Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
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Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
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Mention de date : June 2023
Paru le : 01/06/2023 |
Exemplaires (1)
Code-barres | Cote | Support | Localisation | Section | Disponibilité |
---|---|---|---|---|---|
PER0002080 | PER FOC | Périodique | Centre d'Information et de Documentation du CRA Rhône-Alpes | PER - Périodiques | Exclu du prêt |
Dépouillements
Ajouter le résultat dans votre panierEffects of a Peer-Mediated Joint Attention Intervention in an Inclusive Preschool Setting / Sarah G. HANSEN in Focus on Autism and Other Developmental Disabilities, 38-2 (June 2023)
[article]
Titre : Effects of a Peer-Mediated Joint Attention Intervention in an Inclusive Preschool Setting Type de document : Texte imprimé et/ou numérique Auteurs : Sarah G. HANSEN, Auteur ; Megan MOWBRAY, Auteur ; Tracy RAULSTON, Auteur ; Amarie CARNETT, Auteur ; Christopher TULLIS, Auteur Article en page(s) : p.71-79 Langues : Anglais (eng) Mots-clés : autism spectrum disorder;joint attention;peer-mediated intervention;preschool Index. décimale : PER Périodiques Résumé : Joint attention, or shared attention to an object or event, is a pivotal skill for the development of social interactions and social communication. Joint attention typically develops in natural contexts within the first year of life. Children with autism spectrum disorder (ASD) and related developmental disabilities often experience difficulty developing joint attention. Clinical interventions to increase joint attention exist. However, there are limited studies investigating methods to incorporate joint attention interventions in inclusive preschool classrooms with peers as social partners. For young children in preschool settings, peer-mediated social skills interventions reflect natural contingencies and may promote generalization. In this study, we employed a single-case multiple baseline across child-peer dyads design to evaluate the effects of a peer-mediated joint attention intervention for children with or at risk for ASD on response to joint attention (RJA) from peer bids and initiations of joint attention (IJA) from target children with ASD. The intervention included direct instruction with a social narrative to teach three peers to initiate bids for joint attention to measure target children?s responses. Target children later received the same direct instruction to increase IJA to same-age-peers. Results indicate increased target child RJA and IJA to peers. Limitations and implications for research and practice are discussed. En ligne : http://dx.doi.org/10.1177/10883576221108111 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504
in Focus on Autism and Other Developmental Disabilities > 38-2 (June 2023) . - p.71-79[article] Effects of a Peer-Mediated Joint Attention Intervention in an Inclusive Preschool Setting [Texte imprimé et/ou numérique] / Sarah G. HANSEN, Auteur ; Megan MOWBRAY, Auteur ; Tracy RAULSTON, Auteur ; Amarie CARNETT, Auteur ; Christopher TULLIS, Auteur . - p.71-79.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 38-2 (June 2023) . - p.71-79
Mots-clés : autism spectrum disorder;joint attention;peer-mediated intervention;preschool Index. décimale : PER Périodiques Résumé : Joint attention, or shared attention to an object or event, is a pivotal skill for the development of social interactions and social communication. Joint attention typically develops in natural contexts within the first year of life. Children with autism spectrum disorder (ASD) and related developmental disabilities often experience difficulty developing joint attention. Clinical interventions to increase joint attention exist. However, there are limited studies investigating methods to incorporate joint attention interventions in inclusive preschool classrooms with peers as social partners. For young children in preschool settings, peer-mediated social skills interventions reflect natural contingencies and may promote generalization. In this study, we employed a single-case multiple baseline across child-peer dyads design to evaluate the effects of a peer-mediated joint attention intervention for children with or at risk for ASD on response to joint attention (RJA) from peer bids and initiations of joint attention (IJA) from target children with ASD. The intervention included direct instruction with a social narrative to teach three peers to initiate bids for joint attention to measure target children?s responses. Target children later received the same direct instruction to increase IJA to same-age-peers. Results indicate increased target child RJA and IJA to peers. Limitations and implications for research and practice are discussed. En ligne : http://dx.doi.org/10.1177/10883576221108111 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504 Parent-Assisted Social Skills Training for Children With Autism Spectrum Disorder: PEERS for Preschoolers / Mi N. PARK in Focus on Autism and Other Developmental Disabilities, 38-2 (June 2023)
[article]
