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Auteur John MCEACHIN |
Documents disponibles écrits par cet auteur (28)
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Increasing social skills and pro-social behavior for three children diagnosed with autism through the use of a teaching package / Justin B. LEAF in Research in Autism Spectrum Disorders, 3-1 (January 2009)
[article]
Titre : Increasing social skills and pro-social behavior for three children diagnosed with autism through the use of a teaching package Type de document : Texte imprimé et/ou numérique Auteurs : Justin B. LEAF, Auteur ; Ron LEAF, Auteur ; John MCEACHIN, Auteur ; Mitchell TAUBMAN, Auteur ; Stephanie BLOOMFIELD, Auteur ; Leticia PALOS-RAFUSE, Auteur ; Misty L. OPPENHEIM, Auteur Année de publication : 2009 Article en page(s) : p.275-289 Langues : Anglais (eng) Mots-clés : Autism Social-skills Teaching-interaction Behavior-therapy Behavioral-skills-training Early-intervention Index. décimale : PER Périodiques Résumé : This study assessed the effectiveness of a Teaching Interaction procedure for four social skills across three participants diagnosed with autism. All social skills fell into four broad domains (i.e., social-communication, play, emotion skills, and choice/selection skills). In addition, a teaching package was used to increase communication between the three participants and three selected target peers. The teaching package consisted of the Teaching Interaction procedure, reinforcement, and priming of participants to demonstrate social skills and to engage with their target peers. Prior to intervention, participants displayed near zero levels of the four social skills that were targeted; after intervention, all three participants were able to demonstrate these skills. Prior to intervention, participants did not communicate or play with their selected target peer; after intervention, participants were able to increase the amount of play and communication. A multiple baseline design showed that the teaching package was effective in teaching both the targeted social skills and in increasing the development of initial associations that could lead to friendships for three children diagnosed with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.07.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=649
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.275-289[article] Increasing social skills and pro-social behavior for three children diagnosed with autism through the use of a teaching package [Texte imprimé et/ou numérique] / Justin B. LEAF, Auteur ; Ron LEAF, Auteur ; John MCEACHIN, Auteur ; Mitchell TAUBMAN, Auteur ; Stephanie BLOOMFIELD, Auteur ; Leticia PALOS-RAFUSE, Auteur ; Misty L. OPPENHEIM, Auteur . - 2009 . - p.275-289.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.275-289
Mots-clés : Autism Social-skills Teaching-interaction Behavior-therapy Behavioral-skills-training Early-intervention Index. décimale : PER Périodiques Résumé : This study assessed the effectiveness of a Teaching Interaction procedure for four social skills across three participants diagnosed with autism. All social skills fell into four broad domains (i.e., social-communication, play, emotion skills, and choice/selection skills). In addition, a teaching package was used to increase communication between the three participants and three selected target peers. The teaching package consisted of the Teaching Interaction procedure, reinforcement, and priming of participants to demonstrate social skills and to engage with their target peers. Prior to intervention, participants displayed near zero levels of the four social skills that were targeted; after intervention, all three participants were able to demonstrate these skills. Prior to intervention, participants did not communicate or play with their selected target peer; after intervention, participants were able to increase the amount of play and communication. A multiple baseline design showed that the teaching package was effective in teaching both the targeted social skills and in increasing the development of initial associations that could lead to friendships for three children diagnosed with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.07.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=649 Interaction of Treatment Intensity and Autism Severity on Frequency and Maturity of Spontaneous Communication in Toddlers with Autism Spectrum Disorder / Paul J. YODER in Autism Research, 13-11 (November 2020)
[article]
Titre : Interaction of Treatment Intensity and Autism Severity on Frequency and Maturity of Spontaneous Communication in Toddlers with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Paul J. YODER, Auteur ; Sally ROGERS, Auteur ; Annette ESTES, Auteur ; Zachary WARREN, Auteur ; Jeff MUNSON, Auteur ; Gerhard HELLEMANN, Auteur ; John MCEACHIN, Auteur Article en page(s) : p.1902-1912 Langues : Anglais (eng) Mots-clés : autism spectrum disorders developmental delay severity of autism treatment intensity treatment style Index. décimale : PER Périodiques Résumé : This study tested whether the effect of treatment intensity or treatment style on children's frequency and maturity of spontaneous communication varied by initial severity of disability. Eighty-seven toddlers with autism spectrum disorders were randomly assigned to either (a) 15?hrs per week of discrete trial teaching (DTT), (b) 25?hrs per week of DTT, (c) 15?hrs per week of a naturalistic developmental behavioral intervention (NDBI), or (d) 25?hrs per week of NDBI. Trained research