Behavioral approaches to language and communication / Edward G. CARR

Public ISBD contenu dans Communication Problems in Autism / Gary MESIBOV Titre : Behavioral approaches to language and communication Type de document : Texte imprimé et/ou numérique Auteurs : Edward G. CARR, Auteur Année de publication : 1985 Importance : p.37-57 Langues : Anglais (eng) Index. décimale : COM-A COM-A - Communication - Langage - Orthophonie Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=948 contenu dans Communication Problems in Autism / Gary MESIBOV Behavioral approaches to language and communication [Texte imprimé et/ou numérique] / Edward G. CARR, Auteur . - 1985 . - p.37-57. Langues : Anglais (eng) Index. décimale : COM-A COM-A - Communication - Langage - Orthophonie Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=948

Exemplaires

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Converging perspectives in psycholinguistics and behaviorism / Edward G. CARR

Public ISBD contenu dans Communication Problems in Autism / Gary MESIBOV Titre : Converging perspectives in psycholinguistics and behaviorism Type de document : Texte imprimé et/ou numérique Auteurs : Edward G. CARR, Auteur Année de publication : 1985 Importance : p.89-92 Langues : Anglais (eng) Index. décimale : COM-A COM-A - Communication - Langage - Orthophonie Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=948 contenu dans Communication Problems in Autism / Gary MESIBOV Converging perspectives in psycholinguistics and behaviorism [Texte imprimé et/ou numérique] / Edward G. CARR, Auteur . - 1985 . - p.89-92. Langues : Anglais (eng) Index. décimale : COM-A COM-A - Communication - Langage - Orthophonie Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=948

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Environmental Fit: A Model for Assessing and Treating Problem Behavior Associated With Curricular Difficulties in Children With Autism Spectrum Disorders / Audrey BLAKELEY-SMITH in Focus on Autism and Other Developmental Disabilities, 24-3 (September 2009)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 24-3 (September 2009) . - p.131-145 Titre : Environmental Fit: A Model for Assessing and Treating Problem Behavior Associated With Curricular Difficulties in Children With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Audrey BLAKELEY-SMITH, Auteur ; Edward G. CARR, Auteur ; Jamie S. OWEN-DESCHRYVER, Auteur ; Sanja I. CALE, Auteur Année de publication : 2009 Article en page(s) : p.131-145 Langues : Anglais (eng) Mots-clés : environmental-fit problem-behavior autism curricular-modification school-based-intervention Index. décimale : PER Périodiques Résumé : Theoretical considerations suggest that problem behavior should increase when a child’s competency does not match the curricular demands of the environment (i.e., when there is poor environmental fit). In the present study, environmental fit was examined for six children with autism spectrum disorders. Results indicated that the children exhibited high rates of problem behavior associated with poor motor or academic competency. Curricular modifications resulted in (a) a decrease in the level of problem behavior, (b) an increase in the percentage of task steps completed correctly, and (c) improved affect. Adults who worked with the children reported ease of intervention techniques. The concept of environmental fit and its usefulness in guiding both assessment of and intervention for problem behavior are discussed. En ligne : http://dx.doi.org/10.1177/1088357609339032 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=815 [article] Environmental Fit: A Model for Assessing and Treating Problem Behavior Associated With Curricular Difficulties in Children With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Audrey BLAKELEY-SMITH, Auteur ; Edward G. CARR, Auteur ; Jamie S. OWEN-DESCHRYVER, Auteur ; Sanja I. CALE, Auteur . - 2009 . - p.131-145. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 24-3 (September 2009) . - p.131-145 Mots-clés : environmental-fit problem-behavior autism curricular-modification school-based-intervention Index. décimale : PER Périodiques Résumé : Theoretical considerations suggest that problem behavior should increase when a child’s competency does not match the curricular demands of the environment (i.e., when there is poor environmental fit). In the present study, environmental fit was examined for six children with autism spectrum disorders. Results indicated that the children exhibited high rates of problem behavior associated with poor motor or academic competency. Curricular modifications resulted in (a) a decrease in the level of problem behavior, (b) an increase in the percentage of task steps completed correctly, and (c) improved affect. Adults who worked with the children reported ease of intervention techniques. The concept of environmental fit and its usefulness in guiding both assessment of and intervention for problem behavior are discussed. En ligne : http://dx.doi.org/10.1177/1088357609339032 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=815