Titre : Parent-Assisted Social Skills Training for Children With Autism Spectrum Disorder: PEERS for Preschoolers Type de document : Texte imprimé et/ou numérique Auteurs : Mi N. PARK, Auteur ; Emily E. MOULTON, Auteur ; Elizabeth A. LAUGESON, Auteur Article en page(s) : p.80-89 Langues : Anglais (eng) Mots-clés : preschool;age;autism spectrum disorders;social;skills Index. décimale : PER Périodiques Résumé : The establishment of reciprocal friendships is a challenge for many individuals with autism spectrum disorder (ASD). Social interaction difficulties emerge early, persist throughout development, and have widespread functional impact. As such, interventions focused on social functioning are needed in early intervention programs. This two-part study evaluated the outcomes of a parent-assisted social skills training (SST) program for young children with ASD. The intervention is a downward extension of the Program for the Education and Enrichment of Relational Skills (PEERS(R)), which is one of the few evidence-based SST programs for adolescents and young adults with ASD. Modifications included developmentally appropriate social skills, greater parent involvement, and behavioral strategies embedded in play-based activities. Results reveal improvements in parent ratings of social responsiveness, social cognition, and social motivation, as well as decreased (a) restricted/repetitive behaviors and interests and (b) problem behaviors. Results are promising and encourage further evaluation of this SST curriculum. En ligne : http://dx.doi.org/10.1177/10883576221110158 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504
in Focus on Autism and Other Developmental Disabilities > 38-2 (June 2023) . - p.80-89[article] Parent-Assisted Social Skills Training for Children With Autism Spectrum Disorder: PEERS for Preschoolers [Texte imprimé et/ou numérique] / Mi N. PARK, Auteur ; Emily E. MOULTON, Auteur ; Elizabeth A. LAUGESON, Auteur . - p.80-89.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 38-2 (June 2023) . - p.80-89
Mots-clés : preschool;age;autism spectrum disorders;social;skills Index. décimale : PER Périodiques Résumé : The establishment of reciprocal friendships is a challenge for many individuals with autism spectrum disorder (ASD). Social interaction difficulties emerge early, persist throughout development, and have widespread functional impact. As such, interventions focused on social functioning are needed in early intervention programs. This two-part study evaluated the outcomes of a parent-assisted social skills training (SST) program for young children with ASD. The intervention is a downward extension of the Program for the Education and Enrichment of Relational Skills (PEERS(R)), which is one of the few evidence-based SST programs for adolescents and young adults with ASD. Modifications included developmentally appropriate social skills, greater parent involvement, and behavioral strategies embedded in play-based activities. Results reveal improvements in parent ratings of social responsiveness, social cognition, and social motivation, as well as decreased (a) restricted/repetitive behaviors and interests and (b) problem behaviors. Results are promising and encourage further evaluation of this SST curriculum. En ligne : http://dx.doi.org/10.1177/10883576221110158 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504 School Challenges and Services Related to Executive Functioning for Fully Included Middle Schoolers With Autism / Amie DUNCAN in Focus on Autism and Other Developmental Disabilities, 38-2 (June 2023)
[article]
Titre : School Challenges and Services Related to Executive Functioning for Fully Included Middle Schoolers With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Amie DUNCAN, Auteur ; Sydney RISLEY, Auteur ; Angela COMBS, Auteur ; Heather M. LACEY, Auteur ; Elizabeth HAMIK, Auteur ; Chaya FERSHTMAN, Auteur ; Ellen KNEESKERN, Auteur ; Meera PATEL, Auteur ; Lori CROSBY, Auteur ; Anna M. HOOD, Auteur ; ET AL., Auteur Article en page(s) : p.90-100 Langues : Anglais (eng) Mots-clés : IEP;special education;autism spectrum disorder;middle school Index. décimale : PER Périodiques Résumé : The educational services available for fully included middle schoolers with autism spectrum disorder (ASD) in the general education setting in the United States are not well known. Even less is known about how the executive functioning (EF) deficits of such youth are addressed in the classroom. The current study sought to identify the challenges, including EF, that middle schoolers with ASD face, determine the services that they receive on their Individualized Education Program (IEP), and also explore specific strategies used to build EF skills at school. A convenience data sample was obtained from focus groups with educational personnel (n = 15), and qualitative analyses of IEPs were conducted in middle schoolers with ASD with EF deficits (n = 23). Results confirmed that social communication and EF challenges are common. Multiple services and accommodations were identified, although EF challenges were rarely targeted on IEPs. Factors that may facilitate the success of EF strategies in the classroom are discussed. En ligne : http://dx.doi.org/10.1177/10883576221110167 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504
