Adult Talk in the Inclusive Classroom and the Socially Competent Behavior of Preschoolers With Autism Spectrum Disorder / Dwight W. IRVIN in Focus on Autism and Other Developmental Disabilities, 30-3 (September 2015)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 30-3 (September 2015) . - p.131-142 Titre : Adult Talk in the Inclusive Classroom and the Socially Competent Behavior of Preschoolers With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Dwight W. IRVIN, Auteur ; Brian A. BOYD, Auteur ; Samuel L ODOM, Auteur Article en page(s) : p.131-142 Langues : Anglais (eng) Mots-clés : adult talk  autism  inclusion  preschoolers  socially competent behavior Index. décimale : PER Périodiques Résumé : Difficulty with social competence is a core deficit of autism spectrum disorder (ASD). The aim of this study was to examine the link between adult talk and the socially competent behavior displayed by preschoolers with ASD concurrently and over time. A modified version of Kontos’s Teacher Talk classification was used to code videos of 73 children with ASD (ages 3–5) in inclusive classrooms (n = 33). Supporting peer relation and positive social contact forms of adult talk were concurrently associated with children’s socially competent behavior. In comparison, higher amounts of supporting object play talk positively affected children’s social competence over time (i.e., 1 school year), and more behavior management talk was related to worsening social competence as perceived by teachers. Implications for practice and future research are discussed. En ligne : http://dx.doi.org/10.1177/1088357614547890 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=266 [article] Adult Talk in the Inclusive Classroom and the Socially Competent Behavior of Preschoolers With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Dwight W. IRVIN, Auteur ; Brian A. BOYD, Auteur ; Samuel L ODOM, Auteur . - p.131-142. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 30-3 (September 2015) . - p.131-142 Mots-clés : adult talk  autism  inclusion  preschoolers  socially competent behavior Index. décimale : PER Périodiques Résumé : Difficulty with social competence is a core deficit of autism spectrum disorder (ASD). The aim of this study was to examine the link between adult talk and the socially competent behavior displayed by preschoolers with ASD concurrently and over time. A modified version of Kontos’s Teacher Talk classification was used to code videos of 73 children with ASD (ages 3–5) in inclusive classrooms (n = 33). Supporting peer relation and positive social contact forms of adult talk were concurrently associated with children’s socially competent behavior. In comparison, higher amounts of supporting object play talk positively affected children’s social competence over time (i.e., 1 school year), and more behavior management talk was related to worsening social competence as perceived by teachers. Implications for practice and future research are discussed. En ligne : http://dx.doi.org/10.1177/1088357614547890 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=266

Approaches to Early Intervention for Children with Autism and Their Families / Laura J. HALL

Public ISBD in The SAGE Handbook of Autism and Education / Rita JORDAN Titre : Approaches to Early Intervention for Children with Autism and Their Families Type de document : Texte imprimé et/ou numérique Auteurs : Laura J. HALL, Auteur ; Samuel L ODOM, Auteur Année de publication : 2019 Importance : p.120-133 Langues : Anglais (eng) 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=417 in The SAGE Handbook of Autism and Education / Rita JORDAN Approaches to Early Intervention for Children with Autism and Their Families [Texte imprimé et/ou numérique] / Laura J. HALL, Auteur ; Samuel L ODOM, Auteur . - 2019 . - p.120-133. Langues : Anglais (eng) 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=417

