Dépouillements

Alignment of Instruction, Expectations, and Accountability Testing for Students With Autism Spectrum Disorder / Sara E. WITMER in Focus on Autism and Other Developmental Disabilities, 29-3 (September 2014)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 29-3 (September 2014) . - p.131-144 Titre : Alignment of Instruction, Expectations, and Accountability Testing for Students With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Sara E. WITMER, Auteur ; Summer J. FERRERI, Auteur Article en page(s) : p.131-144 Langues : Anglais (eng) Mots-clés : assessment  inclusion  instruction Index. décimale : PER Périodiques Résumé : Current large-scale assessment and accountability policies in the United States emphasize the need for all students to be appropriately included. However, there are many challenges to effective inclusion. Students with autism spectrum disorder (ASD) exhibit unique social communication and behavior challenges that can hinder their effective inclusion in instruction and testing. However, no studies have systematically examined how this unique group of students is currently included in accountability programs. A statewide representative sample of 191 teachers selected a student with ASD and reported on (a) the extent to which the student received instruction according to the general curriculum, (b) the teacher’s academic expectations for the student, and (c) the method by which the student participated in accountability testing. Results indicated that many students were reported to rarely receive instruction according to the general curriculum, and many were reported to participate in an alternate assessment. En ligne : http://dx.doi.org/10.1177/1088357614522294 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] Alignment of Instruction, Expectations, and Accountability Testing for Students With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Sara E. WITMER, Auteur ; Summer J. FERRERI, Auteur . - p.131-144. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 29-3 (September 2014) . - p.131-144 Mots-clés : assessment  inclusion  instruction Index. décimale : PER Périodiques Résumé : Current large-scale assessment and accountability policies in the United States emphasize the need for all students to be appropriately included. However, there are many challenges to effective inclusion. Students with autism spectrum disorder (ASD) exhibit unique social communication and behavior challenges that can hinder their effective inclusion in instruction and testing. However, no studies have systematically examined how this unique group of students is currently included in accountability programs. A statewide representative sample of 191 teachers selected a student with ASD and reported on (a) the extent to which the student received instruction according to the general curriculum, (b) the teacher’s academic expectations for the student, and (c) the method by which the student participated in accountability testing. Results indicated that many students were reported to rarely receive instruction according to the general curriculum, and many were reported to participate in an alternate assessment. En ligne : http://dx.doi.org/10.1177/1088357614522294 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

An Open Trial of Cognitive-Behavioral Therapy for Anxiety Disorders in Adolescents With Autism Spectrum Disorders / Jill EHRENREICH-MAY in Focus on Autism and Other Developmental Disabilities, 29-3 (September 2014)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 29-3 (September 2014) . - p.145-155 Titre : An Open Trial of Cognitive-Behavioral Therapy for Anxiety Disorders in Adolescents With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Jill EHRENREICH-MAY, Auteur ; Eric A. STORCH, Auteur ; Alexander H. QUEEN, Auteur ; Juventino HERNANDEZ RODRIGUEZ, Auteur ; Christine S. GHILAIN, Auteur ; Michael ALESSANDRI, Auteur ; Adam B. LEWIN, Auteur ; Elysse B. ARNOLD, Auteur ; Tanya K. MURPHY, Auteur ; C. Enjey LIN, Auteur ; Cori FUJII, Auteur ; Patricia RENNO, Auteur ; John PIACENTINI, Auteur ; Elizabeth LAUGESON, Auteur ; Jeffrey J. WOOD, Auteur Article en page(s) : p.145-155 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  anxiety  comorbid conditions  evidence-based practices Index. décimale : PER Périodiques Résumé : The frequent co-occurrence of anxiety disorders and autism spectrum disorders (ASD) in youth has spurred study of intervention practices for this population. As anxiety disorders in the absence of ASD are effectively treated using cognitive-behavioral therapy (CBT) protocols, an initial step in evaluating treatments for comorbid youth has necessarily centered on adaptation of CBT. One primary limitation of this research, to date, is that interventions for adolescents with anxiety disorders and ASD have not been systematically tested. In this study, 20 adolescents (90% male) with ASD and a comorbid anxiety disorder, between ages 11 and 14 years (M = 12.2 years, SD = 1.11 years), participated in an open trial of modified CBT targeting anxiety with ASD. Findings demonstrated significant reductions in anxiety severity, as assessed by clinician and parent ratings, from baseline to post-treatment. In addition, reductions in parent-rated externalizing symptoms were observed. Gains were maintained at a 1-month follow-up. En ligne : http://dx.doi.org/10.1177/1088357614533381 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] An Open Trial of Cognitive-Behavioral Therapy for Anxiety Disorders in Adolescents With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Jill EHRENREICH-MAY, Auteur ; Eric A. STORCH, Auteur ; Alexander H. QUEEN, Auteur ; Juventino HERNANDEZ RODRIGUEZ, Auteur ; Christine S. GHILAIN, Auteur ; Michael ALESSANDRI, Auteur ; Adam B. LEWIN, Auteur ; Elysse B. ARNOLD, Auteur ; Tanya K. MURPHY, Auteur ; C. Enjey LIN, Auteur ; Cori FUJII, Auteur ; Patricia RENNO, Auteur ; John PIACENTINI, Auteur ; Elizabeth LAUGESON, Auteur ; Jeffrey J. WOOD, Auteur . - p.145-155. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 29-3 (September 2014) . - p.145-155 Mots-clés : autism spectrum disorders  anxiety  comorbid conditions  evidence-based practices Index. décimale : PER Périodiques Résumé : The frequent co-occurrence of anxiety disorders and autism spectrum disorders (ASD) in youth has spurred study of intervention practices for this population. As anxiety disorders in the absence of ASD are effectively treated using cognitive-behavioral therapy (CBT) protocols, an initial step in evaluating treatments for comorbid youth has necessarily centered on adaptation of CBT. One primary limitation of this research, to date, is that interventions for adolescents with anxiety disorders and ASD have not been systematically tested. In this study, 20 adolescents (90% male) with ASD and a comorbid anxiety disorder, between ages 11 and 14 years (M = 12.2 years, SD = 1.11 years), participated in an open trial of modified CBT targeting anxiety with ASD. Findings demonstrated significant reductions in anxiety severity, as assessed by clinician and parent ratings, from baseline to post-treatment. In addition, reductions in parent-rated externalizing symptoms were observed. Gains were maintained at a 1-month follow-up. En ligne : http://dx.doi.org/10.1177/1088357614533381 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

