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Détail de l'auteur
Auteur Hedda MEADAN |
Documents disponibles écrits par cet auteur (8)
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Building Family Capacity: supporting multiple family members to implement aided Language modeling / Sarah N. DOUGLAS in Journal of Autism and Developmental Disorders, 53-7 (July 2023)
[article]
Titre : Building Family Capacity: supporting multiple family members to implement aided Language modeling Type de document : Texte imprimé et/ou numérique Auteurs : Sarah N. DOUGLAS, Auteur ; Hedda MEADAN, Auteur ; Elizabeth E. BIGGS, Auteur ; Atikah BAGAWAN, Auteur ; Adriana Kaori TEROL, Auteur Article en page(s) : p.2587-2599 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Family-centered capacity-building practices have been shown to benefit children and families. However, limited research explores these practices for children who use augmentative and alternative communication. This study explored an intervention to teach family members to implement an Aided Language Modeling (ALM) strategy across natural activities at home. A single case multiple probe design was used to evaluate the intervention with five family members and a girl with autism. Results showed the intervention increased family members' percentage of high-fidelity ALM strategy use and rate of ALM. Descriptively, a modest increase was also observed in the proportion of the child?s communication using the speech-generating device. Social validity interviews suggested the goals, procedures, and outcomes were socially valid and supported family capacity building. En ligne : https://doi.org/10.1007/s10803-022-05492-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=507
in Journal of Autism and Developmental Disorders > 53-7 (July 2023) . - p.2587-2599[article] Building Family Capacity: supporting multiple family members to implement aided Language modeling [Texte imprimé et/ou numérique] / Sarah N. DOUGLAS, Auteur ; Hedda MEADAN, Auteur ; Elizabeth E. BIGGS, Auteur ; Atikah BAGAWAN, Auteur ; Adriana Kaori TEROL, Auteur . - p.2587-2599.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 53-7 (July 2023) . - p.2587-2599
Index. décimale : PER Périodiques Résumé : Family-centered capacity-building practices have been shown to benefit children and families. However, limited research explores these practices for children who use augmentative and alternative communication. This study explored an intervention to teach family members to implement an Aided Language Modeling (ALM) strategy across natural activities at home. A single case multiple probe design was used to evaluate the intervention with five family members and a girl with autism. Results showed the intervention increased family members' percentage of high-fidelity ALM strategy use and rate of ALM. Descriptively, a modest increase was also observed in the proportion of the child?s communication using the speech-generating device. Social validity interviews suggested the goals, procedures, and outcomes were socially valid and supported family capacity building. En ligne : https://doi.org/10.1007/s10803-022-05492-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=507 Communicative Behavior in the Natural Environment / Hedda MEADAN in Focus on Autism and Other Developmental Disabilities, 23-1 (March 2008)
[article]
Titre : Communicative Behavior in the Natural Environment Type de document : Texte imprimé et/ou numérique Auteurs : Hedda MEADAN, Auteur ; James HALLE, Auteur ; Michaelene M. OSTROSKY, Auteur ; Lizanne DESTEFANO, Auteur Année de publication : 2008 Article en page(s) : p.37-48 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Many individuals with developmental disabilities show delays in the development of sophisticated communication skills. Listeners often misunderstand their unconventional means of communication, and breakdowns occur. A communication repair is a second attempt to communicate a message when a breakdown is encountered. Qualitative methods were employed to assess and describe the communication repairs used by two young children with autism spectrum disorders who had limited expressive language. During natural observations, only one of the two participating children was observed to repair his initial requests. The results suggest that in contrast to the emphasis in the literature that development is the primary determinant of repair behavior, variables in the children's social and physical environment influenced their communication repair behavior. Implications for practice and research are described.
Key Words: communicative functions • communication • autism spectrum disorders • young children • nonverbalEn ligne : http://dx.doi.org/10.1177/1088357607311444 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=333
in Focus on Autism and Other Developmental Disabilities > 23-1 (March 2008) . - p.37-48[article] Communicative Behavior in the Natural Environment [Texte imprimé et/ou numérique] / Hedda MEADAN, Auteur ; James HALLE, Auteur ; Michaelene M. OSTROSKY, Auteur ; Lizanne DESTEFANO, Auteur . - 2008 . - p.37-48.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 23-1 (March 2008) . - p.37-48
Index. décimale : PER Périodiques Résumé : Many individuals with developmental disabilities show delays in the development of sophisticated communication skills. Listeners often misunderstand their unconventional means of communication, and breakdowns occur. A communication repair is a second attempt to communicate a message when a breakdown is encountered. Qualitative methods were employed to assess and describe the communication repairs used by two young children with autism spectrum disorders who had limited expressive language. During natural observations, only one of the two participating children was observed to repair his initial requests. The results suggest that in contrast to the emphasis in the literature that development is the primary determinant of repair behavior, variables in the children's social and physical environment influenced their communication repair behavior. Implications for practice and research are described.
