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The effectiveness of a cross-setting complementary staff- and parent-mediated early intensive behavioral intervention for young children with ASD / Leonardo FAVA in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)
[article]
Titre : The effectiveness of a cross-setting complementary staff- and parent-mediated early intensive behavioral intervention for young children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Leonardo FAVA, Auteur ; Kristin STRAUSS, Auteur ; Giovanni VALERI, Auteur ; Lidia D’ELIA, Auteur ; Serena ARIMA, Auteur ; Stefano VICARI, Auteur Année de publication : 2011 Article en page(s) : p.1479-1492 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Parent training Treatment fidelity Early intensive behavioral intervention Treatment progress Index. décimale : PER Périodiques Résumé : We compared the effects of Early Intensive Behavioral Intervention (EIBI) and eclectic intervention in children with ASD on autism severity, developmental performance, adaptive behavior, language skills and challenging behaviors. Twelve children received cross-setting staff- and parent-mediated EIBI of centre-based one-to-one and play sessions as well as home-based sessions, including continuous parent training and supervision. A comparison group of 10 children received eclectic intervention. Standardized tests were carried out independent examiners at intake and after 6 months. The groups were equivalent on key variables at intake. The intervention group outperformed the eclectic group in measures of autism severity, developmental and language skills. Scores on adaptive behaviors revealed comparable changes in both treatment groups. Furthermore, the intervention group reduced challenging behaviors, a progress facilitated by parents that achieved treatment fidelity and gained competence to manage challenging behavior functions. Descriptive data of treatment progress showed that parental treatment provision and treatment fidelity gains indicated differential child progress in outcomes and skill mastery in learning environments. Our results show the effectiveness of a staff- and parent-mediated EIBI program for children with ASD. These findings highlight the importance of generalization across settings and persons for improving functional behavior in various learning environments that result in reduced problem behaviors and increased language and communication skills. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126
in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1479-1492[article] The effectiveness of a cross-setting complementary staff- and parent-mediated early intensive behavioral intervention for young children with ASD [Texte imprimé et/ou numérique] / Leonardo FAVA, Auteur ; Kristin STRAUSS, Auteur ; Giovanni VALERI, Auteur ; Lidia D’ELIA, Auteur ; Serena ARIMA, Auteur ; Stefano VICARI, Auteur . - 2011 . - p.1479-1492.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1479-1492
Mots-clés : Autism spectrum disorder Parent training Treatment fidelity Early intensive behavioral intervention Treatment progress Index. décimale : PER Périodiques Résumé : We compared the effects of Early Intensive Behavioral Intervention (EIBI) and eclectic intervention in children with ASD on autism severity, developmental performance, adaptive behavior, language skills and challenging behaviors. Twelve children received cross-setting staff- and parent-mediated EIBI of centre-based one-to-one and play sessions as well as home-based sessions, including continuous parent training and supervision. A comparison group of 10 children received eclectic intervention. Standardized tests were carried out independent examiners at intake and after 6 months. The groups were equivalent on key variables at intake. The intervention group outperformed the eclectic group in measures of autism severity, developmental and language skills. Scores on adaptive behaviors revealed comparable changes in both treatment groups. Furthermore, the intervention group reduced challenging behaviors, a progress facilitated by parents that achieved treatment fidelity and gained competence to manage challenging behavior functions. Descriptive data of treatment progress showed that parental treatment provision and treatment fidelity gains indicated differential child progress in outcomes and skill mastery in learning environments. Our results show the effectiveness of a staff- and parent-mediated EIBI program for children with ASD. These findings highlight the importance of generalization across settings and persons for improving functional behavior in various learning environments that result in reduced problem behaviors and increased language and communication skills. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126 The Effectiveness of Direct Instruction for Teaching Language to Children with Autism Spectrum Disorders: Identifying Materials / Jennifer B. GANZ in Journal of Autism and Developmental Disorders, 39-1 (January 2009)
[article]
Titre : The Effectiveness of Direct Instruction for Teaching Language to Children with Autism Spectrum Disorders: Identifying Materials Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer B. GANZ, Auteur ; Margaret Munro FLORES, Auteur Année de publication : 2009 Article en page(s) : p.75-83 Langues : Anglais (eng) Mots-clés : Autism-spectrum-disorders Direct-instruction Language-instruction Identifying-materials Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorders (ASD) frequently demonstrate language delays (American Psychiatric Association 2000). This study investigated the effects of a Direct Instruction (DI) language program implemented with elementary students with ASD. There is little research in the area of DI as a language intervention for students with ASD. This study examined the effectiveness of DI with regard to students’ oral language skills, specifically the identification of materials of which objects were made. A single-subject changing criterion design was employed. A functional relation between DI and oral language skills was demonstrated through replication of skill increase over three criterion changes and across three students. The results and their implications are discussed further. En ligne : http://dx.doi.org/10.1007/s10803-008-0602-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=660
