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Détail de l'auteur
Auteur Giulio E. LANCIONI |
Documents disponibles écrits par cet auteur (42)
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A mindfulness-based strategy for self-management of aggressive behavior in adolescents with autism / Nirbhay N. SINGH in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)
[article]
Titre : A mindfulness-based strategy for self-management of aggressive behavior in adolescents with autism Type de document : Texte imprimé et/ou numérique Auteurs : Nirbhay N. SINGH, Auteur ; Giulio E. LANCIONI, Auteur ; Ramasamy MANIKAM, Auteur ; Alan S.W. WINTON, Auteur ; Ashvind N.A. SINGH, Auteur ; Judy SINGH, Auteur ; Angela D.A. SINGH, Auteur Année de publication : 2011 Article en page(s) : p.1153-1158 Langues : Anglais (eng) Mots-clés : Autism Aggression Meditation on the Soles of the Feet Treatment for aggression Index. décimale : PER Périodiques Résumé : Some individuals with autism engage in physical aggression to an extent that interferes with not only their quality of life, but also that of their parents and siblings. Behavioral and psychopharmacological treatments have been the mainstay of treatments for aggression in children and adolescents with autism. We evaluated the effectiveness of a mindfulness-based procedure, Meditation on the Soles of the Feet, in helping three adolescents to manage their physical aggression. This procedure required the adolescents to rapidly shift the focus of their attention from the aggression-triggering event to a neutral place on their body, the soles of their feet. Incidents of aggression across the three adolescents ranged from a mean of 14–20 per week during baseline, 4–6 per week during mindfulness training, including zero rates during the last 4 weeks of intervention. Aggression occurred a rate of about 1 per year during a 3-year follow-up. Our results suggest adolescents with autism can learn, and effectively use, a mindfulness-based procedure to self-manage their physical aggression over several years. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.12.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119
in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1153-1158[article] A mindfulness-based strategy for self-management of aggressive behavior in adolescents with autism [Texte imprimé et/ou numérique] / Nirbhay N. SINGH, Auteur ; Giulio E. LANCIONI, Auteur ; Ramasamy MANIKAM, Auteur ; Alan S.W. WINTON, Auteur ; Ashvind N.A. SINGH, Auteur ; Judy SINGH, Auteur ; Angela D.A. SINGH, Auteur . - 2011 . - p.1153-1158.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1153-1158
Mots-clés : Autism Aggression Meditation on the Soles of the Feet Treatment for aggression Index. décimale : PER Périodiques Résumé : Some individuals with autism engage in physical aggression to an extent that interferes with not only their quality of life, but also that of their parents and siblings. Behavioral and psychopharmacological treatments have been the mainstay of treatments for aggression in children and adolescents with autism. We evaluated the effectiveness of a mindfulness-based procedure, Meditation on the Soles of the Feet, in helping three adolescents to manage their physical aggression. This procedure required the adolescents to rapidly shift the focus of their attention from the aggression-triggering event to a neutral place on their body, the soles of their feet. Incidents of aggression across the three adolescents ranged from a mean of 14–20 per week during baseline, 4–6 per week during mindfulness training, including zero rates during the last 4 weeks of intervention. Aggression occurred a rate of about 1 per year during a 3-year follow-up. Our results suggest adolescents with autism can learn, and effectively use, a mindfulness-based procedure to self-manage their physical aggression over several years. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.12.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119 Parent reported treatment priorities for children with autism spectrum disorders / Keenan A. PITUCH in Research in Autism Spectrum Disorders, 5-1 (January-March 2011)
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Titre : Parent reported treatment priorities for children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Keenan A. PITUCH, Auteur ; Vanessa A. GREEN, Auteur ; Jeff SIGAFOOS, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur ; Robert DIDDEN, Auteur ; Russell B. LANG, Auteur Année de publication : 2011 Article en page(s) : p.135-143 Langues : Anglais (eng) Mots-clés : Autism-spectrum-disorders Treatment-priorities Adaptive-behavior-deficits Index. décimale : PER Périodiques Résumé : We designed an Internet survey to identify the educational priorities that parents have for their children with autism spectrum disorders and to examine the relation between these priorities and the children's level of adaptive behavior functioning. The survey listed 54 skills/behaviors (e.g., toileting, expressing wants and needs, and tantrums) representing 10 adaptive behavior domains (e.g., self-care, communication, and problem behavior). Parents rated their child's current level of ability/performance with respect to each skill/behavior and indicated the extent to which training/treatment was a priority. Ninety surveys were completed during the 8-month data collection period. The top 10 treatment priorities represented skills/behaviors from six different domains. Results supported the view that parent priorities tended to be higher in areas where children have the greatest deficits or show emerging skills. The results suggest there may be value in targeting the assessment of children's deficits and emergent skills for treatment planning. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.03.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=111
