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Auteur Phil REED |
Documents disponibles écrits par cet auteur (40)
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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)
[article]
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
in Autism > 25-4 (May 2021) . - p.1137-1153[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 Interventions for Autism: Evidence for Educational and Clinical Practice / Phil REED
Titre : Interventions for Autism: Evidence for Educational and Clinical Practice Type de document : Texte imprimé et/ou numérique Auteurs : Phil REED, Auteur Editeur : Hoboken [Etats-Unis] : Wiley Année de publication : 2016 Importance : 360 p. Présentation : ill. Format : 17cm x 24,7cm x 1,7cm ISBN/ISSN/EAN : 978-0-470-66991-4 Note générale : Bibliogr., Index Langues : Anglais (eng) Mots-clés : Efficacité des approches ABA-VB SCERTS Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Résumé : Providing a vital link between theory and practice, this unique volume translates the latest research data on the effectiveness of interventions for Autism Spectrum Disorder (ASD) into practical guidance for education professionals working with ASD pupils.
Reformulates new research data on interventions for ASD into guidance for professionals, drawing on the author’s in-depth academic knowledge and practical experience
Offers a comprehensive review of up-to-date evidence on effectiveness across a wide range of interventions for ASD
Focuses on environmental factors in understanding ASD rather than outdated ‘deficit’ approaches, and discusses key issues in education provision such as inclusion [Résumé d'Auteur/Editeur]
Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282 Interventions for Autism: Evidence for Educational and Clinical Practice [Texte imprimé et/ou numérique] / Phil REED, Auteur . - Hoboken [Etats-Unis] : Wiley, 2016 . - 360 p. : ill. ; 17cm x 24,7cm x 1,7cm.
ISBN : 978-0-470-66991-4
Bibliogr., Index
Langues : Anglais (eng)
Mots-clés : Efficacité des approches ABA-VB SCERTS Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Résumé : Providing a vital link between theory and practice, this unique volume translates the latest research data on the effectiveness of interventions for Autism Spectrum Disorder (ASD) into practical guidance for education professionals working with ASD pupils.
Reformulates new research data on interventions for ASD into guidance for professionals, drawing on the author’s in-depth academic knowledge and practical experience
Offers a comprehensive review of up-to-date evidence on effectiveness across a wide range of interventions for ASD
Focuses on environmental factors in understanding ASD rather than outdated ‘deficit’ approaches, and discusses key issues in education provision such as inclusion [Résumé d'Auteur/Editeur]
Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité DOC0003737 APP-D REE Livre Centre d'Information et de Documentation du CRA Rhône-Alpes APP - Approches Educatives et Comportementales Disponible Mainstream Education for Children with Autism Spectrum Disorders / Phil REED
Titre : Mainstream Education for Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Phil REED, Auteur ; Lisa A. OSBORNE, Auteur Année de publication : 2014 Importance : p.447-485 Langues : Anglais (eng) Mots-clés : Mainstream Segregation Inclusion 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=265 Mainstream Education for Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Phil REED, Auteur ; Lisa A. OSBORNE, Auteur . - 2014 . - p.447-485.
Langues : Anglais (eng)
Mots-clés : Mainstream Segregation Inclusion 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=265 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire A meta-analytic review of the effectiveness of behavioural early intervention programs for children with Autistic Spectrum Disorders / Maria K. MAKRYGIANNI in Research in Autism Spectrum Disorders, 4-4 (October-December 2010)
[article]
Titre : A meta-analytic review of the effectiveness of behavioural early intervention programs for children with Autistic Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Maria K. MAKRYGIANNI, Auteur ; Phil REED, Auteur Année de publication : 2010 Article en page(s) : p.577-593 Langues : Anglais (eng) Mots-clés : Meta-analysis Autism Effectiveness Behavioural-early-intervention-program Index. décimale : PER Périodiques Résumé : The effectiveness of behavioural intervention programs for children with Autistic Spectrum Disorders was addressed by a meta-analysis, which reviewed 14 studies. The findings suggest that the behavioural programs are effective in improving several developmental aspects in the children, in terms of their treatment gains, and also relative to eclectic-control programs in the same studies. Factors that were found to be correlated with the effectiveness of the behavioural programs were the intensity and the duration of the programs, the parental training, as well as the age and the adaptive behaviour abilities of the children at intake. The review showed that the high intensity of the programs is correlated with better gains in some developmental domains. Moreover, the high adaptive behaviour abilities and the young age of the children are also related with better progress the children have in some specific domains. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.01.014 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102
in Research in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.577-593[article] A meta-analytic review of the effectiveness of behavioural early intervention programs for children with Autistic Spectrum Disorders [Texte imprimé et/ou numérique] / Maria K. MAKRYGIANNI, Auteur ; Phil REED, Auteur . - 2010 . - p.577-593.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.577-593
