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The Effects of a Peer-Delivered Social Skills Intervention for Adults with Comorbid Down Syndrome and Autism Spectrum Disorder / M. A. C. DAVIS in Journal of Autism and Developmental Disorders, 48-6 (June 2018)
[article]
Titre : The Effects of a Peer-Delivered Social Skills Intervention for Adults with Comorbid Down Syndrome and Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : M. A. C. DAVIS, Auteur ; A. SPRIGGS, Auteur ; A. RODGERS, Auteur ; J. CAMPBELL, Auteur Article en page(s) : p.1869-1885 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Comorbid diagnosis Down syndrome Intervention Peers Single case Social skills Index. décimale : PER Périodiques Résumé : Deficits in social skills are often exhibited in individuals with comorbid Down syndrome (DS) and autism spectrum disorder (ASD), and there is a paucity of research to help guide intervention for this population. In the present study, a multiple probe study across behaviors, replicated across participants, assessed the effectiveness of peer-delivered simultaneous prompting in teaching socials skills to adults with DS-ASD using visual analysis techniques and Tau-U statistics to measure effect. Peer-mediators with DS and intellectual disability (ID) delivered simultaneous prompting sessions reliably (i.e., > 80% reliability) to teach social skills to adults with ID and a dual-diagnoses of DS-ASD with small (Tau Weighted = .55, 90% CI [.29, .82]) to medium effects (Tau Weighted = .75, 90% CI [.44, 1]). Statistical and visual analysis findings suggest a promising social skills intervention for individuals with DS-ASD as well as reliable delivery of simultaneous prompting procedures by individuals with DS. En ligne : http://dx.doi.org/10.1007/s10803-017-3437-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=361
in Journal of Autism and Developmental Disorders > 48-6 (June 2018) . - p.1869-1885[article] The Effects of a Peer-Delivered Social Skills Intervention for Adults with Comorbid Down Syndrome and Autism Spectrum Disorder [Texte imprimé et/ou numérique] / M. A. C. DAVIS, Auteur ; A. SPRIGGS, Auteur ; A. RODGERS, Auteur ; J. CAMPBELL, Auteur . - p.1869-1885.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-6 (June 2018) . - p.1869-1885
Mots-clés : Autism spectrum disorder Comorbid diagnosis Down syndrome Intervention Peers Single case Social skills Index. décimale : PER Périodiques Résumé : Deficits in social skills are often exhibited in individuals with comorbid Down syndrome (DS) and autism spectrum disorder (ASD), and there is a paucity of research to help guide intervention for this population. In the present study, a multiple probe study across behaviors, replicated across participants, assessed the effectiveness of peer-delivered simultaneous prompting in teaching socials skills to adults with DS-ASD using visual analysis techniques and Tau-U statistics to measure effect. Peer-mediators with DS and intellectual disability (ID) delivered simultaneous prompting sessions reliably (i.e., > 80% reliability) to teach social skills to adults with ID and a dual-diagnoses of DS-ASD with small (Tau Weighted = .55, 90% CI [.29, .82]) to medium effects (Tau Weighted = .75, 90% CI [.44, 1]). Statistical and visual analysis findings suggest a promising social skills intervention for individuals with DS-ASD as well as reliable delivery of simultaneous prompting procedures by individuals with DS. En ligne : http://dx.doi.org/10.1007/s10803-017-3437-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=361 The Effects of Physical Exercise on Stereotypic Behaviors in Autism: Small-n Meta-Analyses / Christopher W. TARR in Focus on Autism and Other Developmental Disabilities, 35-1 (March 2020)
[article]
Titre : The Effects of Physical Exercise on Stereotypic Behaviors in Autism: Small-n Meta-Analyses Type de document : Texte imprimé et/ou numérique Auteurs : Christopher W. TARR, Auteur ; Ashlea RINEER-HERSHEY, Auteur ; Karen LARWIN, Auteur Article en page(s) : p.26-35 Langues : Anglais (eng) Mots-clés : autism spectrum disorders self-stimulatory behavior intervention antecedent modifications positive behavior supports Index. décimale : PER Périodiques Résumé : Physical exercise has shown the potential to reduce stereotypic behaviors. The current investigation conducted three meta-analyses on the effects of physical exercise on stereotypic behaviors in individuals with autism. Study 1 produced four aggregate score studies (n = 54) that included nine effect sizes ranging from d = ?.85 to .31. Study 1 yielded an overall effect size of d = ?.463. Study 2 produced six single subject design studies (n = 13) that included 48 effect sizes ranging from d = ?1 to .5156. Study 2 yielded an overall effect size of d = ?.456. Study 3 combined all 10 studies (n = 67) that included effect sizes ranging from d = ?1 to .5156. The n = 10 articles combined produced an overall effect size of d = ?.456. The effect sizes demonstrate that physical exercise does have the potential to decrease stereotypic behaviors in individuals with autism. En ligne : https://doi.org/10.1177/1088357619881220 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417