Key Words: communicative functions • communication • autism spectrum disorders • young children • nonverbalEn ligne : http://dx.doi.org/10.1177/1088357607311444 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=333 Experiences of Siblings of Individuals with Autism Spectrum Disorders / Maureen E. ANGELL in Autism Research and Treatment, (January 2012)
[article]
Titre : Experiences of Siblings of Individuals with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Maureen E. ANGELL, Auteur ; Hedda MEADAN, Auteur ; Julia B. STONER, Auteur Année de publication : 2012 Article en page(s) : 11 p. Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The purpose of this study was to explore the experiences of siblings of individuals with autism spectrum disorders (ASDs) and identify their self-reported support needs. We conducted in-person semi-structured interviews with 12 siblings aged 7 to 15 of children aged 6 to 15 with ASDs. Employing a qualitative collective case study research method, we conducted cross-case analyses to address our research questions. Three major themes emerged: (a) descriptions of the sibling subsystem (b) cohesion between and among the siblings, and (c) adaptability of the participant siblings to having family members with ASDs. Discussion of these findings and recommendations for future research contributes to the existing literature on siblings of children with disabilities. En ligne : http://dx.doi.org/10.1155/2012/949586 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155
in Autism Research and Treatment > (January 2012) . - 11 p.[article] Experiences of Siblings of Individuals with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Maureen E. ANGELL, Auteur ; Hedda MEADAN, Auteur ; Julia B. STONER, Auteur . - 2012 . - 11 p.
Langues : Anglais (eng)
in Autism Research and Treatment > (January 2012) . - 11 p.
Index. décimale : PER Périodiques Résumé : The purpose of this study was to explore the experiences of siblings of individuals with autism spectrum disorders (ASDs) and identify their self-reported support needs. We conducted in-person semi-structured interviews with 12 siblings aged 7 to 15 of children aged 6 to 15 with ASDs. Employing a qualitative collective case study research method, we conducted cross-case analyses to address our research questions. Three major themes emerged: (a) descriptions of the sibling subsystem (b) cohesion between and among the siblings, and (c) adaptability of the participant siblings to having family members with ASDs. Discussion of these findings and recommendations for future research contributes to the existing literature on siblings of children with disabilities. En ligne : http://dx.doi.org/10.1155/2012/949586 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155 Parent-Implemented Social-Pragmatic Communication Intervention: A Pilot Study / Hedda MEADAN in Focus on Autism and Other Developmental Disabilities, 29-2 (June 2014)
[article]
Titre : Parent-Implemented Social-Pragmatic Communication Intervention: A Pilot Study Type de document : Texte imprimé et/ou numérique Auteurs : Hedda MEADAN, Auteur ; Maureen E. ANGELL, Auteur ; Julia B. STONER, Auteur ; Marcus E. DACZEWITZ, Auteur Article en page(s) : p.95-110 Langues : Anglais (eng) Mots-clés : young children with Down syndrome naturalistic teaching strategies visual teaching strategies parent interventionists Index. décimale : PER Périodiques Résumé : This pilot study investigated the feasibility and effectiveness of a home-based parent training and coaching program on the use of naturalistic and visual teaching strategies by parents of children (aged 2–5 years) with Down syndrome to promote and enhance these children’s social-pragmatic communication skills. Five parent interventionist–child dyads participated. A single-case multiple-baseline design demonstrated the feasibility and effectiveness of the parent training and coaching program on parents’ correct use of naturalistic and visual teaching strategies. Findings suggest that parents and children benefited from the intervention. Parents learned the new teaching strategies, implemented them with high fidelity, and were satisfied with intervention procedures and outcomes. In addition, parents reported improvement in their children’s social-pragmatic communication skills. Implications for practice and future research are described. En ligne : http://dx.doi.org/10.1177/1088357613517504 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232
in Focus on Autism and Other Developmental Disabilities > 29-2 (June 2014) . - p.95-110[article] Parent-Implemented Social-Pragmatic Communication Intervention: A Pilot Study [Texte imprimé et/ou numérique] / Hedda MEADAN, Auteur ; Maureen E. ANGELL, Auteur ; Julia B. STONER, Auteur ; Marcus E. DACZEWITZ, Auteur . - p.95-110.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 29-2 (June 2014) . - p.95-110
Mots-clés : young children with Down syndrome naturalistic teaching strategies visual teaching strategies parent interventionists Index. décimale : PER Périodiques Résumé : This pilot study investigated the feasibility and effectiveness of a home-based parent training and coaching program on the use of naturalistic and visual teaching strategies by parents of children (aged 2–5 years) with Down syndrome to promote and enhance these children’s social-pragmatic communication skills. Five parent interventionist–child dyads participated. A single-case multiple-baseline design demonstrated the feasibility and effectiveness of the parent training and coaching program on parents’ correct use of naturalistic and visual teaching strategies. Findings suggest that parents and children benefited from the intervention. Parents learned the new teaching strategies, implemented them with high fidelity, and were satisfied with intervention procedures and outcomes. In addition, parents reported improvement in their children’s social-pragmatic communication skills. Implications for practice and future research are described. En ligne : http://dx.doi.org/10.1177/1088357613517504 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 Parent peer coaching program: A cascading intervention for parents of children with autism in Mongolia / James D. LEE in Autism, 26-8 (November 2022)
