Dépouillements

The Effect of Picture Communication Symbols on the Verbal Comprehension of Commands by Young Children With Autism / Janet PREIS in Focus on Autism and Other Developmental Disabilities, 21-4 (Winter 2006)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 21-4 (Winter 2006) . - p.194-208 Titre : The Effect of Picture Communication Symbols on the Verbal Comprehension of Commands by Young Children With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Janet PREIS, Auteur Année de publication : 2006 Article en page(s) : p.194-208 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The diagnosis of autism, although a source of discussion and occasional controversy, has consistently included poor communication as an essential component. Both the text revision of the fourth edition of the Diagnostic and Statistical Manual of Mental Disorders (American Psychiatric Association, 2000) and the 10th edition of the International Classification of Diseases (World Health Organization, 1993) cite qualitative impairments in communication as central diagnostic criteria. Some researchers have even indicated that the communication deficits associated with the disability of autism are its most significant deficit (Rutter & Schopler, 1988). En ligne : http://dx.doi.org/10.1177/10883576060210040101 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=497 [article] The Effect of Picture Communication Symbols on the Verbal Comprehension of Commands by Young Children With Autism [Texte imprimé et/ou numérique] / Janet PREIS, Auteur . - 2006 . - p.194-208. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 21-4 (Winter 2006) . - p.194-208 Index. décimale : PER Périodiques Résumé : The diagnosis of autism, although a source of discussion and occasional controversy, has consistently included poor communication as an essential component. Both the text revision of the fourth edition of the Diagnostic and Statistical Manual of Mental Disorders (American Psychiatric Association, 2000) and the 10th edition of the International Classification of Diseases (World Health Organization, 1993) cite qualitative impairments in communication as central diagnostic criteria. Some researchers have even indicated that the communication deficits associated with the disability of autism are its most significant deficit (Rutter & Schopler, 1988). En ligne : http://dx.doi.org/10.1177/10883576060210040101 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=497

Increasing Appropriate Social Interactions of Children With Autism Spectrum Disorders Using Social Stories™ / Dorothy SCATTONE in Focus on Autism and Other Developmental Disabilities, 21-4 (Winter 2006)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 21-4 (Winter 2006) . - p. 211-222 Titre : Increasing Appropriate Social Interactions of Children With Autism Spectrum Disorders Using Social Stories™ Type de document : Texte imprimé et/ou numérique Auteurs : Dorothy SCATTONE, Auteur ; Susan M. WILCZYNSKI, Auteur ; Daniel H. TINGSTROM, Auteur Année de publication : 2006 Article en page(s) : p. 211-222 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : To date there are more than one dozen studies that validate the use of Social Stories™ as an effective behavioral intervention. Many of these studies focused on decreasing inappropriate behaviors (e.g., aggression, screaming, and grabbing toys), and most combined Social Stories with another intervention. The present study used a multiple baseline design across participants to investigate the effectiveness of Social Stories when used as a sole intervention to increase the appropriate social interactions of 3 children with autism spectrum disorders toward peers both with and without disabilities. During baseline, participants demonstrated few appropriate social interactions, although all had some functional expressive language. An increase in appropriate social interactions occurred for 2 of the participants after the intervention was implemented. These findings suggest that Social Stories may be effective for some children with autism spectrum disorders; however, the population they best serve has not yet been fully identified. En ligne : http://dx.doi.org/10.1177/10883576060210040201 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=498 [article] Increasing Appropriate Social Interactions of Children With Autism Spectrum Disorders Using Social Stories™ [Texte imprimé et/ou numérique] / Dorothy SCATTONE, Auteur ; Susan M. WILCZYNSKI, Auteur ; Daniel H. TINGSTROM, Auteur . - 2006 . - p. 211-222. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 21-4 (Winter 2006) . - p. 211-222 Index. décimale : PER Périodiques Résumé : To date there are more than one dozen studies that validate the use of Social Stories™ as an effective behavioral intervention. Many of these studies focused on decreasing inappropriate behaviors (e.g., aggression, screaming, and grabbing toys), and most combined Social Stories with another intervention. The present study used a multiple baseline design across participants to investigate the effectiveness of Social Stories when used as a sole intervention to increase the appropriate social interactions of 3 children with autism spectrum disorders toward peers both with and without disabilities. During baseline, participants demonstrated few appropriate social interactions, although all had some functional expressive language. An increase in appropriate social interactions occurred for 2 of the participants after the intervention was implemented. These findings suggest that Social Stories may be effective for some children with autism spectrum disorders; however, the population they best serve has not yet been fully identified. En ligne : http://dx.doi.org/10.1177/10883576060210040201 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=498

Behavioral Cusps: A Person-Centered Concept for Establishing Pivotal Individual, Family, and Community Behaviors and Repertoires / Garnett J. SMITH in Focus on Autism and Other Developmental Disabilities, 21-4 (Winter 2006)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 21-4 (Winter 2006) . - p.223-229 Titre : Behavioral Cusps: A Person-Centered Concept for Establishing Pivotal Individual, Family, and Community Behaviors and Repertoires Type de document : Texte imprimé et/ou numérique Auteurs : Garnett J. SMITH, Auteur ; Patricia EDELEN-SMITH, Auteur ; DENNIS MCDOUGALL, Auteur Année de publication : 2006 Article en page(s) : p.223-229 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Cumulative-hierarchical learning (CHL) and behavior, a premise first introduced by Staats in 1975, describes how higher-level behavioral patterns and structures can emerge from interactions among a set of lower-level actions. Proponents of CHL emphasize the importance of pivotal response interventions, behavior repertoires, generative learning, and the development of behavioral cusps, the human equivalent of the computer world's killer application, or "killer app" (Wikipedia, n.d.). Rosales-Ruiz and Baer(1997) defined a behavioral cusp as an entry point for pivotal behavioral change that, once initiated, so profoundly alters, displaces, or transforms one's behavioral repertoire that it renders preexisting behavioral repertoires obsolete. In this article,we demonstrate how behavioral cusps can be used to construct CHL behaviors and repertoires of persons with autism and other pervasive developmental disorders within and across five pivotal behavioral elements. We also describe how behavioral cusps could be used to improve the quality of the collaborative conversations during person-centered planning sessions. En ligne : http://dx.doi.org/10.1177/10883576060210040301 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499 [article] Behavioral Cusps: A Person-Centered Concept for Establishing Pivotal Individual, Family, and Community Behaviors and Repertoires [Texte imprimé et/ou numérique] / Garnett J. SMITH, Auteur ; Patricia EDELEN-SMITH, Auteur ; DENNIS MCDOUGALL, Auteur . - 2006 . - p.223-229. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 21-4 (Winter 2006) . - p.223-229 Index. décimale : PER Périodiques Résumé : Cumulative-hierarchical learning (CHL) and behavior, a premise first introduced by Staats in 1975, describes how higher-level behavioral patterns and structures can emerge from interactions among a set of lower-level actions. Proponents of CHL emphasize the importance of pivotal response interventions, behavior repertoires, generative learning, and the development of behavioral cusps, the human equivalent of the computer world's killer application, or "killer app" (Wikipedia, n.d.). Rosales-Ruiz and Baer(1997) defined a behavioral cusp as an entry point for pivotal behavioral change that, once initiated, so profoundly alters, displaces, or transforms one's behavioral repertoire that it renders preexisting behavioral repertoires obsolete. In this article,we demonstrate how behavioral cusps can be used to construct CHL behaviors and repertoires of persons with autism and other pervasive developmental disorders within and across five pivotal behavioral elements. We also describe how behavioral cusps could be used to improve the quality of the collaborative conversations during person-centered planning sessions. En ligne : http://dx.doi.org/10.1177/10883576060210040301 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499

