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Détail de l'auteur
Auteur Samuel L ODOM |
Documents disponibles écrits par cet auteur (46)
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Disseminating Information on Evidence-Based Practices for Children and Youth with Autism Spectrum Disorder: AFIRM / Ann M. SAM in Journal of Autism and Developmental Disorders, 50-6 (June 2020)
[article]
Titre : Disseminating Information on Evidence-Based Practices for Children and Youth with Autism Spectrum Disorder: AFIRM Type de document : Texte imprimé et/ou numérique Auteurs : Ann M. SAM, Auteur ; Ann W. COX, Auteur ; Melissa N. SAVAGE, Auteur ; Victoria WATERS, Auteur ; Samuel L ODOM, Auteur Article en page(s) : p.1931-1940 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Children Evidence-based practice Youth Index. décimale : PER Périodiques Résumé : Comprehensive reviews of the research literature have identified that focused intervention practices for children and youth with autism spectrum disorder have evidence of producing positive developmental and learning outcomes. The Autism Focused Intervention Resources and Modules (AFIRM) project has translated evidence-based practices identified by Wong et al. (Journal of Autism and Developmental Disorders 45(7):1951-1966, 2015) into online learning modules. The purpose of this paper is to describe (1) the process for translating the research literature into practical information that practitioners can use, (2) its dissemination through a freely accessible website, (3) the use of the modules by over 64,500 users located in the United States and abroad, (4) knowledge gained as a result of completing the modules, and (5) consumers' evaluations of modules usefulness and relevance. En ligne : http://dx.doi.org/10.1007/s10803-019-03945-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425
in Journal of Autism and Developmental Disorders > 50-6 (June 2020) . - p.1931-1940[article] Disseminating Information on Evidence-Based Practices for Children and Youth with Autism Spectrum Disorder: AFIRM [Texte imprimé et/ou numérique] / Ann M. SAM, Auteur ; Ann W. COX, Auteur ; Melissa N. SAVAGE, Auteur ; Victoria WATERS, Auteur ; Samuel L ODOM, Auteur . - p.1931-1940.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-6 (June 2020) . - p.1931-1940
Mots-clés : Autism Spectrum Disorder Children Evidence-based practice Youth Index. décimale : PER Périodiques Résumé : Comprehensive reviews of the research literature have identified that focused intervention practices for children and youth with autism spectrum disorder have evidence of producing positive developmental and learning outcomes. The Autism Focused Intervention Resources and Modules (AFIRM) project has translated evidence-based practices identified by Wong et al. (Journal of Autism and Developmental Disorders 45(7):1951-1966, 2015) into online learning modules. The purpose of this paper is to describe (1) the process for translating the research literature into practical information that practitioners can use, (2) its dissemination through a freely accessible website, (3) the use of the modules by over 64,500 users located in the United States and abroad, (4) knowledge gained as a result of completing the modules, and (5) consumers' evaluations of modules usefulness and relevance. En ligne : http://dx.doi.org/10.1007/s10803-019-03945-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425 Educational Interventions for Children and Youth with Autism: A 40-Year Perspective / Samuel L ODOM in Journal of Autism and Developmental Disorders, 51-12 (December 2021)
[article]
Titre : Educational Interventions for Children and Youth with Autism: A 40-Year Perspective Type de document : Texte imprimé et/ou numérique Auteurs : Samuel L ODOM, Auteur ; L. J. HALL, Auteur ; K. L. MORIN, Auteur ; B. R. KRAEMER, Auteur ; K. A. HUME, Auteur ; N. S. MCINTYRE, Auteur ; Sallie W. NOWELL, Auteur ; J. R. STEINBRENNER, Auteur ; B. TOMASZEWSKI, Auteur ; Ann M. SAM, Auteur ; Leann S. DAWALT, Auteur Article en page(s) : p.4354-4369 Langues : Anglais (eng) Mots-clés : Adolescent Autism Spectrum Disorder/diagnosis/therapy Autistic Disorder/therapy Child Humans Schools Educational Interventions Human Subjects Research committee was not required. The authors have no conflict of interests to disclose related to this paper. Index. décimale : PER Périodiques Résumé : Commemorating the 40 th anniversary of the Diagnostic and Statistical Manual (DSM) III, the purpose of this commentary is to describe school-based and school-relevant interventions and instructional approaches for children and youth with autism that have been developed and employed during that time period. The commentary begins with a brief description of foundational research that provides an historical context. Research themes shaped by science, ethics, social policy, and the changes in the DSM provide an organization for describing the evolution of intervention and instructional practices over the four previous decades. The commentary concludes with a discussion of school-contextual variables that influence implementation and the promise of the "iSciences" for closing the research to practice gap in the future. En ligne : http://dx.doi.org/10.1007/s10803-021-04990-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454
