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Détail de l'auteur
Auteur L. FREDERICK |
Documents disponibles écrits par cet auteur (2)
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The impact of implementation support on the use of a social engagement intervention for children with autism in public schools / J. LOCKE in Autism, 23-4 (May 2019)
[article]
Titre : The impact of implementation support on the use of a social engagement intervention for children with autism in public schools Type de document : Texte imprimé et/ou numérique Auteurs : J. LOCKE, Auteur ; W. SHIH, Auteur ; C. D. KANG-YI, Auteur ; J. CARAMANICO, Auteur ; T. SHINGLEDECKER, Auteur ; J. GIBSON, Auteur ; L. FREDERICK, Auteur ; D. S. MANDELL, Auteur Article en page(s) : p.834-845 Langues : Anglais (eng) Mots-clés : autism spectrum disorder implementation school social engagement intervention Index. décimale : PER Périodiques Résumé : Several interventions have demonstrated efficacy in improving social outcomes for children with autism; however, few have been successfully implemented in schools. This study compared two implementation strategies to improve the use of a social engagement intervention for children with autism in public schools. In total, 31 children with autism in grades K-5 and 28 school personnel participated in a randomized controlled trial. Schools were randomized to (1) training in Remaking Recess, a social engagement intervention, or (2) training in Remaking Recess with implementation support. Linear regression with random effects was used to test the intervention effects on implementation fidelity and social outcomes (peer engagement, social network inclusion, and friendship nominations). In both groups, implementation fidelity improved after training but remained low. Children in the Remaking Recess with implementation support condition had significantly higher social network inclusion and received more friendship nominations than children in the Remaking Recess-only condition (p = 0.03). Children in both groups experienced reduced solitary engagement (p < 0.001) and increased joint engagement (p < 0.001). The results suggest that implementation supports may have an effect on outcomes above and beyond the intervention, and that further research is needed into the active intervention mechanisms. En ligne : http://dx.doi.org/10.1177/1362361318787802 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397
in Autism > 23-4 (May 2019) . - p.834-845[article] The impact of implementation support on the use of a social engagement intervention for children with autism in public schools [Texte imprimé et/ou numérique] / J. LOCKE, Auteur ; W. SHIH, Auteur ; C. D. KANG-YI, Auteur ; J. CARAMANICO, Auteur ; T. SHINGLEDECKER, Auteur ; J. GIBSON, Auteur ; L. FREDERICK, Auteur ; D. S. MANDELL, Auteur . - p.834-845.
Langues : Anglais (eng)
in Autism > 23-4 (May 2019) . - p.834-845
Mots-clés : autism spectrum disorder implementation school social engagement intervention Index. décimale : PER Périodiques Résumé : Several interventions have demonstrated efficacy in improving social outcomes for children with autism; however, few have been successfully implemented in schools. This study compared two implementation strategies to improve the use of a social engagement intervention for children with autism in public schools. In total, 31 children with autism in grades K-5 and 28 school personnel participated in a randomized controlled trial. Schools were randomized to (1) training in Remaking Recess, a social engagement intervention, or (2) training in Remaking Recess with implementation support. Linear regression with random effects was used to test the intervention effects on implementation fidelity and social outcomes (peer engagement, social network inclusion, and friendship nominations). In both groups, implementation fidelity improved after training but remained low. Children in the Remaking Recess with implementation support condition had significantly higher social network inclusion and received more friendship nominations than children in the Remaking Recess-only condition (p = 0.03). Children in both groups experienced reduced solitary engagement (p < 0.001) and increased joint engagement (p < 0.001). The results suggest that implementation supports may have an effect on outcomes above and beyond the intervention, and that further research is needed into the active intervention mechanisms. En ligne : http://dx.doi.org/10.1177/1362361318787802 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397 Understanding Friendship Sex Heterophily and Relational Characteristics to Optimize the Selection of Peer Models for Children with Autism Spectrum Disorder / J. LOCKE in Journal of Autism and Developmental Disorders, 48-12 (December 2018)
[article]
Titre : Understanding Friendship Sex Heterophily and Relational Characteristics to Optimize the Selection of Peer Models for Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : J. LOCKE, Auteur ; A. ANDERSON, Auteur ; L. FREDERICK, Auteur ; Connie KASARI, Auteur Article en page(s) : p.4010-4018 Langues : Anglais (eng) Mots-clés : Autism Peer models Peer relationships Schools Sex Social networks Index. décimale : PER Périodiques Résumé : This study used social network analysis to evaluate whether sex heterophily, the degree to which peers are different in sex, between 126 children with autism (ages 5-12 years) and their peers affected social network connectivity. Results indicate that: (1) the quantity and sex of friends were more important in predicting social network connectivity than the relational characteristics of the friends (friendship nominations and social network salience/popularity); and (2) sex heterophily is an important factor in predicting social network connectivity. For males with autism, having friends of the same sex was associated with better social network connectivity; this was not true for females with autism. These findings have important implications for the selection of peer models for elementary-aged children with autism. En ligne : http://dx.doi.org/10.1007/s10803-018-3662-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371
in Journal of Autism and Developmental Disorders > 48-12 (December 2018) . - p.4010-4018[article] Understanding Friendship Sex Heterophily and Relational Characteristics to Optimize the Selection of Peer Models for Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / J. LOCKE, Auteur ; A. ANDERSON, Auteur ; L. FREDERICK, Auteur ; Connie KASARI, Auteur . - p.4010-4018.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-12 (December 2018) . - p.4010-4018
Mots-clés : Autism Peer models Peer relationships Schools Sex Social networks Index. décimale : PER Périodiques Résumé : This study used social network analysis to evaluate whether sex heterophily, the degree to which peers are different in sex, between 126 children with autism (ages 5-12 years) and their peers affected social network connectivity. Results indicate that: (1) the quantity and sex of friends were more important in predicting social network connectivity than the relational characteristics of the friends (friendship nominations and social network salience/popularity); and (2) sex heterophily is an important factor in predicting social network connectivity. For males with autism, having friends of the same sex was associated with better social network connectivity; this was not true for females with autism. These findings have important implications for the selection of peer models for elementary-aged children with autism. En ligne : http://dx.doi.org/10.1007/s10803-018-3662-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371