in Focus on Autism and Other Developmental Disabilities > 35-1 (March 2020) . - p.26-35[article] The Effects of Physical Exercise on Stereotypic Behaviors in Autism: Small-n Meta-Analyses [Texte imprimé et/ou numérique] / Christopher W. TARR, Auteur ; Ashlea RINEER-HERSHEY, Auteur ; Karen LARWIN, Auteur . - p.26-35.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 35-1 (March 2020) . - p.26-35
Mots-clés : autism spectrum disorders self-stimulatory behavior intervention antecedent modifications positive behavior supports Index. décimale : PER Périodiques Résumé : Physical exercise has shown the potential to reduce stereotypic behaviors. The current investigation conducted three meta-analyses on the effects of physical exercise on stereotypic behaviors in individuals with autism. Study 1 produced four aggregate score studies (n = 54) that included nine effect sizes ranging from d = ?.85 to .31. Study 1 yielded an overall effect size of d = ?.463. Study 2 produced six single subject design studies (n = 13) that included 48 effect sizes ranging from d = ?1 to .5156. Study 2 yielded an overall effect size of d = ?.456. Study 3 combined all 10 studies (n = 67) that included effect sizes ranging from d = ?1 to .5156. The n = 10 articles combined produced an overall effect size of d = ?.456. The effect sizes demonstrate that physical exercise does have the potential to decrease stereotypic behaviors in individuals with autism. En ligne : https://doi.org/10.1177/1088357619881220 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417 The effects of a physical exercise program, LEGOR and Minecraft activities on anxiety in underserved children with autism spectrum disorder / Jean- G. GEHRICKE in Research in Autism Spectrum Disorders, 97 (September 2022)
[article]
Titre : The effects of a physical exercise program, LEGOR and Minecraft activities on anxiety in underserved children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jean- G. GEHRICKE, Auteur ; Lea Ann LOWERY, Auteur ; Sharina Dyan ALEJO, Auteur ; Meghan DAWSON, Auteur ; James CHAN, Auteur ; Robert A. PARKER, Auteur ; Abigail ARCHIBALD, Auteur ; Angelina LO, Auteur ; Hazel BENAVIDEZ, Auteur ; Tanya SAINI, Auteur ; Karen A. KUHLTHAU, Auteur ; Yulissa TRUJILLO, Auteur ; Olivia GRIGAUX, Auteur ; Samantha CADONDON, Auteur ; Mariel BACONAWA, Auteur ; Katherine BELLESHEIM, Auteur ; Megan SWEENEY, Auteur ; Fadia HADDAD, Auteur ; Shlomit RADOM-AIZIK, Auteur Article en page(s) : 102005 Langues : Anglais (eng) Mots-clés : Autism Stress management Exercise Salivary cortisol Index. décimale : PER Périodiques Résumé : Background Anxiety is a frequent comorbidity in children with autism spectrum disorder (ASD). Physical exercise is a low cost and easy-to-access intervention with therapeutic benefits for reducing anxiety in adults and adolescents. There are currently no randomized controlled trials on the feasibility and efficacy of a physical exercise intervention to reduce anxiety in younger children with ASD. Method 148 children (6 “12 years old) with ASD were randomized into a clinical trial to evaluate the efficacy of an 8-week exercise protocol designed to reduce anxiety specifically in younger children with ASD. Participants were randomized to an exercise intervention group (NÂ =Â 76) or sedentary activity LEGO/Minecraft group (NÂ =Â 72). Both programs were administered 1 “3 times weekly for 8 weeks. Anxiety was assessed via parent ratings with the Child Behavior Checklist DSM-5 anxiety subscale (CBCL DSM-5) at weeks 1, 3, 6, and 8 as well as follow up at weeks 12 and 16. Secondary outcome measures included child self-reported anxiety (Screen for Child Anxiety Related Disorders; SCARED), sleep (Child’s Sleep Habits Questionnaire, CSHQ-ATN), physical activity level (Physical Activity Questionnaire, PAQ-C), and salivary cortisol measured at weeks 1, 3, 6, and 8. Results Parent-rated (CBCL DSM-5) and self-reported (SCARED) anxiety scores showed improvements at weeks 3, 6 and 8 in both groups