Fatigue as a biological setting event for severe problem behavior in autism spectrum disorder / Christopher E. SMITH in Research in Autism Spectrum Disorders, 23 (March 2016)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 23 (March 2016) . - p.131-144 Titre : Fatigue as a biological setting event for severe problem behavior in autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Christopher E. SMITH, Auteur ; Edward G. CARR, Auteur ; Lauren J. MOSKOWITZ, Auteur Article en page(s) : p.131-144 Langues : Anglais (eng) Mots-clés : Positive behavior support  Autism  Assessment  Intervention  Fatigue  Setting event Index. décimale : PER Périodiques Résumé : Abstract The relationship between biological setting events and problem behavior has thus far been described in only a limited number of empirical studies. We evaluated a three-step, multimethod procedure for the systematic assessment and treatment of fatigue as a biological setting event for problem behavior in three individuals with autism spectrum disorder and intellectual disability. The first step involved a descriptive analysis during which we identified individuals having a history of increased behavior problems when fatigued. The second step consisted of a functional analysis of each participant’s problem behavior in relation to two contextual factors: fatigue and task demands. The third step evaluated the utility of a multicomponent intervention package designed to address both the biological context (fatigue) and psychosocial context (task demands). Results indicated that problem behavior was most likely to occur when both task demands (discriminative stimuli) were presented and when the setting event (fatigue) was operative. Implementation of a multicomponent intervention was associated with a dramatic reduction in problem behavior for all three participants. Implications for future studies examining the utility of the three-step procedure for understanding other biological setting events are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.12.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282 [article] Fatigue as a biological setting event for severe problem behavior in autism spectrum disorder [Texte imprimé et/ou numérique] / Christopher E. SMITH, Auteur ; Edward G. CARR, Auteur ; Lauren J. MOSKOWITZ, Auteur . - p.131-144. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 23 (March 2016) . - p.131-144 Mots-clés : Positive behavior support  Autism  Assessment  Intervention  Fatigue  Setting event Index. décimale : PER Périodiques Résumé : Abstract The relationship between biological setting events and problem behavior has thus far been described in only a limited number of empirical studies. We evaluated a three-step, multimethod procedure for the systematic assessment and treatment of fatigue as a biological setting event for problem behavior in three individuals with autism spectrum disorder and intellectual disability. The first step involved a descriptive analysis during which we identified individuals having a history of increased behavior problems when fatigued. The second step consisted of a functional analysis of each participant’s problem behavior in relation to two contextual factors: fatigue and task demands. The third step evaluated the utility of a multicomponent intervention package designed to address both the biological context (fatigue) and psychosocial context (task demands). Results indicated that problem behavior was most likely to occur when both task demands (discriminative stimuli) were presented and when the setting event (fatigue) was operative. Implementation of a multicomponent intervention was associated with a dramatic reduction in problem behavior for all three participants. Implications for future studies examining the utility of the three-step procedure for understanding other biological setting events are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.12.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282

Individual Temperament and Problem Behavior in Children With Autism Spectrum Disorders / Lauren ADAMEK in Focus on Autism and Other Developmental Disabilities, 26-3 (September 2011)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 26-3 (September 2011) . - p.173-183 Titre : Individual Temperament and Problem Behavior in Children With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Lauren ADAMEK, Auteur ; Shana NICHOLS, Auteur ; Samara PULVER TETENBAUM, Auteur ; Joel D. BREGMAN, Auteur ; Christine A. PONZIO, Auteur ; Edward G. CARR, Auteur Année de publication : 2011 Article en page(s) : p.173-183 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  temperament  behavior  preschool Index. décimale : PER Périodiques Résumé : Temperament is important for considering differences among diagnostic groups and for understanding individual differences that predict problematic behavior. Temperament characteristics, such as negative affectivity, effortful control, and surgency (highly active and impulsive), are predictive of externalizing behavior in typically developing children, but these links have not been investigated among children with autism spectrum disorder (ASD). In the present study, the authors analyzed differences in temperament between children with ASD and neurotypical children, investigated the range of individual differences within our sample, and examined the relationship between temperament and problem behavior. A few differences in temperament between the ASD sample and reference sample were noted and considerable variability in temperament was observed across children with ASD. High negative affectivity, high surgency, and low effortful control were related to problem behavior as measured by parent questionnaire. The potential utility of temperament assessment in developing new intervention options for addressing problem behavior is discussed. En ligne : http://dx.doi.org/10.1177/1088357611405041 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=141 [article] Individual Temperament and Problem Behavior in Children With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Lauren ADAMEK, Auteur ; Shana NICHOLS, Auteur ; Samara PULVER TETENBAUM, Auteur ; Joel D. BREGMAN, Auteur ; Christine A. PONZIO, Auteur ; Edward G. CARR, Auteur . - 2011 . - p.173-183. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 26-3 (September 2011) . - p.173-183 Mots-clés : autism spectrum disorders  temperament  behavior  preschool Index. décimale : PER Périodiques Résumé : Temperament is important for considering differences among diagnostic groups and for understanding individual differences that predict problematic behavior. Temperament characteristics, such as negative affectivity, effortful control, and surgency (highly active and impulsive), are predictive of externalizing behavior in typically developing children, but these links have not been investigated among children with autism spectrum disorder (ASD). In the present study, the authors analyzed differences in temperament between children with ASD and neurotypical children, investigated the range of individual differences within our sample, and examined the relationship between temperament and problem behavior. A few differences in temperament between the ASD sample and reference sample were noted and considerable variability in temperament was observed across children with ASD. High negative affectivity, high surgency, and low effortful control were related to problem behavior as measured by parent questionnaire. The potential utility of temperament assessment in developing new intervention options for addressing problem behavior is discussed. En ligne : http://dx.doi.org/10.1177/1088357611405041 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=141

Intervention for Anxiety and Problem Behavior in Children with Autism Spectrum Disorder and Intellectual Disability / L. J. MOSKOWITZ in Journal of Autism and Developmental Disorders, 47-12 (December 2017)  

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Physical Illness, Pain, and Problem Behavior in Minimally Verbal People with Developmental Disabilities / Edward G. CARR in Journal of Autism and Developmental Disorders, 37-3 (March 2007)  

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Positive Behavior Support and Problem Behavior / Edward G. CARR

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Promoting Social Interactions Between Students With Autism Spectrum Disorders and Their Peers in Inclusive School Settings / Jamie S. OWEN-DESCHRYVER in Focus on Autism and Other Developmental Disabilities, 23-1 (March 2008)  

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