in Focus on Autism and Other Developmental Disabilities > 38-2 (June 2023) . - p.90-100[article] School Challenges and Services Related to Executive Functioning for Fully Included Middle Schoolers With Autism [Texte imprimé et/ou numérique] / Amie DUNCAN, Auteur ; Sydney RISLEY, Auteur ; Angela COMBS, Auteur ; Heather M. LACEY, Auteur ; Elizabeth HAMIK, Auteur ; Chaya FERSHTMAN, Auteur ; Ellen KNEESKERN, Auteur ; Meera PATEL, Auteur ; Lori CROSBY, Auteur ; Anna M. HOOD, Auteur ; ET AL., Auteur . - p.90-100.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 38-2 (June 2023) . - p.90-100
Mots-clés : IEP;special education;autism spectrum disorder;middle school Index. décimale : PER Périodiques Résumé : The educational services available for fully included middle schoolers with autism spectrum disorder (ASD) in the general education setting in the United States are not well known. Even less is known about how the executive functioning (EF) deficits of such youth are addressed in the classroom. The current study sought to identify the challenges, including EF, that middle schoolers with ASD face, determine the services that they receive on their Individualized Education Program (IEP), and also explore specific strategies used to build EF skills at school. A convenience data sample was obtained from focus groups with educational personnel (n = 15), and qualitative analyses of IEPs were conducted in middle schoolers with ASD with EF deficits (n = 23). Results confirmed that social communication and EF challenges are common. Multiple services and accommodations were identified, although EF challenges were rarely targeted on IEPs. Factors that may facilitate the success of EF strategies in the classroom are discussed. En ligne : http://dx.doi.org/10.1177/10883576221110167 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504 Comparing Response Modes During Functional Communication Training: Efficacy of Acquisition and Preference for Students with Autism / Keri S. BETHUNE in Focus on Autism and Other Developmental Disabilities, 38-2 (June 2023)
[article]
Titre : Comparing Response Modes During Functional Communication Training: Efficacy of Acquisition and Preference for Students with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Keri S. BETHUNE, Auteur ; Jessica BOYLE, Auteur Article en page(s) : p.101-112 Langues : Anglais (eng) Mots-clés : functional;communication;autism spectrum disorders;communication;behavior Index. décimale : PER Périodiques Résumé : This study evaluated acquisition, preference, and generalization of two forms of augmentative and alternative communication (AAC) during functional communication training (FCT) with two students with autism spectrum disorder (ASD). Acquisition of FCT responses, using a picture-based communication system and speech-generating device (SGD; Apple iPod Touch with the Proloquo2Go), was compared. Following acquisition, preference of response mode was evaluated for each participant. Both AAC systems were made available simultaneously during FCT sessions, and data were collected on participants' initiation of functional communication (FC) on each modality. Findings indicated FC responses with the picture-based communication system and the SGD were acquired with similar rates by both participants. Furthermore, both participants demonstrated a consistent preference for the SGD as compared with the picture-based communication system. Both participants generalized the preferred FCT mode (i.e., SGD) to their classroom setting with their classroom teacher. Results indicate it is important to assess both acquisition efficiency and preference when selecting AAC systems for individuals with autism. En ligne : http://dx.doi.org/10.1177/10883576221121276 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504
in Focus on Autism and Other Developmental Disabilities > 38-2 (June 2023) . - p.101-112[article] Comparing Response Modes During Functional Communication Training: Efficacy of Acquisition and Preference for Students with Autism [Texte imprimé et/ou numérique] / Keri S. BETHUNE, Auteur ; Jessica BOYLE, Auteur . - p.101-112.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 38-2 (June 2023) . - p.101-112
Mots-clés : functional;communication;autism spectrum disorders;communication;behavior Index. décimale : PER Périodiques Résumé : This study evaluated acquisition, preference, and generalization of two forms of augmentative and alternative communication (AAC) during functional communication training (FCT) with two students with autism spectrum disorder (ASD). Acquisition of FCT responses, using a picture-based communication system and speech-generating device (SGD; Apple iPod Touch with the Proloquo2Go), was compared. Following acquisition, preference of response mode was evaluated for each participant. Both AAC systems were made available simultaneously during FCT sessions, and data were collected on participants' initiation of functional communication (FC) on each modality. Findings indicated FC responses with the picture-based communication system and the SGD were acquired with similar rates by both participants. Furthermore, both participants demonstrated a consistent preference for the SGD as compared with the picture-based communication system. Both participants generalized the preferred FCT mode (i.e., SGD) to their classroom setting with their classroom teacher. Results indicate it is important to assess both acquisition efficiency and preference when selecting AAC systems for individuals with autism. En ligne : http://dx.doi.org/10.1177/10883576221121276 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504 Evaluating the Relationship Between Performance on a Multiple-Choice Examination and Common ABA-Based Procedures / Justin B. LEAF in Focus on Autism and Other Developmental Disabilities, 38-2 (June 2023)
