A Meta-analysis of Challenging Behavior Interventions for Students with Developmental Disabilities in Inclusive School Settings / Catharine LORY in Journal of Autism and Developmental Disorders, 50-4 (April 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-4 (April 2020) . - p.1221-1237 Titre : A Meta-analysis of Challenging Behavior Interventions for Students with Developmental Disabilities in Inclusive School Settings Type de document : Texte imprimé et/ou numérique Auteurs : Catharine LORY, Auteur ; Rose A. MASON, Auteur ; John L. DAVIS, Auteur ; Danni WANG, Auteur ; So Yeon KIM, Auteur ; Emily GREGORI, Auteur ; Marie DAVID, Auteur Article en page(s) : p.1221-1237 Langues : Anglais (eng) Mots-clés : Behavior intervention  Challenging behavior  Developmental disabilities  Inclusive  Meta-analysis  School-based Index. décimale : PER Périodiques Résumé : Challenging behavior is a significant barrier in accessing the general education curriculum for students with developmental disabilities. This necessitates the identification of evidence-based practices for addressing challenging behavior in inclusive settings. The purpose of our meta-analysis is to (a) quantify the magnitude of effect of interventions targeting the reduction of challenging behavior in students with developmental disabilities in inclusive educational settings and (b) determine if participant and intervention characteristics moderate intervention effects. A systematic search of academic databases was conducted to identify studies, which were evaluated for methodological rigor and analyzed for effects using Tau-U. Results indicate a strong overall effect of .94 (95% CI [.87, 1]) and moderating variables associated with behavior topography, interventionist, and intervention components were identified. En ligne : http://dx.doi.org/10.1007/s10803-019-04329-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421 [article] A Meta-analysis of Challenging Behavior Interventions for Students with Developmental Disabilities in Inclusive School Settings [Texte imprimé et/ou numérique] / Catharine LORY, Auteur ; Rose A. MASON, Auteur ; John L. DAVIS, Auteur ; Danni WANG, Auteur ; So Yeon KIM, Auteur ; Emily GREGORI, Auteur ; Marie DAVID, Auteur . - p.1221-1237. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-4 (April 2020) . - p.1221-1237 Mots-clés : Behavior intervention  Challenging behavior  Developmental disabilities  Inclusive  Meta-analysis  School-based Index. décimale : PER Périodiques Résumé : Challenging behavior is a significant barrier in accessing the general education curriculum for students with developmental disabilities. This necessitates the identification of evidence-based practices for addressing challenging behavior in inclusive settings. The purpose of our meta-analysis is to (a) quantify the magnitude of effect of interventions targeting the reduction of challenging behavior in students with developmental disabilities in inclusive educational settings and (b) determine if participant and intervention characteristics moderate intervention effects. A systematic search of academic databases was conducted to identify studies, which were evaluated for methodological rigor and analyzed for effects using Tau-U. Results indicate a strong overall effect of .94 (95% CI [.87, 1]) and moderating variables associated with behavior topography, interventionist, and intervention components were identified. En ligne : http://dx.doi.org/10.1007/s10803-019-04329-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421

A Meta-Analysis of Single-Case Research on Technology-Aided Reading Interventions for Students With Autism Spectrum Disorder / So Yeon KIM ; Rose A. MASON ; Mandy RISPOLI ; John L. DAVIS ; Catharine LORY ; Emily GREGORI ; Carly A. Roberts ; Denise Whitford ; Danni WANG in Focus on Autism and Other Developmental Disabilities, 40-1 (March 2025)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 40-1 (March 2025) . - p.3-14 Titre : A Meta-Analysis of Single-Case Research on Technology-Aided Reading Interventions for Students With Autism Spectrum Disorder : Focus on Autism and Other Developmental Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : So Yeon KIM, Auteur ; Rose A. MASON, Auteur ; Mandy RISPOLI, Auteur ; John L. DAVIS, Auteur ; Catharine LORY, Auteur ; Emily GREGORI, Auteur ; Carly A. Roberts, Auteur ; Denise Whitford, Auteur ; Danni WANG, Auteur Article en page(s) : p.3-14 Mots-clés : technology  computer  tablet  autism  reading  meta-analysis Index. décimale : PER Périodiques Résumé : Despite the wide usage of technology in educational settings, the overall evidence base of technology-aided reading interventions for students with autism spectrum disorder (ASD) has not been fully investigated. The purpose of this meta-analysis was to quantify the effects of technology-aided reading interventions for students with ASD and determine if participant and intervention characteristics moderate intervention effects. Reviewed articles were systematically identified and evaluated for methodological rigor according to design standards suggested by What Works Clearinghouse (WWC). A total of 13 single-case studies that met the WWC standards (50%) were analyzed for effects using Tau-U and yielded 50 separate effect sizes with 33 participants. Results of this study found a moderate overall effect of .89 (CI95 [.83, .96]) for technology-aided reading interventions, and variables associated with using time delay moderated reading outcomes. En ligne : https://dx.doi.org/10.1177/10883576241267963 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=547 [article] A Meta-Analysis of Single-Case Research on Technology-Aided Reading Interventions for Students With Autism Spectrum Disorder : Focus on Autism and Other Developmental Disabilities [Texte imprimé et/ou numérique] / So Yeon KIM, Auteur ; Rose A. MASON, Auteur ; Mandy RISPOLI, Auteur ; John L. DAVIS, Auteur ; Catharine LORY, Auteur ; Emily GREGORI, Auteur ; Carly A. Roberts, Auteur ; Denise Whitford, Auteur ; Danni WANG, Auteur . - p.3-14. in Focus on Autism and Other Developmental Disabilities > 40-1 (March 2025) . - p.3-14 Mots-clés : technology  computer  tablet  autism  reading  meta-analysis Index. décimale : PER Périodiques Résumé : Despite the wide usage of technology in educational settings, the overall evidence base of technology-aided reading interventions for students with autism spectrum disorder (ASD) has not been fully investigated. The purpose of this meta-analysis was to quantify the effects of technology-aided reading interventions for students with ASD and determine if participant and intervention characteristics moderate intervention effects. Reviewed articles were systematically identified and evaluated for methodological rigor according to design standards suggested by What Works Clearinghouse (WWC). A total of 13 single-case studies that met the WWC standards (50%) were analyzed for effects using Tau-U and yielded 50 separate effect sizes with 33 participants. Results of this study found a moderate overall effect of .89 (CI95 [.83, .96]) for technology-aided reading interventions, and variables associated with using time delay moderated reading outcomes. En ligne : https://dx.doi.org/10.1177/10883576241267963 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=547