[article]
Titre : Parent peer coaching program: A cascading intervention for parents of children with autism in Mongolia Type de document : Texte imprimé et/ou numérique Auteurs : James D. LEE, Auteur ; Hedda MEADAN, Auteur ; Enkhjin OYUNBAATAR, Auteur Article en page(s) : p.1999-2014 Langues : Anglais (eng) Mots-clés : Child Humans Autistic Disorder/therapy Mentoring Mongolia Autism Spectrum Disorder/therapy Parents/education capacity building low-resource setting parent peer coaching Index. décimale : PER Périodiques Résumé : Parents of children with autism are known to experience severe hardships related to raising their children. These hardships are exacerbated in low-resource settings internationally where there is very little resource for children and their families, including professionals who provide evidence-based treatment. Mongolia was chosen as an example of such low-resource settings in this single-case research, and four parent mentors and five parent peers and their children with autism participated and completed the study. A local parent group, the Autism Association of Mongolia, was actively involved in this study and helped with recruitment, development, adaptation, and implementation of the intervention to increase acceptability and feasibility. In addition, a local bilingual research assistant was also utilized as the purpose of this study was to build capacity of diverse stakeholders of children with autism in Mongolia. The research assistant was trained and coached by the research team on both content (communication teaching strategies and behavior management) and delivery (coaching adults), who then provided coaching to parent mentors via live videoconferencing in Mongolian. Parent mentors then similarly provided coaching to parent peers after observing the interactions with their children with autism. The findings suggest that parents can effectively deliver high-fidelity coaching to disseminate evidence-based treatment in low-resource settings when given proper training and coaching. Further examination on scalability and sustainment of effects is suggested. En ligne : http://dx.doi.org/10.1177/13623613211070636 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488
in Autism > 26-8 (November 2022) . - p.1999-2014[article] Parent peer coaching program: A cascading intervention for parents of children with autism in Mongolia [Texte imprimé et/ou numérique] / James D. LEE, Auteur ; Hedda MEADAN, Auteur ; Enkhjin OYUNBAATAR, Auteur . - p.1999-2014.
Langues : Anglais (eng)
in Autism > 26-8 (November 2022) . - p.1999-2014
Mots-clés : Child Humans Autistic Disorder/therapy Mentoring Mongolia Autism Spectrum Disorder/therapy Parents/education capacity building low-resource setting parent peer coaching Index. décimale : PER Périodiques Résumé : Parents of children with autism are known to experience severe hardships related to raising their children. These hardships are exacerbated in low-resource settings internationally where there is very little resource for children and their families, including professionals who provide evidence-based treatment. Mongolia was chosen as an example of such low-resource settings in this single-case research, and four parent mentors and five parent peers and their children with autism participated and completed the study. A local parent group, the Autism Association of Mongolia, was actively involved in this study and helped with recruitment, development, adaptation, and implementation of the intervention to increase acceptability and feasibility. In addition, a local bilingual research assistant was also utilized as the purpose of this study was to build capacity of diverse stakeholders of children with autism in Mongolia. The research assistant was trained and coached by the research team on both content (communication teaching strategies and behavior management) and delivery (coaching adults), who then provided coaching to parent mentors via live videoconferencing in Mongolian. Parent mentors then similarly provided coaching to parent peers after observing the interactions with their children with autism. The findings suggest that parents can effectively deliver high-fidelity coaching to disseminate evidence-based treatment in low-resource settings when given proper training and coaching. Further examination on scalability and sustainment of effects is suggested. En ligne : http://dx.doi.org/10.1177/13623613211070636 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488 Parent-to-parent support among parents of children with autism: A review of the literature / Adriana Kaori TEROL ; Christy D. YOON ; Hedda MEADAN in Autism, 28-2 (February 2024)
PermalinkStrategies for capacity building in a low-resource setting: Stakeholders? voices / Hedda MEADAN ; Enkhjin OYUNBAATAR ; Amarbuyan AMAR in Autism, 28-1 (January 2024)
PermalinkTelepractice parent-implemented training and coaching in a rural area in the UK: Impact on mothers and their children with autism / Lila KOSSYVAKI in Research in Autism Spectrum Disorders, 98 (October 2022)
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