[article]
Titre : Evaluating the Relationship Between Performance on a Multiple-Choice Examination and Common ABA-Based Procedures Type de document : Texte imprimé et/ou numérique Auteurs : Justin B. LEAF, Auteur ; Joseph H. CIHON, Auteur ; Julia L. FERGUSON, Auteur ; Christine MILNE, Auteur ; Ronald LEAF, Auteur ; John MCEACHIN, Auteur Article en page(s) : p.113-123 Langues : Anglais (eng) Mots-clés : certification;staff assessment;staff training;training Index. décimale : PER Périodiques Résumé : To ensure the quality of training, skills developed and maintained, and expected standards for behavior analysts, several systems have been put into place across the years. Of these systems, perhaps the most widespread was the development of the Behavior Analyst Certification Board in 1998. Once all requirements are met, the final determinative step in obtaining certification is a multiple-choice examination. The use of a multiple-choice examination as the final determinative step in obtaining behavior analytic certification may create some concerns for behavior analysts. Identification of a positive correlation between the multiple-choice examination and performance may help ameliorate these concerns. The purpose of this study was to evaluate any potential correlations between scores on a popular commercially available prep examination and basic applied behavior analysis (ABA)-based autism intervention procedures with 25 professionals. Overall, the results indicated that multiple-choice examination scores were not significantly correlated with any assessments of performance. En ligne : http://dx.doi.org/10.1177/10883576221110170 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504
in Focus on Autism and Other Developmental Disabilities > 38-2 (June 2023) . - p.113-123[article] Evaluating the Relationship Between Performance on a Multiple-Choice Examination and Common ABA-Based Procedures [Texte imprimé et/ou numérique] / Justin B. LEAF, Auteur ; Joseph H. CIHON, Auteur ; Julia L. FERGUSON, Auteur ; Christine MILNE, Auteur ; Ronald LEAF, Auteur ; John MCEACHIN, Auteur . - p.113-123.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 38-2 (June 2023) . - p.113-123
Mots-clés : certification;staff assessment;staff training;training Index. décimale : PER Périodiques Résumé : To ensure the quality of training, skills developed and maintained, and expected standards for behavior analysts, several systems have been put into place across the years. Of these systems, perhaps the most widespread was the development of the Behavior Analyst Certification Board in 1998. Once all requirements are met, the final determinative step in obtaining certification is a multiple-choice examination. The use of a multiple-choice examination as the final determinative step in obtaining behavior analytic certification may create some concerns for behavior analysts. Identification of a positive correlation between the multiple-choice examination and performance may help ameliorate these concerns. The purpose of this study was to evaluate any potential correlations between scores on a popular commercially available prep examination and basic applied behavior analysis (ABA)-based autism intervention procedures with 25 professionals. Overall, the results indicated that multiple-choice examination scores were not significantly correlated with any assessments of performance. En ligne : http://dx.doi.org/10.1177/10883576221110170 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504 A Self-Monitoring Intervention to Improve the Self-Determination of Individuals With Intellectual and Developmental Disability in a Postsecondary Educational Program / Kristina N. RANDALL in Focus on Autism and Other Developmental Disabilities, 38-2 (June 2023)
[article]
Titre : A Self-Monitoring Intervention to Improve the Self-Determination of Individuals With Intellectual and Developmental Disability in a Postsecondary Educational Program Type de document : Texte imprimé et/ou numérique Auteurs : Kristina N. RANDALL, Auteur ; Joseph B. RYAN, Auteur ; Shanna E. HIRSCH, Auteur ; Abigail A. ALLEN, Auteur Article en page(s) : p.124-136 Langues : Anglais (eng) Mots-clés : intellectual disability;postsecondary;self-determination;self-monitoring Index. décimale : PER Périodiques Résumé : Self-determination skills are critical for improving life outcomes for individuals with intellectual or developmental disabilities (IDD). The recent growth of postsecondary education (PSE) programs for those with IDD has provided additional opportunities for teaching self-determination skills. This study used a multiple probe across participants design with six individuals with IDD. The intervention consisted of a self-determination choice-making curriculum along with the use of a self-monitoring checklist to increase self-determination skills. Data were analyzed using visual analysis. Results revealed gains in participants' knowledge of choice-making steps with moderate effect size gains. Implications for practice and future research are discussed. En ligne : http://dx.doi.org/10.1177/10883576221121637 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504