in Research in Autism Spectrum Disorders > 5-1 (January-March 2011) . - p.135-143[article] Parent reported treatment priorities for children with autism spectrum disorders [Texte imprimé et/ou numérique] / Keenan A. PITUCH, Auteur ; Vanessa A. GREEN, Auteur ; Jeff SIGAFOOS, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur ; Robert DIDDEN, Auteur ; Russell B. LANG, Auteur . - 2011 . - p.135-143.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 5-1 (January-March 2011) . - p.135-143
Mots-clés : Autism-spectrum-disorders Treatment-priorities Adaptive-behavior-deficits Index. décimale : PER Périodiques Résumé : We designed an Internet survey to identify the educational priorities that parents have for their children with autism spectrum disorders and to examine the relation between these priorities and the children's level of adaptive behavior functioning. The survey listed 54 skills/behaviors (e.g., toileting, expressing wants and needs, and tantrums) representing 10 adaptive behavior domains (e.g., self-care, communication, and problem behavior). Parents rated their child's current level of ability/performance with respect to each skill/behavior and indicated the extent to which training/treatment was a priority. Ninety surveys were completed during the 8-month data collection period. The top 10 treatment priorities represented skills/behaviors from six different domains. Results supported the view that parent priorities tended to be higher in areas where children have the greatest deficits or show emerging skills. The results suggest there may be value in targeting the assessment of children's deficits and emergent skills for treatment planning. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.03.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=111 Play skills taught via behavioral intervention generalize, maintain, and persist in the absence of socially mediated reinforcement in children with autism / Russell B. LANG in Research in Autism Spectrum Disorders, 8-7 (July 2014)
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Titre : Play skills taught via behavioral intervention generalize, maintain, and persist in the absence of socially mediated reinforcement in children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Russell B. LANG, Auteur ; Wendy MACHALICEK, Auteur ; Mandy RISPOLI, Auteur ; Mark O’REILLY, Auteur ; Jeff SIGAFOOS, Auteur ; Giulio E. LANCIONI, Auteur ; Nienke PETERS-SCHEFFER, Auteur ; Robert DIDDEN, Auteur Article en page(s) : p.860-872 Langues : Anglais (eng) Mots-clés : Autism Play Stereotypy Lag schedules Behavioral intervention Index. décimale : PER Périodiques Résumé : Abstract We measured generalization, maintenance and parent reports of child happiness in the context of a behavioral intervention to teach toy-play skills to three young children with autism. Lag schedules of reinforcement were implemented for two participants whose play did not initially generalize. The play skills intervention was conducted within the participants’ early childhood classroom and the utility of teaching play as a means to reduce stereotypy within this setting was also evaluated. A multiple baseline design across participants demonstrated that play taught via behavioral intervention may be maintained after programmed reinforcement is discontinued, generalize across settings and toys (i.e., response and stimulus generalization), and occasion a decrease in stereotypy. Further, the occurrence of play in the absence of socially mediated reinforcement suggested that play taught via behavioral interventions may come to be automatically reinforced. Finally, parent responses on rating scales suggested that two of the participants were happier, in a better mood, and were more interested in appropriate toy-play following behavioral intervention. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.04.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233
in Research in Autism Spectrum Disorders > 8-7 (July 2014) . - p.860-872[article] Play skills taught via behavioral intervention generalize, maintain, and persist in the absence of socially mediated reinforcement in children with autism [Texte imprimé et/ou numérique] / Russell B. LANG, Auteur ; Wendy MACHALICEK, Auteur ; Mandy RISPOLI, Auteur ; Mark O’REILLY, Auteur ; Jeff SIGAFOOS, Auteur ; Giulio E. LANCIONI, Auteur ; Nienke PETERS-SCHEFFER, Auteur ; Robert DIDDEN, Auteur . - p.860-872.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 8-7 (July 2014) . - p.860-872
