An Indirect Examination of the Function of Problem Behavior Associated with Fragile X Syndrome and Smith-Magenis Syndrome / Paul LANGTHORNE in Journal of Autism and Developmental Disorders, 42-2 (February 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.201-209 Titre : An Indirect Examination of the Function of Problem Behavior Associated with Fragile X Syndrome and Smith-Magenis Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Paul LANGTHORNE, Auteur ; Peter MCGILL, Auteur Année de publication : 2012 Article en page(s) : p.201-209 Langues : Anglais (eng) Mots-clés : Functional assessment  Problem behavior  Fragile X syndrome  Smith-Magenis syndrome Index. décimale : PER Périodiques Résumé : Fragile X syndrome (FXS) and Smith-Magenis syndrome (SMS) are associated with a number of specific topographies of problem behavior. Very few studies have examined the function served by problem behavior in these groups. Using the Questions About Behavioral Function scale Matson and Vollmer (User’s guide: questions about behavioral function (QABF). Scientific Publishers Inc., Baton Rouge, LA, 1995) the current study examined group differences in the function of problem behavior displayed by children with FXS and SMS, in comparison to a control group of children with non-specific intellectual and developmental disabilities. Between-group analyses showed children with SMS were more likely to display problem behavior related to physical discomfort. Both within- and between-group analyses showed children with FXS were less likely to display attention-maintained problem behavior. These findings hold implications for the assessment, treatment and prevention of problem behavior associated with both FXS and SMS. En ligne : http://dx.doi.org/10.1007/s10803-011-1229-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151 [article] An Indirect Examination of the Function of Problem Behavior Associated with Fragile X Syndrome and Smith-Magenis Syndrome [Texte imprimé et/ou numérique] / Paul LANGTHORNE, Auteur ; Peter MCGILL, Auteur . - 2012 . - p.201-209. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.201-209 Mots-clés : Functional assessment  Problem behavior  Fragile X syndrome  Smith-Magenis syndrome Index. décimale : PER Périodiques Résumé : Fragile X syndrome (FXS) and Smith-Magenis syndrome (SMS) are associated with a number of specific topographies of problem behavior. Very few studies have examined the function served by problem behavior in these groups. Using the Questions About Behavioral Function scale Matson and Vollmer (User’s guide: questions about behavioral function (QABF). Scientific Publishers Inc., Baton Rouge, LA, 1995) the current study examined group differences in the function of problem behavior displayed by children with FXS and SMS, in comparison to a control group of children with non-specific intellectual and developmental disabilities. Between-group analyses showed children with SMS were more likely to display problem behavior related to physical discomfort. Both within- and between-group analyses showed children with FXS were less likely to display attention-maintained problem behavior. These findings hold implications for the assessment, treatment and prevention of problem behavior associated with both FXS and SMS. En ligne : http://dx.doi.org/10.1007/s10803-011-1229-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151

Using 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)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 3-1 (January 2009) . - p.32-41 Titre : Using videoconferencing to support teachers to conduct preference assessments with students with autism and developmental disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Wendy MACHALICEK, Auteur ; Vanessa A. GREEN, Auteur ; Mandy RISPOLI, Auteur ; Audrey SORRELLS, Auteur ; Russell B. LANG, Auteur ; Jeffrey M. CHAN, Auteur ; Tonya N. DAVIS, Auteur ; Karrie A. SHOGREN, Auteur ; Giulio E. LANCIONI, Auteur ; Mark O'REILLY, Auteur ; Jeff SIGAFOOS, Auteur ; Paul LANGTHORNE, Auteur Année de publication : 2009 Article en page(s) : p.32-41 Langues : Anglais (eng) Mots-clés : Videoconferencing  Preference assessment  Teachers Index. décimale : PER Périodiques Résumé : We used widely available videoconferencing equipment to support teachers to conduct preference assessments for three students with autism and developmental disabilities. Supervisors located at a university used videoconferencing equipment to collect data on students’ choice of items, the fidelity of teacher implementation of the assessment protocol, and to provide feedback to the teachers. Preference assessment results suggested a number of potentially reinforcing items for each student. In a second phase of the study, the students were given a routine classroom task to complete (i.e., clean up). The students could choose to complete the clean up task and gain access to a neutral item or one of the highly preferred items identified in the prior preference assessment. All students predominantly chose to complete the task in order to access a preferred item identified in the preference assessment. The results of this classroom intervention validated the results of the preference assessments. The findings of this study provide preliminary support for the use of videoconferencing equipment when supporting teaching personnel during common educational assessments. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.03.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=647 [article] Using videoconferencing to support teachers to conduct preference assessments with students with autism and developmental disabilities [Texte imprimé et/ou numérique] / Wendy MACHALICEK, Auteur ; Vanessa A. GREEN, Auteur ; Mandy RISPOLI, Auteur ; Audrey SORRELLS, Auteur ; Russell B. LANG, Auteur ; Jeffrey M. CHAN, Auteur ; Tonya N. DAVIS, Auteur ; Karrie A. SHOGREN, Auteur ; Giulio E. LANCIONI, Auteur ; Mark O'REILLY, Auteur ; Jeff SIGAFOOS, Auteur ; Paul LANGTHORNE, Auteur . - 2009 . - p.32-41. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.32-41 Mots-clés : Videoconferencing  Preference assessment  Teachers Index. décimale : PER Périodiques Résumé : We used widely available videoconferencing equipment to support teachers to conduct preference assessments for three students with autism and developmental disabilities. Supervisors located at a university used videoconferencing equipment to collect data on students’ choice of items, the fidelity of teacher implementation of the assessment protocol, and to provide feedback to the teachers. Preference assessment results suggested a number of potentially reinforcing items for each student. In a second phase of the study, the students were given a routine classroom task to complete (i.e., clean up). The students could choose to complete the clean up task and gain access to a neutral item or one of the highly preferred items identified in the prior preference assessment. All students predominantly chose to complete the task in order to access a preferred item identified in the preference assessment. The results of this classroom intervention validated the results of the preference assessments. The findings of this study provide preliminary support for the use of videoconferencing equipment when supporting teaching personnel during common educational assessments. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.03.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=647

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