in Focus on Autism and Other Developmental Disabilities > 38-2 (June 2023) . - p.124-136[article] A Self-Monitoring Intervention to Improve the Self-Determination of Individuals With Intellectual and Developmental Disability in a Postsecondary Educational Program [Texte imprimé et/ou numérique] / Kristina N. RANDALL, Auteur ; Joseph B. RYAN, Auteur ; Shanna E. HIRSCH, Auteur ; Abigail A. ALLEN, Auteur . - p.124-136.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 38-2 (June 2023) . - p.124-136
Mots-clés : intellectual disability;postsecondary;self-determination;self-monitoring Index. décimale : PER Périodiques Résumé : Self-determination skills are critical for improving life outcomes for individuals with intellectual or developmental disabilities (IDD). The recent growth of postsecondary education (PSE) programs for those with IDD has provided additional opportunities for teaching self-determination skills. This study used a multiple probe across participants design with six individuals with IDD. The intervention consisted of a self-determination choice-making curriculum along with the use of a self-monitoring checklist to increase self-determination skills. Data were analyzed using visual analysis. Results revealed gains in participants' knowledge of choice-making steps with moderate effect size gains. Implications for practice and future research are discussed. En ligne : http://dx.doi.org/10.1177/10883576221121637 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504 Self-Determination Development Among College Students With Intellectual and Developmental Disabilities: A Longitudinal Study / Ayse TORRES in Focus on Autism and Other Developmental Disabilities, 38-2 (June 2023)
[article]
Titre : Self-Determination Development Among College Students With Intellectual and Developmental Disabilities: A Longitudinal Study Type de document : Texte imprimé et/ou numérique Auteurs : Ayse TORRES, Auteur ; Kelly B. KEARNEY, Auteur ; Angelica DOWNEY, Auteur ; Candice TEDESCO, Auteur Article en page(s) : p.137-143 Langues : Anglais (eng) Mots-clés : intellectual and developmental disability;inclusive postsecondary education;self-determination Index. décimale : PER Périodiques Résumé : Students with intellectual and developmental disabilities (IDD) who attend inclusive postsecondary education (IPSE) programs gain many new and beneficial skills, including independent living, social, and employability skills. Another skill set that may be strengthened by attending an IPSE program is self-determination. There is limited research available identifying the impact of IPSE programs on self-determination growth. We addressed this gap by using a longitudinal study designed to examine the changes in self-determination levels of students with IDD across 3 years in an IPSE program. Data collected from 23 students with IDD at 4 points of time within 3 years showed that there was an increasing trend in students' self-determination levels at the end of each year. The difference was highly significant between the baseline and the end of the third year. This suggests that IPSE programs can play a critical role in the improvement of the self-determination levels in students with IDD. Implications and future research are discussed. En ligne : http://dx.doi.org/10.1177/10883576221133491 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504
in Focus on Autism and Other Developmental Disabilities > 38-2 (June 2023) . - p.137-143[article] Self-Determination Development Among College Students With Intellectual and Developmental Disabilities: A Longitudinal Study [Texte imprimé et/ou numérique] / Ayse TORRES, Auteur ; Kelly B. KEARNEY, Auteur ; Angelica DOWNEY, Auteur ; Candice TEDESCO, Auteur . - p.137-143.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 38-2 (June 2023) . - p.137-143
Mots-clés : intellectual and developmental disability;inclusive postsecondary education;self-determination Index. décimale : PER Périodiques Résumé : Students with intellectual and developmental disabilities (IDD) who attend inclusive postsecondary education (IPSE) programs gain many new and beneficial skills, including independent living, social, and employability skills. Another skill set that may be strengthened by attending an IPSE program is self-determination. There is limited research available identifying the impact of IPSE programs on self-determination growth. We addressed this gap by using a longitudinal study designed to examine the changes in self-determination levels of students with IDD across 3 years in an IPSE program. Data collected from 23 students with IDD at 4 points of time within 3 years showed that there was an increasing trend in students' self-determination levels at the end of each year. The difference was highly significant between the baseline and the end of the third year. This suggests that IPSE programs can play a critical role in the improvement of the self-determination levels in students with IDD. Implications and future research are discussed. En ligne : http://dx.doi.org/10.1177/10883576221133491 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504