Index. décimale : PER Périodiques Résumé : We evaluated an intervention aimed at teaching two adolescents with autism spectrum disorders (ASDs) to name pictures using speech-generating devices (SGDs). The effects of intervention were evaluated in two studies using multiple-probe across participants designs. Intervention—consisting of time delay, least-to-most prompting, and differential reinforcement—was implemented to teach the participants to select icons from the SGD that corresponded to images they were shown and asked to name. Intervention was associated with an increase in correct picture naming for both students. Students learned to name 12 pictures in response to both open-ended (What do you see?) and closed-ended (What is this?) questions in Study 1 and learned to name another set of 18 pictures in Study 2. These results suggest that use of systematic instructional procedures and SGD technology may enable students with limited speech to participate in, and benefit from, this common educational activity. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.04.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155 Teaching two boys with autism spectrum disorders to request the continuation of toy play using an iPad®-based speech-generating device / Jeff SIGAFOOS in Research in Autism Spectrum Disorders, 7-8 (August 2013)
PermalinkThe Effects of Enhanced Milieu Teaching and a Voice Output Communication Aid on the Requesting of Three Children with Autism / Melissa L. OLIVE in Journal of Autism and Developmental Disorders, 37-8 (September 2007)
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)
PermalinkUse of peer-mediated interventions in the treatment of autism spectrum disorders: A systematic review / Jeffrey M. CHAN in Research in Autism Spectrum Disorders, 3-4 (October-December 2009)
PermalinkUse of school recess time in the education and treatment of children with autism spectrum disorders: A systematic review / Russell B. LANG in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)
PermalinkUsing videoconferencing to support teachers to conduct preference assessments with students with autism and developmental disabilities / Wendy MACHALICEK in Research in Autism Spectrum Disorders, 3-1 (January 2009)
PermalinkVideo self-modeling to teach classroom rules to two students with Asperger's / Russell B. LANG in Research in Autism Spectrum Disorders, 3-2 (April-june 2009)
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