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Assessing implementation of comprehensive treatment models for young children with ASD: Reliability and validity of two measures / Kara HUME in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1430-1440 Titre : Assessing implementation of comprehensive treatment models for young children with ASD: Reliability and validity of two measures Type de document : Texte imprimé et/ou numérique Auteurs : Kara HUME, Auteur ; Brian A. BOYD, Auteur ; Matt MCBEE, Auteur ; Drew C. COMAN, Auteur ; Anibal Jr GUTIERREZ, Auteur ; Evelyn SHAW, Auteur ; Laurie SPERRY, Auteur ; Michael ALESSANDRI, Auteur ; Samuel L ODOM, Auteur Année de publication : 2011 Article en page(s) : p.1430-1440 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Comprehensive treatment models  Treatment implementation  Treatment integrity Index. décimale : PER Périodiques Résumé : Treatment implementation is an under-studied and under-reported aspect of intervention studies involving individuals with autism spectrum disorder (ASD). One primary area of concern is the lack of reliable and valid implementation measures, which allows a conclusive association to be drawn between the intervention and participant outcomes. This study examined the psychometric properties of two implementation measures developed for comprehensive treatment models serving preschoolers with ASD (i.e., LEAP and TEACCH). Both of the measures were completed in classrooms using LEAP or TEACCH instructional approaches as well as in classrooms in which a business-as-usual or non-model specific treatment approach was used. Across four months of one school year, a maximum of 4 observations were conducted in each of the 34 classrooms involved in the study. Results indicated that both implementation tools are reliable and valid, and that particular subscales of these measures allowed for discrimination of the three types of classrooms from each other. This step of psychometrically validating implementation measures as part of conducting efficacy studies may yield more robust associations between implementation and intervention effects. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Assessing implementation of comprehensive treatment models for young children with ASD: Reliability and validity of two measures [Texte imprimé et/ou numérique] / Kara HUME, Auteur ; Brian A. BOYD, Auteur ; Matt MCBEE, Auteur ; Drew C. COMAN, Auteur ; Anibal Jr GUTIERREZ, Auteur ; Evelyn SHAW, Auteur ; Laurie SPERRY, Auteur ; Michael ALESSANDRI, Auteur ; Samuel L ODOM, Auteur . - 2011 . - p.1430-1440. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1430-1440 Mots-clés : Autism spectrum disorder  Comprehensive treatment models  Treatment implementation  Treatment integrity Index. décimale : PER Périodiques Résumé : Treatment implementation is an under-studied and under-reported aspect of intervention studies involving individuals with autism spectrum disorder (ASD). One primary area of concern is the lack of reliable and valid implementation measures, which allows a conclusive association to be drawn between the intervention and participant outcomes. This study examined the psychometric properties of two implementation measures developed for comprehensive treatment models serving preschoolers with ASD (i.e., LEAP and TEACCH). Both of the measures were completed in classrooms using LEAP or TEACCH instructional approaches as well as in classrooms in which a business-as-usual or non-model specific treatment approach was used. Across four months of one school year, a maximum of 4 observations were conducted in each of the 34 classrooms involved in the study. Results indicated that both implementation tools are reliable and valid, and that particular subscales of these measures allowed for discrimination of the three types of classrooms from each other. This step of psychometrically validating implementation measures as part of conducting efficacy studies may yield more robust associations between implementation and intervention effects. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Assessing Quality of Program Environments for Children and Youth with Autism: Autism Program Environment Rating Scale (APERS) / Samuel L ODOM in Journal of Autism and Developmental Disorders, 48-3 (March 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.913-924 Titre : Assessing Quality of Program Environments for Children and Youth with Autism: Autism Program Environment Rating Scale (APERS) Type de document : Texte imprimé et/ou numérique Auteurs : Samuel L ODOM, Auteur ; A. COX, Auteur ; J. SIDERIS, Auteur ; K. A. HUME, Auteur ; S. HEDGES, Auteur ; S. KUCHARCZYK, Auteur ; E. SHAW, Auteur ; Brian A. BOYD, Auteur ; S. RESZKA, Auteur ; J. NEITZEL, Auteur Année de publication : 2018 Article en page(s) : p.913-924 Langues : Anglais (eng) Mots-clés : Autism  Psychometrics  Quality  Rating scale Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine the psychometric properties of the Autism Program Environment Rating Scale (APERS), an instrument designed to assess quality of program environments for students with autism spectrum disorder. Data sets from two samples of public school programs that provided services to children and youth with autism spectrum disorder were utilized. Cronbach alpha analyses indicated high coefficients of internal consistency for the total APERS and moderate levels for item domains for the first data set, which was replicated with the second data set. A factor analysis of the first data set indicated that all domain scores loaded on one main factor, in alignment with the conceptual model, with this finding being replicated in the second data set. Also, the APERS was sensitive to changes resulting from a professional development program designed to promote program quality. En ligne : https://doi.org/10.1007/s10803-017-3379-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339 [article] Assessing Quality of Program Environments for Children and Youth with Autism: Autism Program Environment Rating Scale (APERS) [Texte imprimé et/ou numérique] / Samuel L ODOM, Auteur ; A. COX, Auteur ; J. SIDERIS, Auteur ; K. A. HUME, Auteur ; S. HEDGES, Auteur ; S. KUCHARCZYK, Auteur ; E. SHAW, Auteur ; Brian A. BOYD, Auteur ; S. RESZKA, Auteur ; J. NEITZEL, Auteur . - 2018 . - p.913-924. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.913-924 Mots-clés : Autism  Psychometrics  Quality  Rating scale Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine the psychometric properties of the Autism Program Environment Rating Scale (APERS), an instrument designed to assess quality of program environments for students with autism spectrum disorder. Data sets from two samples of public school programs that provided services to children and youth with autism spectrum disorder were utilized. Cronbach alpha analyses indicated high coefficients of internal consistency for the total APERS and moderate levels for item domains for the first data set, which was replicated with the second data set. A factor analysis of the first data set indicated that all domain scores loaded on one main factor, in alignment with the conceptual model, with this finding being replicated in the second data set. Also, the APERS was sensitive to changes resulting from a professional development program designed to promote program quality. En ligne : https://doi.org/10.1007/s10803-017-3379-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339