Effectiveness of a Cognitive-Behavioral Treatment on the Social Behaviors of Children With Asperger Disorder / Christopher LOPATA in Focus on Autism and Other Developmental Disabilities, 21-4 (Winter 2006)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 21-4 (Winter 2006) . - p.237-244 Titre : Effectiveness of a Cognitive-Behavioral Treatment on the Social Behaviors of Children With Asperger Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Christopher LOPATA, Auteur ; Marcus L. THOMEER, Auteur ; Martin A. VOLKER, Auteur ; Robert E. NIDA, Auteur Année de publication : 2006 Article en page(s) : p.237-244 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The current study presents preliminary data from an ongoing research project evaluating a summer treatment program for children with Asperger disorder (AD). The purpose of this study was to evaluate the effectiveness of a cognitive-behavioral treatment program on the social behaviors of 6- to 13-year-old children with AD. Overall program effectiveness was the focus of analyses at this time, but two treatment configurations were also tentatively compared: social skills instruction only (SS) versus social skills instruction and behavioral treatment (SS+BT). Results of the study indicated significant improvement in social skills for the overall program based on parent and staff reports. In addition, parents reported a significant improvement in adaptability and reduction in unusual behavior for their children. In contrast, staff reports reflected no significant change in adaptability and an increase in unusual behaviors. Comparison of the two treatment configurations indicated no significant difference between SS and SS+BT. Implications for treatment and future research are provided. En ligne : http://dx.doi.org/10.1177/10883576060210040501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=501 [article] Effectiveness of a Cognitive-Behavioral Treatment on the Social Behaviors of Children With Asperger Disorder [Texte imprimé et/ou numérique] / Christopher LOPATA, Auteur ; Marcus L. THOMEER, Auteur ; Martin A. VOLKER, Auteur ; Robert E. NIDA, Auteur . - 2006 . - p.237-244. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 21-4 (Winter 2006) . - p.237-244 Index. décimale : PER Périodiques Résumé : The current study presents preliminary data from an ongoing research project evaluating a summer treatment program for children with Asperger disorder (AD). The purpose of this study was to evaluate the effectiveness of a cognitive-behavioral treatment program on the social behaviors of 6- to 13-year-old children with AD. Overall program effectiveness was the focus of analyses at this time, but two treatment configurations were also tentatively compared: social skills instruction only (SS) versus social skills instruction and behavioral treatment (SS+BT). Results of the study indicated significant improvement in social skills for the overall program based on parent and staff reports. In addition, parents reported a significant improvement in adaptability and reduction in unusual behavior for their children. In contrast, staff reports reflected no significant change in adaptability and an increase in unusual behaviors. Comparison of the two treatment configurations indicated no significant difference between SS and SS+BT. Implications for treatment and future research are provided. En ligne : http://dx.doi.org/10.1177/10883576060210040501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=501

Author Productivity and Publication Trends in Autism-Specific Journals From 1997 to 2004 / Berenice DE LA CRUZ in Focus on Autism and Other Developmental Disabilities, 21-4 (Winter 2006)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 21-4 (Winter 2006) . - p.245-250 Titre : Author Productivity and Publication Trends in Autism-Specific Journals From 1997 to 2004 Type de document : Texte imprimé et/ou numérique Auteurs : Berenice DE LA CRUZ, Auteur ; Helen I. CANNELLA-MALONE, Auteur ; Chaturi EDRISINHA, Auteur ; Jeff SIGAFOOS, Auteur ; Dan ROBINSON, Auteur ; Seung-Hyun SON, Auteur Année de publication : 2006 Article en page(s) : p.245-250 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The 20 most productive authors (in terms of number of articles authored) were identified across three major autism-specific journals (Autism: An International Journal of Research and Practice, Focus on Autism and Other Developmental Disabilities, and the Journal of Autism and Developmental Disorders) published between 1997 and 2004. Of the top 20 authors, 11 worked outside the United States, and 9 were women. Most articles included several coauthors, suggesting that most authors were involved in collaborative work. Most of the published research was assessment research, and slightly less than half was funded. Limitations of this study and future research are discussed. En ligne : http://dx.doi.org/10.1177/10883576060210040601 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=502 [article] Author Productivity and Publication Trends in Autism-Specific Journals From 1997 to 2004 [Texte imprimé et/ou numérique] / Berenice DE LA CRUZ, Auteur ; Helen I. CANNELLA-MALONE, Auteur ; Chaturi EDRISINHA, Auteur ; Jeff SIGAFOOS, Auteur ; Dan ROBINSON, Auteur ; Seung-Hyun SON, Auteur . - 2006 . - p.245-250. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 21-4 (Winter 2006) . - p.245-250 Index. décimale : PER Périodiques Résumé : The 20 most productive authors (in terms of number of articles authored) were identified across three major autism-specific journals (Autism: An International Journal of Research and Practice, Focus on Autism and Other Developmental Disabilities, and the Journal of Autism and Developmental Disorders) published between 1997 and 2004. Of the top 20 authors, 11 worked outside the United States, and 9 were women. Most articles included several coauthors, suggesting that most authors were involved in collaborative work. Most of the published research was assessment research, and slightly less than half was funded. Limitations of this study and future research are discussed. En ligne : http://dx.doi.org/10.1177/10883576060210040601 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=502

Assessing Behavioral Flexibility in Individuals With Developmental Disabilities / Vanessa A. GREEN in Focus on Autism and Other Developmental Disabilities, 21-4 (Winter 2006)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 21-4 (Winter 2006) . - p.230-236 Titre : Assessing Behavioral Flexibility in Individuals With Developmental Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Vanessa A. GREEN, Auteur ; Giulio E. LANCIONI, Auteur ; Jeff SIGAFOOS, Auteur ; Keenan A. PITUCH, Auteur ; Jonathan ITCHON, Auteur ; Mark O'REILLY, Auteur Année de publication : 2006 Article en page(s) : p.230-236 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Researchers associate an insistence on sameness or lack of behavioral flexibility with autism and Asperger syndrome, but few studies have sought to identify specific situations in which individuals insist on sameness. Along these lines, we developed the Behavioral Flexibility Rating Scale (BFRS) and conducted an Internet survey of parents of individuals with autism, Asperger syndrome, and Down syndrome. A total of 726 respondents submitted usable returns during the 3-month survey period. Parent report indicated that individuals with Asperger syndrome showed the most problems in relation to the insistence on sameness as measured by the BFRS, followed by individuals with autism and Down syndrome, respectively. When diagnosis was controlled, there were no gender or age differences. This preliminary investigation suggests that the BFRS may be useful in identifying specific situations associated with an insistence on sameness. Identifying specific situations in which individuals insist on sameness or show a lack of behavioral flexibility may be useful in planning interventions focused on promoting greater behavioral flexibility. En ligne : http://dx.doi.org/10.1177/10883576060210040401 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=503 [article] Assessing Behavioral Flexibility in Individuals With Developmental Disabilities [Texte imprimé et/ou numérique] / Vanessa A. GREEN, Auteur ; Giulio E. LANCIONI, Auteur ; Jeff SIGAFOOS, Auteur ; Keenan A. PITUCH, Auteur ; Jonathan ITCHON, Auteur ; Mark O'REILLY, Auteur . - 2006 . - p.230-236. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 21-4 (Winter 2006) . - p.230-236 Index. décimale : PER Périodiques Résumé : Researchers associate an insistence on sameness or lack of behavioral flexibility with autism and Asperger syndrome, but few studies have sought to identify specific situations in which individuals insist on sameness. Along these lines, we developed the Behavioral Flexibility Rating Scale (BFRS) and conducted an Internet survey of parents of individuals with autism, Asperger syndrome, and Down syndrome. A total of 726 respondents submitted usable returns during the 3-month survey period. Parent report indicated that individuals with Asperger syndrome showed the most problems in relation to the insistence on sameness as measured by the BFRS, followed by individuals with autism and Down syndrome, respectively. When diagnosis was controlled, there were no gender or age differences. This preliminary investigation suggests that the BFRS may be useful in identifying specific situations associated with an insistence on sameness. Identifying specific situations in which individuals insist on sameness or show a lack of behavioral flexibility may be useful in planning interventions focused on promoting greater behavioral flexibility. En ligne : http://dx.doi.org/10.1177/10883576060210040401 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=503