Mots-clés : Autism Play Stereotypy Lag schedules Behavioral intervention Index. décimale : PER Périodiques Résumé : Abstract We measured generalization, maintenance and parent reports of child happiness in the context of a behavioral intervention to teach toy-play skills to three young children with autism. Lag schedules of reinforcement were implemented for two participants whose play did not initially generalize. The play skills intervention was conducted within the participants’ early childhood classroom and the utility of teaching play as a means to reduce stereotypy within this setting was also evaluated. A multiple baseline design across participants demonstrated that play taught via behavioral intervention may be maintained after programmed reinforcement is discontinued, generalize across settings and toys (i.e., response and stimulus generalization), and occasion a decrease in stereotypy. Further, the occurrence of play in the absence of socially mediated reinforcement suggested that play taught via behavioral interventions may come to be automatically reinforced. Finally, parent responses on rating scales suggested that two of the participants were happier, in a better mood, and were more interested in appropriate toy-play following behavioral intervention. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.04.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 A review of interventions to reduce challenging behavior in school settings for students with autism spectrum disorders / Wendy MACHALICEK in Research in Autism Spectrum Disorders, 1-3 (July/September 2007)
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Titre : A review of interventions to reduce challenging behavior in school settings for students with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Wendy MACHALICEK, Auteur ; Jeff SIGAFOOS, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur ; Natasha BERETVAS, Auteur Année de publication : 2007 Article en page(s) : p.229-246 Langues : Anglais (eng) Mots-clés : Challenging-behavior Autism-spectrum-disorders Schools Index. décimale : PER Périodiques Résumé : This review evaluates research on the treatment of challenging behavior in school settings for students with autism spectrum disorders (ASD). Electronic database searches were carried out to identify studies published between 1995 and 2005. Twenty-six studies were identified. A variety of procedures were implemented in these studies to decrease challenging behavior in classrooms. These procedures were classified into four groups: (a) antecedent manipulations, (b) change in instructional context, (c) differential reinforcement, and (d) self-management techniques. The results of these studies indicated that all four classes of procedures were generally effective in reducing challenging behavior. These results are discussed in relation to four issues: (a) the characteristics of the participants, (b) assessment procedures carried out prior to intervention, (c) the feasibility of classroom treatment, and (d) the social validity of intervention procedures. Surprisingly, the effectiveness of a procedure did not seem to be related to completion of a prior functional behavior assessment (FBA). Also, the reported measures of social validity in the studies reviewed here have elicited positive reports from stakeholders, but the utility of these measures, as they have been conceptualized, is questioned. The findings of this review suggest future research directions that are also examined. En ligne : http://dx.doi.org/10.1016/j.rasd.2006.10.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=148
in Research in Autism Spectrum Disorders > 1-3 (July/September 2007) . - p.229-246[article] A review of interventions to reduce challenging behavior in school settings for students with autism spectrum disorders [Texte imprimé et/ou numérique] / Wendy MACHALICEK, Auteur ; Jeff SIGAFOOS, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur ; Natasha BERETVAS, Auteur . - 2007 . - p.229-246.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 1-3 (July/September 2007) . - p.229-246
Mots-clés : Challenging-behavior Autism-spectrum-disorders Schools Index. décimale : PER Périodiques Résumé : This review evaluates research on the treatment of challenging behavior in school settings for students with autism spectrum disorders (ASD). Electronic database searches were carried out to identify studies published between 1995 and 2005. Twenty-six studies were identified. A variety of procedures were implemented in these studies to decrease challenging behavior in classrooms. These procedures were classified into four groups: (a) antecedent manipulations, (b) change in instructional context, (c) differential reinforcement, and (d) self-management techniques. The results of these studies indicated that all four classes of procedures were generally effective in reducing challenging behavior. These results are discussed in relation to four issues: (a) the characteristics of the participants, (b) assessment procedures carried out prior to intervention, (c) the feasibility of classroom treatment, and (d) the social validity of intervention procedures. Surprisingly, the effectiveness of a procedure did not seem to be related to completion of a prior functional behavior assessment (FBA). Also, the reported measures of social validity in the studies reviewed here have elicited positive reports from stakeholders, but the utility of these measures, as they have been conceptualized, is questioned. The findings of this review suggest future research directions that are also examined. En ligne : http://dx.doi.org/10.1016/j.rasd.2006.10.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=148 A Review of Peer-Mediated Social Interaction Interventions for Students with Autism in Inclusive Settings / Laci WATKINS in Journal of Autism and Developmental Disorders, 45-4 (April 2015)