staff implemented the 1:1 treatments in homes or educational centers over 12?months. We quantified the frequency and maturity of spontaneous communication during monthly 6-min communication samples. We quantified disability severity at Time 1 using the developmental quotient from the Mullen Scales of Early Learning and the total calibrated severity score from the Autism Diagnostic Observation Schedule-second edition. Higher levels of treatment intensity (i.e., more hours per week) benefited frequency and maturity of spontaneous communication growth rate only in children with relatively mild autism symptoms. Other results were nonsignificant. Autism Res 2020, 13: 1902-1912. © 2020 International Society for Autism Research and Wiley Periodicals LLC LAY SUMMARY: Eighty-seven toddlers with autism spectrum disorders were randomly assigned to 15?hrs per week of discrete trial teaching (DTT), 25?hrs per week of DTT, 15?hrs per week of a naturalistic developmental behavioral intervention (NDBI), or 25?hrs per week of NDBI. Trained research staff implemented the treatments in homes or educational centers over 12?months. More hours of treatment per week benefited frequency and maturity of spontaneous communication growth rate only in children with relatively mild autism symptoms. Other results were nonsignificant. En ligne : http://dx.doi.org/10.1002/aur.2416 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433
in Autism Research > 13-11 (November 2020) . - p.1902-1912[article] Interaction of Treatment Intensity and Autism Severity on Frequency and Maturity of Spontaneous Communication in Toddlers with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Paul J. YODER, Auteur ; Sally ROGERS, Auteur ; Annette ESTES, Auteur ; Zachary WARREN, Auteur ; Jeff MUNSON, Auteur ; Gerhard HELLEMANN, Auteur ; John MCEACHIN, Auteur . - p.1902-1912.
Langues : Anglais (eng)
in Autism Research > 13-11 (November 2020) . - p.1902-1912
Mots-clés : autism spectrum disorders developmental delay severity of autism treatment intensity treatment style Index. décimale : PER Périodiques Résumé : This study tested whether the effect of treatment intensity or treatment style on children's frequency and maturity of spontaneous communication varied by initial severity of disability. Eighty-seven toddlers with autism spectrum disorders were randomly assigned to either (a) 15?hrs per week of discrete trial teaching (DTT), (b) 25?hrs per week of DTT, (c) 15?hrs per week of a naturalistic developmental behavioral intervention (NDBI), or (d) 25?hrs per week of NDBI. Trained research staff implemented the 1:1 treatments in homes or educational centers over 12?months. We quantified the frequency and maturity of spontaneous communication during monthly 6-min communication samples. We quantified disability severity at Time 1 using the developmental quotient from the Mullen Scales of Early Learning and the total calibrated severity score from the Autism Diagnostic Observation Schedule-second edition. Higher levels of treatment intensity (i.e., more hours per week) benefited frequency and maturity of spontaneous communication growth rate only in children with relatively mild autism symptoms. Other results were nonsignificant. Autism Res 2020, 13: 1902-1912. © 2020 International Society for Autism Research and Wiley Periodicals LLC LAY SUMMARY: Eighty-seven toddlers with autism spectrum disorders were randomly assigned to 15?hrs per week of discrete trial teaching (DTT), 25?hrs per week of DTT, 15?hrs per week of a naturalistic developmental behavioral intervention (NDBI), or 25?hrs per week of NDBI. Trained research staff implemented the treatments in homes or educational centers over 12?months. More hours of treatment per week benefited frequency and maturity of spontaneous communication growth rate only in children with relatively mild autism symptoms. Other results were nonsignificant. En ligne : http://dx.doi.org/10.1002/aur.2416 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433 It’s Time for School! / Ron LEAF
Titre : It’s Time for School! : Building Quality ABA Educational Programs for Students with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Ron LEAF, Directeur de publication ; Mitchell TAUBMAN, Directeur de publication ; John MCEACHIN, Directeur de publication Editeur : New York [Etats-Unis] : DRL Books Année de publication : 2008 Importance : 274 p. Format : 21,5cm x 28cm x 1,5cm ISBN/ISSN/EAN : 978-0-9755859-3-1 Note générale : Bibliogr. Langues : Anglais (eng) Mots-clés : Trouble du spectre autistique (TSA) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Résumé : In this comprehensive guide, Autism Partnership provides a detailed framework for implementing Applied Behavior Analysis (ABA), the most widely used and thoroughly studied autism treatment, in classroom settings. The authors clearly outline the steps involved in setting up system-wide services to address the needs of children diagnosed with autism.
All practitioners of ABA, the contributors to this invaluable book chart an accessible, step-by-step strategy based on the specific needs of students, staff and school district. In this essential guidebook to setting up school-based programs, the editors offer practical advice to special education directors and superintendents while providing extensive training to teachers, direct and supplementary service personnel and parents. In addition, they demonstrate how to determine and optimize the best school placement for students with Autism Spectrum Disorder (ASD) while ensuring quality and continuity of service.
