Efficacy of PEERS® for Adolescents via Telehealth Delivery / Jasper A. ESTABILLO in Journal of Autism and Developmental Disorders, 52-12 (December 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-12 (December 2022) . - p.5232-5242 Titre : Efficacy of PEERS® for Adolescents via Telehealth Delivery Type de document : Texte imprimé et/ou numérique Auteurs : Jasper A. ESTABILLO, Auteur ; Christine T. MOODY, Auteur ; Solene J. POULHAZAN, Auteur ; Laura H. ADERY, Auteur ; Elizabeth M. DENLUCK, Auteur ; Elizabeth A. LAUGESON, Auteur Année de publication : 2022 Article en page(s) : p.5232-5242 Langues : Anglais (eng) Mots-clés : Adolescent  Humans  Autism Spectrum Disorder  Peer Group  Social Skills  Telemedicine  Autism spectrum disorder  Peers®  Social skills intervention  Telehealth  manuals. JAE, CTM, SJP, LHA, and EMD have no interests to declare. Index. décimale : PER Périodiques Résumé : PEERS® for Adolescents is an evidence-based social skills intervention for autistic youth and adolescents with other social challenges. The efficacy and effectiveness of PEERS® are well established; however, limited data on PEERS® via telehealth delivery exist. The current study aimed to examine the efficacy of PEERS® for Adolescents via telehealth and compare outcomes between telehealth and in-person modalities. Thirty-one adolescents (M(age)â€=â€13.77, SDâ€=â€2.14) participated in telehealth groups, and outcomes were compared with 212 adolescents (M(age)â€=â€14.02, SDâ€=â€2.00) from in-person groups. Findings demonstrate PEERS® for Adolescents via telehealth results in significant improvements in social skills knowledge, social responsiveness, overall social skills and problem behaviors, and social engagement. Telehealth outcomes are relatively equivalent to in-person delivery. En ligne : http://dx.doi.org/10.1007/s10803-022-05580-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489 [article] Efficacy of PEERS® for Adolescents via Telehealth Delivery [Texte imprimé et/ou numérique] / Jasper A. ESTABILLO, Auteur ; Christine T. MOODY, Auteur ; Solene J. POULHAZAN, Auteur ; Laura H. ADERY, Auteur ; Elizabeth M. DENLUCK, Auteur ; Elizabeth A. LAUGESON, Auteur . - 2022 . - p.5232-5242. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-12 (December 2022) . - p.5232-5242 Mots-clés : Adolescent  Humans  Autism Spectrum Disorder  Peer Group  Social Skills  Telemedicine  Autism spectrum disorder  Peers®  Social skills intervention  Telehealth  manuals. JAE, CTM, SJP, LHA, and EMD have no interests to declare. Index. décimale : PER Périodiques Résumé : PEERS® for Adolescents is an evidence-based social skills intervention for autistic youth and adolescents with other social challenges. The efficacy and effectiveness of PEERS® are well established; however, limited data on PEERS® via telehealth delivery exist. The current study aimed to examine the efficacy of PEERS® for Adolescents via telehealth and compare outcomes between telehealth and in-person modalities. Thirty-one adolescents (M(age)â€=â€13.77, SDâ€=â€2.14) participated in telehealth groups, and outcomes were compared with 212 adolescents (M(age)â€=â€14.02, SDâ€=â€2.00) from in-person groups. Findings demonstrate PEERS® for Adolescents via telehealth results in significant improvements in social skills knowledge, social responsiveness, overall social skills and problem behaviors, and social engagement. Telehealth outcomes are relatively equivalent to in-person delivery. En ligne : http://dx.doi.org/10.1007/s10803-022-05580-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489