in Journal of Autism and Developmental Disorders > 39-1 (January 2009) . - p.75-83[article] The Effectiveness of Direct Instruction for Teaching Language to Children with Autism Spectrum Disorders: Identifying Materials [Texte imprimé et/ou numérique] / Jennifer B. GANZ, Auteur ; Margaret Munro FLORES, Auteur . - 2009 . - p.75-83.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 39-1 (January 2009) . - p.75-83
Mots-clés : Autism-spectrum-disorders Direct-instruction Language-instruction Identifying-materials Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorders (ASD) frequently demonstrate language delays (American Psychiatric Association 2000). This study investigated the effects of a Direct Instruction (DI) language program implemented with elementary students with ASD. There is little research in the area of DI as a language intervention for students with ASD. This study examined the effectiveness of DI with regard to students’ oral language skills, specifically the identification of materials of which objects were made. A single-subject changing criterion design was employed. A functional relation between DI and oral language skills was demonstrated through replication of skill increase over three criterion changes and across three students. The results and their implications are discussed further. En ligne : http://dx.doi.org/10.1007/s10803-008-0602-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=660 The Effectiveness of Direct Instruction in Teaching Students with Autism Spectrum Disorder to Answer “Wh-” Questions / Jessica N. CADETTE in Journal of Autism and Developmental Disorders, 46-9 (September 2016)
[article]
Titre : The Effectiveness of Direct Instruction in Teaching Students with Autism Spectrum Disorder to Answer “Wh-” Questions Type de document : Texte imprimé et/ou numérique Auteurs : Jessica N. CADETTE, Auteur ; Cynthia L. WILSON, Auteur ; Michael P. BRADY, Auteur ; Charles DUKES, Auteur ; Kyle D. BENNETT, Auteur Article en page(s) : p.2968-2978 Langues : Anglais (eng) Mots-clés : Autism ASD Direct instruction Language "Wh-" questions Index. décimale : PER Périodiques Résumé : Research on the effects of Direct Instruction (DI) among students with Autism Spectrum Disorder (ASD) has only recently emerged. A benefit of DI is that it can be implemented with groups of students, which makes it potentially a cost effective method of instruction for some skills. In this study, we examined the effects of DI on teaching secondary students with ASD to answer three “wh-” questions. Using a multiple probe design across behaviors, results indicated the participants mastered two of the three “wh-” question types and made progress with the remaining question type. These results are discussed along with implications for educators instructing students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2825-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292
in Journal of Autism and Developmental Disorders > 46-9 (September 2016) . - p.2968-2978[article] The Effectiveness of Direct Instruction in Teaching Students with Autism Spectrum Disorder to Answer “Wh-” Questions [Texte imprimé et/ou numérique] / Jessica N. CADETTE, Auteur ; Cynthia L. WILSON, Auteur ; Michael P. BRADY, Auteur ; Charles DUKES, Auteur ; Kyle D. BENNETT, Auteur . - p.2968-2978.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-9 (September 2016) . - p.2968-2978
Mots-clés : Autism ASD Direct instruction Language "Wh-" questions Index. décimale : PER Périodiques Résumé : Research on the effects of Direct Instruction (DI) among students with Autism Spectrum Disorder (ASD) has only recently emerged. A benefit of DI is that it can be implemented with groups of students, which makes it potentially a cost effective method of instruction for some skills. In this study, we examined the effects of DI on teaching secondary students with ASD to answer three “wh-” questions. Using a multiple probe design across behaviors, results indicated the participants mastered two of the three “wh-” question types and made progress with the remaining question type. These results are discussed along with implications for educators instructing students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2825-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292 The Effectiveness of a Distance Peer Mentor Training Program with Military Spouses with Children with Autism / Jennifer M. D. KREMKOW in Journal of Autism and Developmental Disorders, 50-4 (April 2020)
[article]