with no significant differences between the physical exercise and sedentary activity (LEGO/Minecraft) groups. In addition, the CBCL DSM-5 anxiety scores decreased only in the physical exercise group at weeks 12 and 16 compared to baseline with no significant difference from LEGO/Minecraft group. Sleep also showed improvements during weeks 6 and 8 in the physical exercise group but not in the LEGO/Minecraft group with no significant differences between the groups. Physical activity level was significantly increased in the physical exercise group compared to the LEGO/Minecraft group at week 8. Salivary cortisol did not show any significant changes from weeks 1 “8 or differences between groups. Conclusion Eight-week physical exercise and sedentary LEGO/Minecraft interventions reduced parent-rated and self-reported anxiety in 6 “12-year-old underserved children with ASD with no significant difference between the intervention groups. En ligne : https://doi.org/10.1016/j.rasd.2022.102005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486
in Research in Autism Spectrum Disorders > 97 (September 2022) . - 102005[article] The effects of a physical exercise program, LEGOR and Minecraft activities on anxiety in underserved children with autism spectrum disorder [Texte imprimé et/ou numérique] / Jean- G. GEHRICKE, Auteur ; Lea Ann LOWERY, Auteur ; Sharina Dyan ALEJO, Auteur ; Meghan DAWSON, Auteur ; James CHAN, Auteur ; Robert A. PARKER, Auteur ; Abigail ARCHIBALD, Auteur ; Angelina LO, Auteur ; Hazel BENAVIDEZ, Auteur ; Tanya SAINI, Auteur ; Karen A. KUHLTHAU, Auteur ; Yulissa TRUJILLO, Auteur ; Olivia GRIGAUX, Auteur ; Samantha CADONDON, Auteur ; Mariel BACONAWA, Auteur ; Katherine BELLESHEIM, Auteur ; Megan SWEENEY, Auteur ; Fadia HADDAD, Auteur ; Shlomit RADOM-AIZIK, Auteur . - 102005.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 97 (September 2022) . - 102005
Mots-clés : Autism Stress management Exercise Salivary cortisol Index. décimale : PER Périodiques Résumé : Background Anxiety is a frequent comorbidity in children with autism spectrum disorder (ASD). Physical exercise is a low cost and easy-to-access intervention with therapeutic benefits for reducing anxiety in adults and adolescents. There are currently no randomized controlled trials on the feasibility and efficacy of a physical exercise intervention to reduce anxiety in younger children with ASD. Method 148 children (6 “12 years old) with ASD were randomized into a clinical trial to evaluate the efficacy of an 8-week exercise protocol designed to reduce anxiety specifically in younger children with ASD. Participants were randomized to an exercise intervention group (NÂ =Â 76) or sedentary activity LEGO/Minecraft group (NÂ =Â 72). Both programs were administered 1 “3 times weekly for 8 weeks. Anxiety was assessed via parent ratings with the Child Behavior Checklist DSM-5 anxiety subscale (CBCL DSM-5) at weeks 1, 3, 6, and 8 as well as follow up at weeks 12 and 16. Secondary outcome measures included child self-reported anxiety (Screen for Child Anxiety Related Disorders; SCARED), sleep (Child’s Sleep Habits Questionnaire, CSHQ-ATN), physical activity level (Physical Activity Questionnaire, PAQ-C), and salivary cortisol measured at weeks 1, 3, 6, and 8. Results Parent-rated (CBCL DSM-5) and self-reported (SCARED) anxiety scores showed improvements at weeks 3, 6 and 8 in both groups with no significant differences between the physical exercise and sedentary activity (LEGO/Minecraft) groups. In addition, the CBCL DSM-5 anxiety scores decreased only in the physical exercise group at weeks 12 and 16 compared to baseline with no significant difference from LEGO/Minecraft group. Sleep also showed improvements during weeks 6 and 8 in the physical exercise group but not in the LEGO/Minecraft group with no significant differences between the groups. Physical activity level was significantly increased in the physical exercise group compared to the LEGO/Minecraft group at week 8. Salivary cortisol did not show any significant changes from weeks 1 “8 or differences between groups. Conclusion Eight-week physical exercise and sedentary LEGO/Minecraft interventions reduced parent-rated and self-reported anxiety in 6 “12-year-old underserved children with ASD with no significant difference between the intervention groups. En ligne : https://doi.org/10.1016/j.rasd.2022.102005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486 The Effects of a Picture Activity Schedule for Students With Intellectual Disability to Complete a Sequence of Tasks Following Verbal Directions / Cari DUTTLINGER in Focus on Autism and Other Developmental Disabilities, 28-1 (March 2013)