Mots-clés : Meta-analysis Autism Effectiveness Behavioural-early-intervention-program Index. décimale : PER Périodiques Résumé : The effectiveness of behavioural intervention programs for children with Autistic Spectrum Disorders was addressed by a meta-analysis, which reviewed 14 studies. The findings suggest that the behavioural programs are effective in improving several developmental aspects in the children, in terms of their treatment gains, and also relative to eclectic-control programs in the same studies. Factors that were found to be correlated with the effectiveness of the behavioural programs were the intensity and the duration of the programs, the parental training, as well as the age and the adaptive behaviour abilities of the children at intake. The review showed that the high intensity of the programs is correlated with better gains in some developmental domains. Moreover, the high adaptive behaviour abilities and the young age of the children are also related with better progress the children have in some specific domains. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.01.014 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 Over-Selectivity is Related to Autism Quotient and Empathizing, But not to Systematizing / Phil REED in Journal of Autism and Developmental Disorders, 47-4 (April 2017)
[article]
Titre : Over-Selectivity is Related to Autism Quotient and Empathizing, But not to Systematizing Type de document : Texte imprimé et/ou numérique Auteurs : Phil REED, Auteur Article en page(s) : p.1030-1037 Langues : Anglais (eng) Mots-clés : Over-selectivity Autism quotient Empathizing quotient Systematizing quotient Broad autistic phenotype Index. décimale : PER Périodiques Résumé : The relationships of autism quotient (AQ), systematizing (SQ), and empathizing (EQ), with over-selectivity were explored to assess whether over-selectivity is implicated in complex social skills, which has been assumed, but not experimentally examined. Eighty participants (aged 18–60) were trained on a simultaneous discrimination task (AB+CD?), and tested in extinction on the degree to which they had learned about both elements of the reinforced (AB) compound. Higher AQ and lower EQ scorers demonstrated greater over-selectivity, but there was no relationship between SQ and over-selectivity. These results imply that high AQ scorers perform similarly to individuals with ASD on this cognitive task, and that over-selectivity may be related to some complex social skills, like empathy. En ligne : http://dx.doi.org/10.1007/s10803-016-2990-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304
in Journal of Autism and Developmental Disorders > 47-4 (April 2017) . - p.1030-1037[article] Over-Selectivity is Related to Autism Quotient and Empathizing, But not to Systematizing [Texte imprimé et/ou numérique] / Phil REED, Auteur . - p.1030-1037.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-4 (April 2017) . - p.1030-1037
Mots-clés : Over-selectivity Autism quotient Empathizing quotient Systematizing quotient Broad autistic phenotype Index. décimale : PER Périodiques Résumé : The relationships of autism quotient (AQ), systematizing (SQ), and empathizing (EQ), with over-selectivity were explored to assess whether over-selectivity is implicated in complex social skills, which has been assumed, but not experimentally examined. Eighty participants (aged 18–60) were trained on a simultaneous discrimination task (AB+CD?), and tested in extinction on the degree to which they had learned about both elements of the reinforced (AB) compound. Higher AQ and lower EQ scorers demonstrated greater over-selectivity, but there was no relationship between SQ and over-selectivity. These results imply that high AQ scorers perform similarly to individuals with ASD on this cognitive task, and that over-selectivity may be related to some complex social skills, like empathy. En ligne : http://dx.doi.org/10.1007/s10803-016-2990-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304 Parenting Stress Reduces the Effectiveness of Early Teaching Interventions for Autistic Spectrum Disorders / Lisa A. OSBORNE in Journal of Autism and Developmental Disorders, 38-6 (July 2008)
PermalinkParents'perceptions of communication with professionals during the diagnosis of autism / Lisa A. OSBORNE in Autism, 12-3 (May 2008)
PermalinkPersonal experiences disclosed by parents of children with Autism Spectrum Disorder: A YouTube analysis / Sian LLOYD in Research in Autism Spectrum Disorders, 64 (August 2019)
PermalinkA possible contra-indication for early diagnosis of Autistic Spectrum Conditions: Impact on parenting stress / Lisa A. OSBORNE in Research in Autism Spectrum Disorders, 2-4 (October 2008)
PermalinkRelationship between perceived limit-setting abilities, autism spectrum disorder severity, behaviour problems and parenting stress in mothers of children with autism spectrum disorder / Phil REED in Autism, 21-8 (November 2017)
PermalinkRelationship Between Self-Reported Health and Stress in Mothers of Children with Autism Spectrum Disorders / Phil REED in Journal of Autism and Developmental Disorders, 46-3 (March 2016)
PermalinkSchool factors associated with mainstream progress in secondary education for included pupils with Autism Spectrum Disorders / Lisa A. OSBORNE in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)
PermalinkStimulus Over-Selectivity and Extinction-Induced Recovery of Performance as a Product of Intellectual Impairment and Autism Severity / Michelle P. KELLY in Journal of Autism and Developmental Disorders, 45-10 (October 2015)
PermalinkStress and self-perceived parenting behaviors of parents of children with autistic spectrum conditions / Lisa A. OSBORNE in Research in Autism Spectrum Disorders, 4-3 (July-September 2010)
PermalinkA teaching procedure to help children with autistic spectrum disorder to label emotions / Kevin CONALLEN in Research in Autism Spectrum Disorders, 23 (March 2016)
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