As it outlines the philosophy of an ABA-driven curriculum, It’s Time for School clearly defines the strategy for implementing successful programs in preschool and early education classrooms while emphasizing a natural learning environment for children with autism. [Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=122 It’s Time for School! : Building Quality ABA Educational Programs for Students with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Ron LEAF, Directeur de publication ; Mitchell TAUBMAN, Directeur de publication ; John MCEACHIN, Directeur de publication . - New York [Etats-Unis] : DRL Books, 2008 . - 274 p. ; 21,5cm x 28cm x 1,5cm.
ISBN : 978-0-9755859-3-1
Bibliogr.
Langues : Anglais (eng)
Mots-clés : Trouble du spectre autistique (TSA) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Résumé : In this comprehensive guide, Autism Partnership provides a detailed framework for implementing Applied Behavior Analysis (ABA), the most widely used and thoroughly studied autism treatment, in classroom settings. The authors clearly outline the steps involved in setting up system-wide services to address the needs of children diagnosed with autism.
All practitioners of ABA, the contributors to this invaluable book chart an accessible, step-by-step strategy based on the specific needs of students, staff and school district. In this essential guidebook to setting up school-based programs, the editors offer practical advice to special education directors and superintendents while providing extensive training to teachers, direct and supplementary service personnel and parents. In addition, they demonstrate how to determine and optimize the best school placement for students with Autism Spectrum Disorder (ASD) while ensuring quality and continuity of service.
As it outlines the philosophy of an ABA-driven curriculum, It’s Time for School clearly defines the strategy for implementing successful programs in preschool and early education classrooms while emphasizing a natural learning environment for children with autism. [Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=122 Contenu
- Advantages of School Settings / Ron LEAF
- Establishing ABA Classrooms / Mitchell TAUBMAN
- What Makes A Good School District? / Ron LEAF
- What Makes a Good Classroom? / Ron LEAF
- What Makes a Good Teacher? / Ron LEAF
- Determining the Best Placement and Making it Work / Ron LEAF
- Consultation: What It Is and What We Do / Marlene DRISCOLL
- Coaches Primer / Ron LEAF
- Data Can and Should Be Your Friend ! / Mitchell TAUBMAN
- Functional Behavior Assessment : A new Apporach / Tracy PARKER
Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité DOC0001716 APP-A LEA Livre Centre d'Information et de Documentation du CRA Rhône-Alpes APP - Approches Educatives et Comportementales Disponible Les abonnés qui ont emprunté ce document ont également emprunté :
300 exercices de compréhension d'inférences logiques et pragmatiques et de chaînes causales BOUTARD, Corinne Vineland-II SPARROW, Sara S. Apprendre à raisonner en mathématiques à l'école et au collège DUQUESNE, Françoise D'une classe à l'autre LAURENT, Lydie A Complete ABA Curriculum for Individuals on the Autism Spectrum with a Developmental Age of 1-4 Years KNAPP, Julie A. 70 activités motivantes de communication écrite DICKS, Robert Pensée critique / Ron LEAF
Titre : Pensée critique Type de document : Texte imprimé et/ou numérique Auteurs : Ron LEAF, Auteur ; Mitchell TAUBMAN, Auteur ; John MCEACHIN, Auteur Année de publication : 2010 Importance : p.131-152 Langues : Français (fre) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=116 Pensée critique [Texte imprimé et/ou numérique] / Ron LEAF, Auteur ; Mitchell TAUBMAN, Auteur ; John MCEACHIN, Auteur . - 2010 . - p.131-152.
Langues : Français (fre)
Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=116 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Des progrès significatifs ? / Ron LEAF
Titre : Des progrès significatifs ? Type de document : Texte imprimé et/ou numérique Auteurs : Ron LEAF, Auteur ; Sandy SLATER, Auteur ; Dave ROSTETTER, Auteur ; John MCEACHIN, Auteur Année de publication : 2010 Importance : p.231-250 Langues : Français (fre) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=116 Des progrès significatifs ? [Texte imprimé et/ou numérique] / Ron LEAF, Auteur ; Sandy SLATER, Auteur ; Dave ROSTETTER, Auteur ; John MCEACHIN, Auteur . - 2010 . - p.231-250.
Langues : Français (fre)
Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=116 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Qu'est-ce que l'A.B.A. ? / Ron LEAF
PermalinkRésistance éducative / Ron LEAF
PermalinkRésistance parentale / Ron LEAF
PermalinkThe effect of early autism intervention on parental sense of efficacy in a randomized trial depends on the initial level of parent stress / Annette ESTES in Autism, 26-7 (October 2022)
PermalinkThe Importance of Professional Discourse for the Continual Advancement of Practice Standards: The RBT® as a Case in Point / Justin B. LEAF in Journal of Autism and Developmental Disorders, 51-5 (May 2021)
PermalinkWhat Makes A Good School District? / Ron LEAF
PermalinkA Work In Progress / Ron LEAF
PermalinkLe Young Autism Project (YAP) de l'UCLA / Ron LEAF
Permalink