[article]
Titre : The Effects of a Picture Activity Schedule for Students With Intellectual Disability to Complete a Sequence of Tasks Following Verbal Directions Type de document : Texte imprimé et/ou numérique Auteurs : Cari DUTTLINGER, Auteur ; Kevin M. AYRES, Auteur ; Alicia BEVILL-DAVIS, Auteur ; Karen H. DOUGLAS, Auteur Article en page(s) : p.32-43 Mots-clés : intellectual disability middle school picture activity schedule independence Index. décimale : PER Périodiques Résumé : We investigated instruction of independent creation of picture activity schedules (PASs) and how four middle school students with intellectual disability used them to complete tasks independently. A withdrawal design (A-BC-B-A-B) was used to evaluate whether the intervention had an effect on the dependent variable and to test for generalization to a community setting in a pre/post format. After instruction on the PAS, participants learned to self-manage a strategy that served as a reminder for the tasks they needed to complete. All participants exhibited increased abilities to complete a sequence of three or five tasks following verbal directions when using the PAS as compared with the conditions where no PAS was utilized. In addition, these results generalized to the community setting of a mall food court. Our findings have implications for enhancing the independent functioning of individuals with intellectual disability and reducing reliance on others, with the potential for greater levels of self-determination. En ligne : http://dx.doi.org/10.1177/1088357612460572 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191
in Focus on Autism and Other Developmental Disabilities > 28-1 (March 2013) . - p.32-43[article] The Effects of a Picture Activity Schedule for Students With Intellectual Disability to Complete a Sequence of Tasks Following Verbal Directions [Texte imprimé et/ou numérique] / Cari DUTTLINGER, Auteur ; Kevin M. AYRES, Auteur ; Alicia BEVILL-DAVIS, Auteur ; Karen H. DOUGLAS, Auteur . - p.32-43.
in Focus on Autism and Other Developmental Disabilities > 28-1 (March 2013) . - p.32-43
Mots-clés : intellectual disability middle school picture activity schedule independence Index. décimale : PER Périodiques Résumé : We investigated instruction of independent creation of picture activity schedules (PASs) and how four middle school students with intellectual disability used them to complete tasks independently. A withdrawal design (A-BC-B-A-B) was used to evaluate whether the intervention had an effect on the dependent variable and to test for generalization to a community setting in a pre/post format. After instruction on the PAS, participants learned to self-manage a strategy that served as a reminder for the tasks they needed to complete. All participants exhibited increased abilities to complete a sequence of three or five tasks following verbal directions when using the PAS as compared with the conditions where no PAS was utilized. In addition, these results generalized to the community setting of a mall food court. Our findings have implications for enhancing the independent functioning of individuals with intellectual disability and reducing reliance on others, with the potential for greater levels of self-determination. En ligne : http://dx.doi.org/10.1177/1088357612460572 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191 The effects of pre- and postnatal depression in fathers: a natural experiment comparing the effects of exposure to depression on offspring / Paul G. RAMCHANDANI in Journal of Child Psychology and Psychiatry, 49-10 (October 2008)
[article]
Titre : The effects of pre- and postnatal depression in fathers: a natural experiment comparing the effects of exposure to depression on offspring Type de document : Texte imprimé et/ou numérique Auteurs : Paul G. RAMCHANDANI, Auteur ; Thomas G. O'CONNOR, Auteur ; Lynne MURRAY, Auteur ; Jon HERON, Auteur ; Alan STEIN, Auteur ; Jonathan P. EVANS, Auteur Année de publication : 2008 Article en page(s) : p.1069-1078 Langues : Anglais (eng) Mots-clés : Depression child-behavioural-problems perinatal fathers ALSPAC Index. décimale : PER Périodiques Résumé : Background: Depression in fathers in the postnatal period is associated with an increased risk of behavioural problems in their offspring, particularly for boys. The aim of this study was to examine for differential effects of depression in fathers on children's subsequent psychological functioning via a natural experiment comparing prenatal and postnatal exposure.