Behavioral and Educational Interventions / Samuel L ODOM

Public ISBD in Autism and Pervasive Developmental Disorders / Fred R. VOLKMAR Titre : Behavioral and Educational Interventions Type de document : Texte imprimé et/ou numérique Auteurs : Samuel L ODOM, Auteur ; Kristi MORIN, Auteur ; Melissa N. SAVAGE, Auteur ; Brianne TOMASZEWSKI, Auteur Année de publication : 2019 Importance : p.176-190 Langues : Anglais (eng) Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=400 in Autism and Pervasive Developmental Disorders / Fred R. VOLKMAR Behavioral and Educational Interventions [Texte imprimé et/ou numérique] / Samuel L ODOM, Auteur ; Kristi MORIN, Auteur ; Melissa N. SAVAGE, Auteur ; Brianne TOMASZEWSKI, Auteur . - 2019 . - p.176-190. Langues : Anglais (eng) Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=400

Exemplaires

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Best Practice, Policy, and Future Directions: Behavioral and Psychosocial Interventions / Kara HUME

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Brief Report: Concurrent Validity of Autism Symptom Severity Measures / Stephanie S. RESZKA in Journal of Autism and Developmental Disorders, 44-2 (February 2014)  

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Child and classroom characteristics associated with the adult language provided to preschoolers with autism spectrum disorder / Dwight W. IRVIN in Research in Autism Spectrum Disorders, 7-8 (August 2013)  

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Child and family factors associated with the use of services for preschoolers with autism spectrum disorder / Dwight W. IRVIN in Research in Autism Spectrum Disorders, 6-1 (January-March 2012)  

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Child and setting characteristics affecting the adult talk directed at preschoolers with autism spectrum disorder in the inclusive classroom / Dwight W. IRVIN in Autism, 19-2 (February 2015)  

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Commitment to Classroom Model Philosophy and Burnout Symptoms Among High Fidelity Teachers Implementing Preschool Programs for Children with Autism Spectrum Disorders / Drew C. COMAN in Journal of Autism and Developmental Disorders, 43-2 (February 2013)  

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Comparative Efficacy of LEAP, TEACCH and Non-Model-Specific Special Education Programs for Preschoolers with Autism Spectrum Disorders / Brian A. BOYD in Journal of Autism and Developmental Disorders, 44-2 (February 2014)  

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Correction to: Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation / Kara HUME in Journal of Autism and Developmental Disorders, 53-1 (January 2023)  

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Cross-Cultural Content Validity of the Autism Program Environment Rating Scale in Sweden / H. BEJNO in Journal of Autism and Developmental Disorders, 49-5 (May 2019)  

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Designing Research Studies on Psychosocial Interventions in Autism / Tristram SMITH in Journal of Autism and Developmental Disorders, 37-2 (February 2007)  

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