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Détail de l'auteur
Auteur James P. DONNELLY |
Documents disponibles écrits par cet auteur (17)
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Special Education Service Use by Children with Autism Spectrum Disorder / C. A. MCDONALD in Journal of Autism and Developmental Disorders, 49-6 (June 2019)
[article]
Titre : Special Education Service Use by Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : C. A. MCDONALD, Auteur ; James P. DONNELLY, Auteur ; A. L. FELDMAN-ALGUIRE, Auteur ; Jonathan D. RODGERS, Auteur ; C. LOPATA, Auteur ; M. L. THOMEER, Auteur Article en page(s) : p.2437-2446 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder without intellectual disability Correlates School Service use Special education Index. décimale : PER Périodiques Résumé : In the last decade, the prevalence of children with autism spectrum disorder (ASD) without intellectual disability (ID) in schools has increased. However, there is a paucity of information on special education placement, service use, and relationships between service use and demographic variables for children with ASD without ID. This study aimed to describe and explore variation in type and amount of special education services provided to (N = 89) children with ASD. Results indicated that the largest percentage of children received services under the Autism classification (56.2%) and were in partial-inclusion settings (40.4%). The main services received were speech (70.8%) and occupational (56.2%) therapies, while few children received behavior plans (15.7%) or social skills instruction (16.9%). Correlates with service use are described. En ligne : https://dx.doi.org/10.1007/s10803-019-03997-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=400
in Journal of Autism and Developmental Disorders > 49-6 (June 2019) . - p.2437-2446[article] Special Education Service Use by Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / C. A. MCDONALD, Auteur ; James P. DONNELLY, Auteur ; A. L. FELDMAN-ALGUIRE, Auteur ; Jonathan D. RODGERS, Auteur ; C. LOPATA, Auteur ; M. L. THOMEER, Auteur . - p.2437-2446.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-6 (June 2019) . - p.2437-2446
Mots-clés : Autism spectrum disorder without intellectual disability Correlates School Service use Special education Index. décimale : PER Périodiques Résumé : In the last decade, the prevalence of children with autism spectrum disorder (ASD) without intellectual disability (ID) in schools has increased. However, there is a paucity of information on special education placement, service use, and relationships between service use and demographic variables for children with ASD without ID. This study aimed to describe and explore variation in type and amount of special education services provided to (N = 89) children with ASD. Results indicated that the largest percentage of children received services under the Autism classification (56.2%) and were in partial-inclusion settings (40.4%). The main services received were speech (70.8%) and occupational (56.2%) therapies, while few children received behavior plans (15.7%) or social skills instruction (16.9%). Correlates with service use are described. En ligne : https://dx.doi.org/10.1007/s10803-019-03997-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=400 Systematic review of data analyses and reporting in group-based social skills intervention RCTs for youth with ASD / Christopher LOPATA in Research in Autism Spectrum Disorders, 59 (March 2019)
[article]
Titre : Systematic review of data analyses and reporting in group-based social skills intervention RCTs for youth with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Christopher LOPATA, Auteur ; James P. DONNELLY, Auteur ; Jonathan D. RODGERS, Auteur ; Marcus L. THOMEER, Auteur Article en page(s) : p.10-21 Langues : Anglais (eng) Mots-clés : Group-based social skills interventions Youth with ASD Systematic review Index. décimale : PER Périodiques Résumé : Background Group-based social skills interventions (GSSIs) are commonly used to address the social impairments of youth with ASD. However, the administration of treatments in group formats (i.e., clusters) poses several methodological challenges including accounting for cluster effects. The most recent and comprehensive meta-analysis of RCTs of GSSIs for youth with ASD yielded an overall medium effect (g = 0.51; Gates et al., 2017). This suggested a positive effect; however, little is known about the extent to which the studies adhered to standards for conducting and reporting RCTs including standards related to group-based interventions. Method The current review assessed the extent to which the study planning, data assessment, and data analytic procedures used in the RCTs (N =18) included in the meta-analysis adhered to established standards for RCTs. Results Results were consistent across the three areas assessed and suggested an overall adherence rate of 42% (range 41%–43%). Significant variability was found within each of the three areas and suggested that few facets of the standards were met by a majority of studies. The statistically-oriented aspects were most neglected. None of the studies accounted for the group-based (clustered) design and delivery of the intervention which can negatively impact power, effect size, and precision estimates and overestimate intervention effects. Year of article publication and journal impact factor were predominantly unrelated to adherence rates. Conclusions Increased familiarization with standards for RCTs appears necessary to improve the practices of researchers, along with increased requirements for adherence by journal editors and reviewers. En ligne : https://doi.org/10.1016/j.rasd.2018.11.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379
in Research in Autism Spectrum Disorders > 59 (March 2019) . - p.10-21[article] Systematic review of data analyses and reporting in group-based social skills intervention RCTs for youth with ASD [Texte imprimé et/ou numérique] / Christopher LOPATA, Auteur ; James P. DONNELLY, Auteur ; Jonathan D. RODGERS, Auteur ; Marcus L. THOMEER, Auteur . - p.10-21.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 59 (March 2019) . - p.10-21
Mots-clés : Group-based social skills interventions Youth with ASD Systematic review Index. décimale : PER Périodiques Résumé : Background Group-based social skills interventions (GSSIs) are commonly used to address the social impairments of youth with ASD. However, the administration of treatments in group formats (i.e., clusters) poses several methodological challenges including accounting for cluster effects. The most recent and comprehensive meta-analysis of RCTs of GSSIs for youth with ASD yielded an overall medium effect (g = 0.51; Gates et al., 2017). This suggested a positive effect; however, little is known about the extent to which the studies adhered to standards for conducting and reporting RCTs including standards related to group-based interventions. Method The current review assessed the extent to which the study planning, data assessment, and data analytic procedures used in the RCTs (N =18) included in the meta-analysis adhered to established standards for RCTs. Results Results were consistent across the three areas assessed and suggested an overall adherence rate of 42% (range 41%–43%). Significant variability was found within each of the three areas and suggested that few facets of the standards were met by a majority of studies. The statistically-oriented aspects were most neglected. None of the studies accounted for the group-based (clustered) design and delivery of the intervention which can negatively impact power, effect size, and precision estimates and overestimate intervention effects. Year of article publication and journal impact factor were predominantly unrelated to adherence rates. Conclusions Increased familiarization with standards for RCTs appears necessary to improve the practices of researchers, along with increased requirements for adherence by journal editors and reviewers. En ligne : https://doi.org/10.1016/j.rasd.2018.11.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379