Vocal Stereotypy and Autism Spectrum Disorder: A Systematic Review of Interventions / Danni WANG in Research in Autism Spectrum Disorders, 78 (October 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 78 (October 2020) . - 101647 Titre : Vocal Stereotypy and Autism Spectrum Disorder: A Systematic Review of Interventions Type de document : Texte imprimé et/ou numérique Auteurs : Danni WANG, Auteur ; Rose A. MASON, Auteur ; Catharine LORY, Auteur ; So Yeon KIM, Auteur ; Marie DAVID, Auteur ; Xiaojie GUO, Auteur Article en page(s) : 101647 Langues : Anglais (eng) Mots-clés : vocal stereotypy  repetitive behavior  autism  ASD  systematic review  behavior intervention Index. décimale : PER Périodiques Résumé : Background Individuals with autism spectrum disorder (ASD) often engage in vocal stereotypy (VS), which hinders inclusion in educational activities and may lead to poor social and adaptive outcomes. Interventions that address VS in individuals with ASD have been examined for a few decades. However, there are no current reviews that evaluate the methodological rigor of the empirical literature and provide a synthesis of the evidence based on high-quality research. Therefore, the present review aimed to evaluate the quality of VS interventions for individuals with ASD, summarize the characteristics of studies that demonstrate quality, and determine the strength of evidence. Method Systematic search procedures were implemented and articles were identified based on predetermined inclusion criteria. Sixty studies were included for quality evaluation against the What Works Clearinghouse single-case research design standards, of which 39 studies were further synthesized. Results Findings indicate response interruption and redirection, auditory stimulus-based and consequence based interventions to be promising with moderate to strong effects, whereas sensory integration interventions have no empirical support. However, majority of the interventions were implemented by researchers rather than practitioners and few studies addressed social validity. Conclusions While much of the VS literature demonstrates strong internal validity, we encourage future researchers to investigate the efficacy and feasibility of these interventions when implemented by practitioners and parents. Additionally, assessment of social validity of the interventions is strongly encouraged. We also recommend that practitioners consider the strength of intervention effect when making treatment selection decisions. En ligne : https://doi.org/10.1016/j.rasd.2020.101647 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433 [article] Vocal Stereotypy and Autism Spectrum Disorder: A Systematic Review of Interventions [Texte imprimé et/ou numérique] / Danni WANG, Auteur ; Rose A. MASON, Auteur ; Catharine LORY, Auteur ; So Yeon KIM, Auteur ; Marie DAVID, Auteur ; Xiaojie GUO, Auteur . - 101647. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 78 (October 2020) . - 101647 Mots-clés : vocal stereotypy  repetitive behavior  autism  ASD  systematic review  behavior intervention Index. décimale : PER Périodiques Résumé : Background Individuals with autism spectrum disorder (ASD) often engage in vocal stereotypy (VS), which hinders inclusion in educational activities and may lead to poor social and adaptive outcomes. Interventions that address VS in individuals with ASD have been examined for a few decades. However, there are no current reviews that evaluate the methodological rigor of the empirical literature and provide a synthesis of the evidence based on high-quality research. Therefore, the present review aimed to evaluate the quality of VS interventions for individuals with ASD, summarize the characteristics of studies that demonstrate quality, and determine the strength of evidence. Method Systematic search procedures were implemented and articles were identified based on predetermined inclusion criteria. Sixty studies were included for quality evaluation against the What Works Clearinghouse single-case research design standards, of which 39 studies were further synthesized. Results Findings indicate response interruption and redirection, auditory stimulus-based and consequence based interventions to be promising with moderate to strong effects, whereas sensory integration interventions have no empirical support. However, majority of the interventions were implemented by researchers rather than practitioners and few studies addressed social validity. Conclusions While much of the VS literature demonstrates strong internal validity, we encourage future researchers to investigate the efficacy and feasibility of these interventions when implemented by practitioners and parents. Additionally, assessment of social validity of the interventions is strongly encouraged. We also recommend that practitioners consider the strength of intervention effect when making treatment selection decisions. En ligne : https://doi.org/10.1016/j.rasd.2020.101647 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433

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