Long-Term Treatment Outcomes of PEERS(®) for Preschoolers: A Parent-Mediated Social Skills Training Program for Children with Autism Spectrum Disorder / Isita TRIPATHI in Journal of Autism and Developmental Disorders, 52-6 (June 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-6 (June 2022) . - p.2610-2626 Titre : Long-Term Treatment Outcomes of PEERS(®) for Preschoolers: A Parent-Mediated Social Skills Training Program for Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Isita TRIPATHI, Auteur ; Jasper A. ESTABILLO, Auteur ; Christine T. MOODY, Auteur ; Elizabeth A. LAUGESON, Auteur Article en page(s) : p.2610-2626 Langues : Anglais (eng) Mots-clés : Autism  Long-term outcomes  Peers®  Preschool  Social skills Index. décimale : PER Périodiques Résumé : Although parent-assisted social skills interventions may reduce early social challenges in preschool-aged children with autism spectrum disorder (ASD), limited research has explored whether intervention gains maintain several years after treatment. This study examined the durability of PEERS(®) for Preschoolers, a parent-mediated social skills training program for preschool-aged children with ASD and other social challenges. Twenty-nine parents reported on child and family outcomes 1-5 years following treatment. Results demonstrated maintenance of treatment gains on measures of ASD-related social impairments including social communication, social responsiveness, social motivation, and peer engagement. Post-treatment improvements in problem behaviors and parenting stress were not maintained at long-term follow-up. Implications of these results are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05147-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474 [article] Long-Term Treatment Outcomes of PEERS(®) for Preschoolers: A Parent-Mediated Social Skills Training Program for Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Isita TRIPATHI, Auteur ; Jasper A. ESTABILLO, Auteur ; Christine T. MOODY, Auteur ; Elizabeth A. LAUGESON, Auteur . - p.2610-2626. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-6 (June 2022) . - p.2610-2626 Mots-clés : Autism  Long-term outcomes  Peers®  Preschool  Social skills Index. décimale : PER Périodiques Résumé : Although parent-assisted social skills interventions may reduce early social challenges in preschool-aged children with autism spectrum disorder (ASD), limited research has explored whether intervention gains maintain several years after treatment. This study examined the durability of PEERS(®) for Preschoolers, a parent-mediated social skills training program for preschool-aged children with ASD and other social challenges. Twenty-nine parents reported on child and family outcomes 1-5 years following treatment. Results demonstrated maintenance of treatment gains on measures of ASD-related social impairments including social communication, social responsiveness, social motivation, and peer engagement. Post-treatment improvements in problem behaviors and parenting stress were not maintained at long-term follow-up. Implications of these results are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05147-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474

Managing Challenging Behavior in Adolescents with Autism Spectrum Disorder / Maya MATHEIS

Public ISBD in Adolescents with Autism Spectrum Disorder / Nicholas W. GELBAR Titre : Managing Challenging Behavior in Adolescents with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Maya MATHEIS, Auteur ; Jasper A. ESTABILLO, Auteur ; Johnny L. MATSON, Auteur Année de publication : 2018 Importance : p.242-271 Langues : Anglais (eng) Index. décimale : AUT-B L'Autisme - Ouvrages généraux et scientifiques Résumé : The term “challenging behavior” describes a wide range of behaviors that may be harmful to an individual and that pose significant risks related to health, emotional distress, or exclusion from community settings. Challenging behaviors occur at high rates among individuals with autism spectrum disorder (ASD). Some forms of challenging behavior include: aggression, self-injurious behavior (SIB), stereotypical behavior, pica, and vomiting/rumination. Functional behavioral assessment (FBA) is the process of gathering and interpreting data related to the underlying function of a behavior. Interventions that target the function of a behavior are more effective and efficient. Behavioral treatment methods for challenging behavior are based on operant principles of reinforcement and punishment. Several common treatment methods are described. Suggestions for the assessment and treatment of challenging behaviors are outlined. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=418 in Adolescents with Autism Spectrum Disorder / Nicholas W. GELBAR Managing Challenging Behavior in Adolescents with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Maya MATHEIS, Auteur ; Jasper A. ESTABILLO, Auteur ; Johnny L. MATSON, Auteur . - 2018 . - p.242-271. Langues : Anglais (eng) Index. décimale : AUT-B L'Autisme - Ouvrages généraux et scientifiques Résumé : The term “challenging behavior” describes a wide range of behaviors that may be harmful to an individual and that pose significant risks related to health, emotional distress, or exclusion from community settings. Challenging behaviors occur at high rates among individuals with autism spectrum disorder (ASD). Some forms of challenging behavior include: aggression, self-injurious behavior (SIB), stereotypical behavior, pica, and vomiting/rumination. Functional behavioral assessment (FBA) is the process of gathering and interpreting data related to the underlying function of a behavior. Interventions that target the function of a behavior are more effective and efficient. Behavioral treatment methods for challenging behavior are based on operant principles of reinforcement and punishment. Several common treatment methods are described. Suggestions for the assessment and treatment of challenging behaviors are outlined. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=418

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