High-Tech or Low-Tech? Comparing Self-Monitoring Systems to Increase Task Independence for Students With Autism / Emily C. BOUCK in Focus on Autism and Other Developmental Disabilities, 29-3 (September 2014)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 29-3 (September 2014) . - p.156-167 Titre : High-Tech or Low-Tech? Comparing Self-Monitoring Systems to Increase Task Independence for Students With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Emily C. BOUCK, Auteur ; Melissa N. SAVAGE, Auteur ; Nancy K. MEYER, Auteur ; Teresa TABER-DOUGHTY, Auteur ; Megan HUNLEY, Auteur Article en page(s) : p.156-167 Langues : Anglais (eng) Mots-clés : high school  age  functional skills  independence  autism spectrum disorders  daily living  skills  intellectual disability Index. décimale : PER Périodiques Résumé : Independence is the ultimate goal for students with disabilities, including secondary students with autism. One avenue targeted for increasing independence and decreasing prompt-dependency is through self-monitoring. In this study, investigators sought to determine whether a difference exists in levels of task independence when three students with autism complete food preparation tasks while self-monitoring using a low-tech treatment (paper/pencil) and high-tech treatment (iPad). Although both interventions decreased the need for prompting thereby increasing independence, students needed less assistance when using the iPad. Students also maintained their levels of independence in food preparation following summer vacation. Social validity interviews indicated students preferred self-monitoring with the iPad over the paper/pencil. En ligne : http://dx.doi.org/10.1177/1088357614528797 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] High-Tech or Low-Tech? Comparing Self-Monitoring Systems to Increase Task Independence for Students With Autism [Texte imprimé et/ou numérique] / Emily C. BOUCK, Auteur ; Melissa N. SAVAGE, Auteur ; Nancy K. MEYER, Auteur ; Teresa TABER-DOUGHTY, Auteur ; Megan HUNLEY, Auteur . - p.156-167. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 29-3 (September 2014) . - p.156-167 Mots-clés : high school  age  functional skills  independence  autism spectrum disorders  daily living  skills  intellectual disability Index. décimale : PER Périodiques Résumé : Independence is the ultimate goal for students with disabilities, including secondary students with autism. One avenue targeted for increasing independence and decreasing prompt-dependency is through self-monitoring. In this study, investigators sought to determine whether a difference exists in levels of task independence when three students with autism complete food preparation tasks while self-monitoring using a low-tech treatment (paper/pencil) and high-tech treatment (iPad). Although both interventions decreased the need for prompting thereby increasing independence, students needed less assistance when using the iPad. Students also maintained their levels of independence in food preparation following summer vacation. Social validity interviews indicated students preferred self-monitoring with the iPad over the paper/pencil. En ligne : http://dx.doi.org/10.1177/1088357614528797 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