in Journal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4354-4369[article] Educational Interventions for Children and Youth with Autism: A 40-Year Perspective [Texte imprimé et/ou numérique] / Samuel L ODOM, Auteur ; L. J. HALL, Auteur ; K. L. MORIN, Auteur ; B. R. KRAEMER, Auteur ; K. A. HUME, Auteur ; N. S. MCINTYRE, Auteur ; Sallie W. NOWELL, Auteur ; J. R. STEINBRENNER, Auteur ; B. TOMASZEWSKI, Auteur ; Ann M. SAM, Auteur ; Leann S. DAWALT, Auteur . - p.4354-4369.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4354-4369
Mots-clés : Adolescent Autism Spectrum Disorder/diagnosis/therapy Autistic Disorder/therapy Child Humans Schools Educational Interventions Human Subjects Research committee was not required. The authors have no conflict of interests to disclose related to this paper. Index. décimale : PER Périodiques Résumé : Commemorating the 40 th anniversary of the Diagnostic and Statistical Manual (DSM) III, the purpose of this commentary is to describe school-based and school-relevant interventions and instructional approaches for children and youth with autism that have been developed and employed during that time period. The commentary begins with a brief description of foundational research that provides an historical context. Research themes shaped by science, ethics, social policy, and the changes in the DSM provide an organization for describing the evolution of intervention and instructional practices over the four previous decades. The commentary concludes with a discussion of school-contextual variables that influence implementation and the promise of the "iSciences" for closing the research to practice gap in the future. En ligne : http://dx.doi.org/10.1007/s10803-021-04990-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 Effects of an Individual Work System on the Independent Functioning of Students with Autism / Kara HUME in Journal of Autism and Developmental Disorders, 37-6 (July 2007)
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Titre : Effects of an Individual Work System on the Independent Functioning of Students with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Kara HUME, Auteur ; Samuel L ODOM, Auteur Année de publication : 2007 Article en page(s) : p.1166-1180 Langues : Anglais (eng) Mots-clés : Independence On-task-behavior Teacher-prompting Structured-teaching Index. décimale : PER Périodiques Résumé : This study examined the effects of a work system on the independent work and play skills of students with autism. Work systems, an element of structured teaching developed by Division TEACCH, are organized sets of visual information that inform a student about participation in work or play areas. A single subject withdrawal of treatment design, with replications across three participants, was used to assess the on-task behavior and work completion skills of the students in classroom and employment settings as a result of the intervention. Observational data indicated that all students showed increases in on-task behavior, increases in the number of tasks completed or play materials utilized, and reduction of teacher prompts. The results were maintained through the 1-month follow-up. En ligne : http://dx.doi.org/10.1007/s10803-006-0260-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155
in Journal of Autism and Developmental Disorders > 37-6 (July 2007) . - p.1166-1180[article] Effects of an Individual Work System on the Independent Functioning of Students with Autism [Texte imprimé et/ou numérique] / Kara HUME, Auteur ; Samuel L ODOM, Auteur . - 2007 . - p.1166-1180.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 37-6 (July 2007) . - p.1166-1180
Mots-clés : Independence On-task-behavior Teacher-prompting Structured-teaching Index. décimale : PER Périodiques Résumé : This study examined the effects of a work system on the independent work and play skills of students with autism. Work systems, an element of structured teaching developed by Division TEACCH, are organized sets of visual information that inform a student about participation in work or play areas. A single subject withdrawal of treatment design, with replications across three participants, was used to assess the on-task behavior and work completion skills of the students in classroom and employment settings as a result of the intervention. Observational data indicated that all students showed increases in on-task behavior, increases in the number of tasks completed or play materials utilized, and reduction of teacher prompts. The results were maintained through the 1-month follow-up. En ligne : http://dx.doi.org/10.1007/s10803-006-0260-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155 Employing Evidence-Based Practices for Children with Autism in Elementary Schools / Ann M. SAM in Journal of Autism and Developmental Disorders, 51-7 (July 2021)
[article]