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Titre : A Review of Peer-Mediated Social Interaction Interventions for Students with Autism in Inclusive Settings Type de document : Texte imprimé et/ou numérique Auteurs : Laci WATKINS, Auteur ; Mark O’REILLY, Auteur ; Michelle KUHN, Auteur ; Cindy GEVARTER, Auteur ; Giulio E. LANCIONI, Auteur ; Jeff SIGAFOOS, Auteur ; Russell LANG, Auteur Article en page(s) : p.1070-1083 Langues : Anglais (eng) Mots-clés : Autism Peer-mediated intervention Peer interaction Social skills Inclusive education Literature review Index. décimale : PER Périodiques Résumé : This review addresses the use of peer-mediated interventions (PMI) to improve the social interaction skills of students with autism spectrum disorder (ASD) in inclusive settings. The purpose of this review is to (a) identify the characteristics and components of peer-mediated social interaction interventions, (b) evaluate the effectiveness of PMI by offering an analysis of intervention results and research design, and (c) suggest directions for future research. Overall, results suggest that PMI is a promising treatment for increasing social interaction in children, adolescents, and young adults with ASD in inclusive settings, with positive generalization, maintenance, and social validity outcomes. Findings also suggest that participant characteristics and the type of social deficit an individual exhibits are important considerations when choosing the optimal configuration of PMI strategies. En ligne : http://dx.doi.org/10.1007/s10803-014-2264-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258
in Journal of Autism and Developmental Disorders > 45-4 (April 2015) . - p.1070-1083[article] A Review of Peer-Mediated Social Interaction Interventions for Students with Autism in Inclusive Settings [Texte imprimé et/ou numérique] / Laci WATKINS, Auteur ; Mark O’REILLY, Auteur ; Michelle KUHN, Auteur ; Cindy GEVARTER, Auteur ; Giulio E. LANCIONI, Auteur ; Jeff SIGAFOOS, Auteur ; Russell LANG, Auteur . - p.1070-1083.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-4 (April 2015) . - p.1070-1083
Mots-clés : Autism Peer-mediated intervention Peer interaction Social skills Inclusive education Literature review Index. décimale : PER Périodiques Résumé : This review addresses the use of peer-mediated interventions (PMI) to improve the social interaction skills of students with autism spectrum disorder (ASD) in inclusive settings. The purpose of this review is to (a) identify the characteristics and components of peer-mediated social interaction interventions, (b) evaluate the effectiveness of PMI by offering an analysis of intervention results and research design, and (c) suggest directions for future research. Overall, results suggest that PMI is a promising treatment for increasing social interaction in children, adolescents, and young adults with ASD in inclusive settings, with positive generalization, maintenance, and social validity outcomes. Findings also suggest that participant characteristics and the type of social deficit an individual exhibits are important considerations when choosing the optimal configuration of PMI strategies. En ligne : http://dx.doi.org/10.1007/s10803-014-2264-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258 A review of school-based instructional interventions for students with autism spectrum disorders / Wendy MACHALICEK in Research in Autism Spectrum Disorders, 2-3 (July / September 2008)
PermalinkSensory integration therapy for autism spectrum disorders: A systematic review / Russell B. LANG in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)
PermalinkTeaching advanced operation of an iPod-based speech-generating device to two students with autism spectrum disorders / Donna ACHMADI in Research in Autism Spectrum Disorders, 6-4 (October-December 2012)
PermalinkTeaching children with autism spectrum disorders to check the spelling of words / Debora KAGOHARA in Research in Autism Spectrum Disorders, 6-1 (January-March 2012)
PermalinkTeaching Functional Communication to Adults with Autism Spectrum Disorders / Russell LANG
PermalinkTeaching individuals with autism spectrum disorder to ask questions: A systematic review / Tracy RAULSTON in Research in Autism Spectrum Disorders, 7-7 (July 2013)
PermalinkTeaching picture naming to two adolescents with autism spectrum disorders using systematic instruction and speech-generating devices / Debora KAGOHARA in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)
PermalinkTeaching two boys with autism spectrum disorders to request the continuation of toy play using an iPad®-based speech-generating device / Jeff SIGAFOOS in Research in Autism Spectrum Disorders, 7-8 (August 2013)
PermalinkUse of computer-based interventions to improve literacy skills in students with autism spectrum disorders: A systematic review / Sathiyaprakash RAMDOSS in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)
PermalinkUse of school recess time in the education and treatment of children with autism spectrum disorders: A systematic review / Russell B. LANG in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)
PermalinkUsing videoconferencing to support teachers to conduct preference assessments with students with autism and developmental disabilities / Wendy MACHALICEK in Research in Autism Spectrum Disorders, 3-1 (January 2009)
PermalinkVerbal Language and Communication / Jeff SIGAFOOS
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