Identifying Critical Elements of Treatment: Examining the Use of Turn Taking in Autism Intervention / Sarah R. RIETH in Focus on Autism and Other Developmental Disabilities, 29-3 (September 2014)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 29-3 (September 2014) . - p.168-179 Titre : Identifying Critical Elements of Treatment: Examining the Use of Turn Taking in Autism Intervention Type de document : Texte imprimé et/ou numérique Auteurs : Sarah R. RIETH, Auteur ; Aubyn C. STAHMER, Auteur ; Jessica SUHRHEINRICH, Auteur ; Laura SCHREIBMAN, Auteur ; Joanna KENNEDY, Auteur ; Benjamin ROSS, Auteur Article en page(s) : p.168-179 Langues : Anglais (eng) Mots-clés : evidence-based intervention  naturalistic behavioral intervention  turn taking  critical elements Index. décimale : PER Périodiques Résumé : Evidence-based treatments for autism spectrum disorders (ASD) are comprised of components that identify therapist behavior necessary to implement the treatment with integrity. Some components are shared across approaches from diverse theoretical backgrounds. One component included in several interventions that has not been researched in isolation is turn taking, or the manner in which the therapist facilitates back-and-forth interaction with the child. The current study used an alternating treatments design to examine the efficacy of four types of turn taking. Six children, ages 30 to 39 months, received behavioral treatment while therapists systematically varied the nature of the turn taking component. Children’s responses were behaviorally scored to examine differences based on turn condition. Consistent patterns of behavior were found across children. Results suggest that the optimal type of turn is dependent on developmental level and target skill. Implications for treatment of ASD and future research directions are discussed. En ligne : http://dx.doi.org/10.1177/1088357613513792 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] Identifying Critical Elements of Treatment: Examining the Use of Turn Taking in Autism Intervention [Texte imprimé et/ou numérique] / Sarah R. RIETH, Auteur ; Aubyn C. STAHMER, Auteur ; Jessica SUHRHEINRICH, Auteur ; Laura SCHREIBMAN, Auteur ; Joanna KENNEDY, Auteur ; Benjamin ROSS, Auteur . - p.168-179. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 29-3 (September 2014) . - p.168-179 Mots-clés : evidence-based intervention  naturalistic behavioral intervention  turn taking  critical elements Index. décimale : PER Périodiques Résumé : Evidence-based treatments for autism spectrum disorders (ASD) are comprised of components that identify therapist behavior necessary to implement the treatment with integrity. Some components are shared across approaches from diverse theoretical backgrounds. One component included in several interventions that has not been researched in isolation is turn taking, or the manner in which the therapist facilitates back-and-forth interaction with the child. The current study used an alternating treatments design to examine the efficacy of four types of turn taking. Six children, ages 30 to 39 months, received behavioral treatment while therapists systematically varied the nature of the turn taking component. Children’s responses were behaviorally scored to examine differences based on turn condition. Consistent patterns of behavior were found across children. Results suggest that the optimal type of turn is dependent on developmental level and target skill. Implications for treatment of ASD and future research directions are discussed. En ligne : http://dx.doi.org/10.1177/1088357613513792 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

Promoting Behavioral Variability in Individuals With Autism Spectrum Disorders: A Literature Review / Katie WOLFE in Focus on Autism and Other Developmental Disabilities, 29-3 (September 2014)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 29-3 (September 2014) . - p.180-190 Titre : Promoting Behavioral Variability in Individuals With Autism Spectrum Disorders: A Literature Review Type de document : Texte imprimé et/ou numérique Auteurs : Katie WOLFE, Auteur ; Timothy A. SLOCUM, Auteur ; S. Shanun KUNNAVATANA, Auteur Article en page(s) : p.180-190 Langues : Anglais (eng) Mots-clés : autism  repetitive  response diversity  response variation  variability Index. décimale : PER Périodiques Résumé : Repetitive behavior is a hallmark feature of autism spectrum disorders (ASD), and can have adverse consequences related to social stigma and low rates of skill acquisition. Basic research suggests that variability, or the extent to which one response differs from previous responses, is amenable to antecedent and consequence manipulations. This article describes the concept of variability, synthesizes the findings of 14 recent studies on interventions to increase the variability of behavior in individuals with ASD, and proposes preliminary guidelines for practitioners that focus on building response repertoires, implementing contingencies to produce and maintain variability, and incorporating prompts to vary responding. En ligne : http://dx.doi.org/10.1177/1088357614525661 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] Promoting Behavioral Variability in Individuals With Autism Spectrum Disorders: A Literature Review [Texte imprimé et/ou numérique] / Katie WOLFE, Auteur ; Timothy A. SLOCUM, Auteur ; S. Shanun KUNNAVATANA, Auteur . - p.180-190. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 29-3 (September 2014) . - p.180-190 Mots-clés : autism  repetitive  response diversity  response variation  variability Index. décimale : PER Périodiques Résumé : Repetitive behavior is a hallmark feature of autism spectrum disorders (ASD), and can have adverse consequences related to social stigma and low rates of skill acquisition. Basic research suggests that variability, or the extent to which one response differs from previous responses, is amenable to antecedent and consequence manipulations. This article describes the concept of variability, synthesizes the findings of 14 recent studies on interventions to increase the variability of behavior in individuals with ASD, and proposes preliminary guidelines for practitioners that focus on building response repertoires, implementing contingencies to produce and maintain variability, and incorporating prompts to vary responding. En ligne : http://dx.doi.org/10.1177/1088357614525661 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238