Titre : Employing Evidence-Based Practices for Children with Autism in Elementary Schools Type de document : Texte imprimé et/ou numérique Auteurs : Ann M. SAM, Auteur ; Samuel L ODOM, Auteur ; B. TOMASZEWSKI, Auteur ; Y. PERKINS, Auteur ; A. W. COX, Auteur Article en page(s) : p.2308-2323 Langues : Anglais (eng) Mots-clés : Academic Performance/psychology/statistics & numerical data Autism Spectrum Disorder/psychology Child Education, Special/methods Evidence-Based Practice/methods Female Humans Male Program Evaluation Schools Students/psychology Autistic students Elementary schools Evidence-based practices Teacher implementation Index. décimale : PER Périodiques Résumé : The purpose of this study was to test the efficacy of a comprehensive program model originally developed by the National Professional Development Center on Autism Spectrum Disorder (NPDC). Sixty elementary schools with 486 participants were randomly assigned to an NPDC and services as usual condition (SAU). Significantly greater changes in program quality occurred in the inclusive NPDC programs as compared with the SAU schools. Teachers in NPDC schools reported using more evidence-based practices (EBPs) and implemented EBPs with significantly greater fidelity than teachers in SAU schools. Autistic students in NPDC schools had significantly higher total attainment of educational goals than students in SAU schools, and the two groups made equivalent progress on standardized assessment outcomes across the school year. En ligne : http://dx.doi.org/10.1007/s10803-020-04706-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452
in Journal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2308-2323[article] Employing Evidence-Based Practices for Children with Autism in Elementary Schools [Texte imprimé et/ou numérique] / Ann M. SAM, Auteur ; Samuel L ODOM, Auteur ; B. TOMASZEWSKI, Auteur ; Y. PERKINS, Auteur ; A. W. COX, Auteur . - p.2308-2323.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2308-2323
Mots-clés : Academic Performance/psychology/statistics & numerical data Autism Spectrum Disorder/psychology Child Education, Special/methods Evidence-Based Practice/methods Female Humans Male Program Evaluation Schools Students/psychology Autistic students Elementary schools Evidence-based practices Teacher implementation Index. décimale : PER Périodiques Résumé : The purpose of this study was to test the efficacy of a comprehensive program model originally developed by the National Professional Development Center on Autism Spectrum Disorder (NPDC). Sixty elementary schools with 486 participants were randomly assigned to an NPDC and services as usual condition (SAU). Significantly greater changes in program quality occurred in the inclusive NPDC programs as compared with the SAU schools. Teachers in NPDC schools reported using more evidence-based practices (EBPs) and implemented EBPs with significantly greater fidelity than teachers in SAU schools. Autistic students in NPDC schools had significantly higher total attainment of educational goals than students in SAU schools, and the two groups made equivalent progress on standardized assessment outcomes across the school year. En ligne : http://dx.doi.org/10.1007/s10803-020-04706-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 Erratum to: Evaluation of Comprehensive Treatment Models for Individuals with Autism Spectrum Disorders / Samuel L ODOM in Journal of Autism and Developmental Disorders, 40-4 (April 2010)
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Titre : Erratum to: Evaluation of Comprehensive Treatment Models for Individuals with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Samuel L ODOM, Auteur ; Kara HUME, Auteur ; Brian A. BOYD, Auteur ; Laura J. HALL, Auteur Année de publication : 2010 Article en page(s) : p.437 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-009-0873-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=992
in Journal of Autism and Developmental Disorders > 40-4 (April 2010) . - p.437[article] Erratum to: Evaluation of Comprehensive Treatment Models for Individuals with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Samuel L ODOM, Auteur ; Kara HUME, Auteur ; Brian A. BOYD, Auteur ; Laura J. HALL, Auteur . - 2010 . - p.437.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 40-4 (April 2010) . - p.437
Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-009-0873-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=992 Evaluation of Comprehensive Treatment Models for Individuals with Autism Spectrum Disorders / Samuel L ODOM in Journal of Autism and Developmental Disorders, 40-4 (April 2010)
PermalinkEvidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder: A Comprehensive Review / Connie S. WONG in Journal of Autism and Developmental Disorders, 45-7 (July 2015)
PermalinkEvidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation Review / K. HUME in Journal of Autism and Developmental Disorders, 51-11 (November 2021)
PermalinkFactors associated with implementation of a school-based comprehensive program for students with autism / Samuel L ODOM in Autism, 26-3 (April 2022)
PermalinkFrom Someone Who May Cause Trouble to Someone You Can Play With: Stakeholders' Perspectives on Preschool Program Quality for Autistic Children / Hampus BEJNO in Journal of Autism and Developmental Disorders, 52-9 (September 2022)
PermalinkGrowth mixture models of adaptive behavior in adolescents with autism spectrum disorder / B. TOMASZEWSKI in Autism, 23-6 (August 2019)
PermalinkIndividualized Autism Intervention for Young Children / Travis THOMPSON
PermalinkIt's time to close the research to practice gap in autism: The need for implementation science / Brian A. BOYD in Autism, 26-3 (April 2022)
PermalinkMediating Parent Learning to Promote Social Communication for Toddlers with Autism: Effects from a Randomized Controlled Trial / Hannah H. SCHERTZ in Journal of Autism and Developmental Disorders, 48-3 (March 2018)
PermalinkParent-Reported Repetitive Behavior in Toddlers on the Autism Spectrum / Hannah H. SCHERTZ in Journal of Autism and Developmental Disorders, 46-10 (October 2016)
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