Methods: In a longitudinal population cohort study (the Avon Longitudinal Study of Parents and Children (ALSPAC)) we examined the associations between depression in fathers measured in the prenatal and postnatal period (measured using the Edinburgh Postnatal Depression Scale), and later behavioural/emotional and psychiatric problems in their children, assessed at ages 3½ and 7 years.
Results: Children whose fathers were depressed in both the prenatal and postnatal periods had the highest risks of subsequent psychopathology, measured by total problems at age 3½ years (Odds Ratio 3.55; 95% confidence interval 2.07, 6.08) and psychiatric diagnosis at age 7 years (OR 2.54; 1.19, 5.41). Few differences emerged when prenatal and postnatal depression exposure were directly compared, but when compared to fathers who were not depressed, boys whose fathers had postnatal depression only had higher rates of conduct problems aged 3½ years (OR 2.14; 1.22, 3.72) whereas sons of the prenatal group did not (OR 1.41; .75, 2.65). These associations changed little when controlling for maternal depression and other potential confounding factors.
Conclusions: The findings of this study suggest that the increased risk of later conduct problems, seen particularly in the sons of depressed fathers, maybe partly mediated through environmental means. In addition, children whose fathers are more chronically depressed appear to be at a higher risk of emotional and behavioural problems. Efforts to identify the precise mechanisms by which transmission of risk may occur should be encouraged to enable the development of focused interventions to mitigate risks for young children.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.02000.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=607
in Journal of Child Psychology and Psychiatry > 49-10 (October 2008) . - p.1069-1078[article] The effects of pre- and postnatal depression in fathers: a natural experiment comparing the effects of exposure to depression on offspring [Texte imprimé et/ou numérique] / Paul G. RAMCHANDANI, Auteur ; Thomas G. O'CONNOR, Auteur ; Lynne MURRAY, Auteur ; Jon HERON, Auteur ; Alan STEIN, Auteur ; Jonathan P. EVANS, Auteur . - 2008 . - p.1069-1078.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 49-10 (October 2008) . - p.1069-1078
Mots-clés : Depression child-behavioural-problems perinatal fathers ALSPAC Index. décimale : PER Périodiques Résumé : Background: Depression in fathers in the postnatal period is associated with an increased risk of behavioural problems in their offspring, particularly for boys. The aim of this study was to examine for differential effects of depression in fathers on children's subsequent psychological functioning via a natural experiment comparing prenatal and postnatal exposure.
Methods: In a longitudinal population cohort study (the Avon Longitudinal Study of Parents and Children (ALSPAC)) we examined the associations between depression in fathers measured in the prenatal and postnatal period (measured using the Edinburgh Postnatal Depression Scale), and later behavioural/emotional and psychiatric problems in their children, assessed at ages 3½ and 7 years.
Results: Children whose fathers were depressed in both the prenatal and postnatal periods had the highest risks of subsequent psychopathology, measured by total problems at age 3½ years (Odds Ratio 3.55; 95% confidence interval 2.07, 6.08) and psychiatric diagnosis at age 7 years (OR 2.54; 1.19, 5.41). Few differences emerged when prenatal and postnatal depression exposure were directly compared, but when compared to fathers who were not depressed, boys whose fathers had postnatal depression only had higher rates of conduct problems aged 3½ years (OR 2.14; 1.22, 3.72) whereas sons of the prenatal group did not (OR 1.41; .75, 2.65). These associations changed little when controlling for maternal depression and other potential confounding factors.
Conclusions: The findings of this study suggest that the increased risk of later conduct problems, seen particularly in the sons of depressed fathers, maybe partly mediated through environmental means. In addition, children whose fathers are more chronically depressed appear to be at a higher risk of emotional and behavioural problems. Efforts to identify the precise mechanisms by which transmission of risk may occur should be encouraged to enable the development of focused interventions to mitigate risks for young children.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.02000.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=607 The Effects of Prelinguistic Milieu Teaching Implemented in Classrooms for Preschoolers With or at Risk for Autism Spectrum Disorder / Ashley H. DUBIN in Focus on Autism and Other Developmental Disabilities, 35-2 (June 2020)
PermalinkThe effects of premature birth on parents and their relationship / Mary Anne TRAUSE in Developmental Medicine & Child Neurology, 25-4 (August 1983)
PermalinkThe Effects of Primary Division, Student-mediated Conflict Resolution Programs on Playground Aggression / Charles E. CUNNINGHAM in Journal of Child Psychology and Psychiatry, 39-5 (July 1998)
PermalinkThe effects of protein energy malnutrition in early childhood on intellectual and motor abilities in later childhood and adolescence / Jan HOORWEG in Developmental Medicine & Child Neurology, 18-3 (June 1976)
PermalinkThe effects of residential setting on the quality of life of adults with autism spectrum conditions / Jenny ALVAREZ in Good Autism Practice - GAP, 9-2 (October 2008)
PermalinkThe Effects of Rhythm and Robotic Interventions on the Imitation/Praxis, Interpersonal Synchrony, and Motor Performance of Children with Autism Spectrum Disorder (ASD): A Pilot Randomized Controlled Trial / S. M. SRINIVASAN in Autism Research and Treatment, 2015 (2015)
PermalinkThe Effects of Rumination on the Timing of Maternal and Child Negative Affect / Meir FLANCBAUM in Journal of Clinical Child & Adolescent Psychology, 40-4 (July-August 2011)
PermalinkThe effects of script-fading and a Lag-1 schedule on varied social responding in children with autism / Ronald LEE in Research in Autism Spectrum Disorders, 8-4 (April 2014)
PermalinkThe effects of severe psychosocial deprivation and foster care intervention on cognitive development at 8 years of age: findings from the Bucharest Early Intervention Project / Nathan A. FOX in Journal of Child Psychology and Psychiatry, 52-9 (September 2011)
PermalinkThe effects of sex, birth order and admission to a special care baby unit on the fear of strangers reaction of infants / D. H. GARROW in Developmental Medicine & Child Neurology, 27-5 (October 1985)
PermalinkThe Effects of a Shared Reading Intervention on Narrative Story Comprehension and Task Engagement of Students with Autism Spectrum Disorder / So Yeon KIM in Journal of Autism and Developmental Disorders, 48-10 (October 2018)
PermalinkThe effects of sleep extension and sleep hygiene advice on sleep and depressive symptoms in adolescents: a randomized controlled trial / J. F. DEWALD-KAUFMANN in Journal of Child Psychology and Psychiatry, 55-3 (March 2014)
PermalinkThe effects of a sleep-focused smartphone application on insomnia and depressive symptoms: a randomised controlled trial and mediation analysis / Aliza WERNER-SEIDLER in Journal of Child Psychology and Psychiatry, 64-9 (September 2023)
PermalinkThe Effects of a Social Skills Training Package on Social Engagement of Children With Autism Spectrum Disorders in a Generalized Recess Setting / Keith C. RADLEY in Focus on Autism and Other Developmental Disabilities, 29-4 (December 2014)
PermalinkThe Effects of Solve It! on the Mathematical Word Problem Solving Ability of Adolescents With Autism Spectrum Disorders / Peggy J. SCHAEFER WHITBY in Focus on Autism and Other Developmental Disabilities, 28-2 (June 2013)
PermalinkThe Effects of Stability Ball Seating on the Behavior of Children with Autism During Instructional Activities / Trish KROMBACH in Journal of Autism and Developmental Disorders, 50-2 (February 2020)
PermalinkThe effects of staff training on staff confidence and challenging behavior in services for people with autism spectrum disorders / Andrew MCDONNELL in Research in Autism Spectrum Disorders, 2-2 (April-June 2008)
PermalinkThe Effects of Storytelling With or Without Social Contextual Information Regarding Eye Gaze and Visual Attention in Children with Autistic Spectrum Disorder and Typical Development: A Randomized, Controlled Eye-Tracking Study / W. Y. F. TANG in Journal of Autism and Developmental Disorders, 52-3 (March 2022)
PermalinkThe Effects of a Teacher-Implemented Video-Enhanced Activity Schedule Intervention on the Mathematical Skills and Collateral Behaviors of Students with Autism / Mark O'REILLY ; Laci WATKINS ; Russell LANG ; Nataly LIM ; Katy DAVENPORT ; Caitlin MURPHY in Journal of Autism and Developmental Disorders, 53-2 (February 2023)
PermalinkThe Effects of a Technology-Based Self-monitoring Intervention on On-Task, Disruptive, and Task-Completion Behaviors for Adolescents with Autism / R. ROSENBLOOM in Journal of Autism and Developmental Disorders, 49-12 (December 2019)
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