Titre : The Effectiveness of a Distance Peer Mentor Training Program with Military Spouses with Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer M. D. KREMKOW, Auteur ; Erinn H. FINKE, Auteur Article en page(s) : p.1097-1110 Langues : Anglais (eng) Mots-clés : Autism Military families Online training Peer mentor Index. décimale : PER Périodiques Résumé : Several researchers have described a training for mentorship programs; however, few studies have examined the effects of mentor training on mentor knowledge of communication strategies taught in the training. This investigation developed and tested a distance peer mentor training for military spouses with children with autism. Results indicated prospective military spouse mentors scored significantly higher on training assessments than those in the comparison group, demonstrating they acquired knowledge and skills from the online training. Further, military spouse mentors in the training group felt the training was useful and helped prepare them to mentor other military spouses. This pilot investigation demonstrated a brief, online peer mentor training may be used to train peer mentors. En ligne : http://dx.doi.org/10.1007/s10803-019-04334-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421
in Journal of Autism and Developmental Disorders > 50-4 (April 2020) . - p.1097-1110[article] The Effectiveness of a Distance Peer Mentor Training Program with Military Spouses with Children with Autism [Texte imprimé et/ou numérique] / Jennifer M. D. KREMKOW, Auteur ; Erinn H. FINKE, Auteur . - p.1097-1110.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-4 (April 2020) . - p.1097-1110
Mots-clés : Autism Military families Online training Peer mentor Index. décimale : PER Périodiques Résumé : Several researchers have described a training for mentorship programs; however, few studies have examined the effects of mentor training on mentor knowledge of communication strategies taught in the training. This investigation developed and tested a distance peer mentor training for military spouses with children with autism. Results indicated prospective military spouse mentors scored significantly higher on training assessments than those in the comparison group, demonstrating they acquired knowledge and skills from the online training. Further, military spouse mentors in the training group felt the training was useful and helped prepare them to mentor other military spouses. This pilot investigation demonstrated a brief, online peer mentor training may be used to train peer mentors. En ligne : http://dx.doi.org/10.1007/s10803-019-04334-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421 The effectiveness of a group teaching interaction procedure for teaching social skills to young children with a pervasive developmental disorder / Justin B. LEAF in Research in Autism Spectrum Disorders, 4-2 (April-June 2010)
[article]
Titre : The effectiveness of a group teaching interaction procedure for teaching social skills to young children with a pervasive developmental disorder Type de document : Texte imprimé et/ou numérique Auteurs : Justin B. LEAF, Auteur ; Misty L. OPPENHEIM, Auteur ; Wesley H. DOTSON, Auteur ; Jan B. SHELDON, Auteur ; James A. SHERMAN, Auteur Année de publication : 2010 Article en page(s) : p.186-198 Langues : Anglais (eng) Mots-clés : Autism Social-skills Teaching-interaction Behavioral-intervention Discrete-trial-teaching Behavioral-skills-training Index. décimale : PER Périodiques Résumé : Deficits in social skills are characteristic of children with autism. Clinicians often include teaching these skills as part of comprehensive curriculum. One method of developing social skills for children with autism is the teaching interaction procedure. This procedure involves describing the behavior, providing a rational and cues when to use the behavior, dividing the skill into smaller steps, demonstrating the behavior, having the learner role play the behavior, and providing feedback. This study implemented a teaching interaction procedure as part of group social-skills instruction for five children diagnosed with an autism spectrum disorder. A multiple-probe design across behaviors and replicated across participants was used. All five participants acquired the social skills taught to them and generalization was promoted. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.09.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=973
in Research in Autism Spectrum Disorders > 4-2 (April-June 2010) . - p.186-198[article] The effectiveness of a group teaching interaction procedure for teaching social skills to young children with a pervasive developmental disorder [Texte imprimé et/ou numérique] / Justin B. LEAF, Auteur ; Misty L. OPPENHEIM, Auteur ; Wesley H. DOTSON, Auteur ; Jan B. SHELDON, Auteur ; James A. SHERMAN, Auteur . - 2010 . - p.186-198.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 4-2 (April-June 2010) . - p.186-198
Mots-clés : Autism Social-skills Teaching-interaction Behavioral-intervention Discrete-trial-teaching Behavioral-skills-training Index. décimale : PER Périodiques Résumé : Deficits in social skills are characteristic of children with autism. Clinicians often include teaching these skills as part of comprehensive curriculum. One method of developing social skills for children with autism is the teaching interaction procedure. This procedure involves describing the behavior, providing a rational and cues when to use the behavior, dividing the skill into smaller steps, demonstrating the behavior, having the learner role play the behavior, and providing feedback. This study implemented a teaching interaction procedure as part of group social-skills instruction for five children diagnosed with an autism spectrum disorder. A multiple-probe design across behaviors and replicated across participants was used. All five participants acquired the social skills taught to them and generalization was promoted. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.09.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=973 The Effectiveness of a Packaged Intervention Including Point-of-View Video Modeling in Teaching Social Initiation Skills to Children With Autism Spectrum Disorders / Jennifer Lee KOUO in Focus on Autism and Other Developmental Disabilities, 34-3 (September 2019)
PermalinkThe Effectiveness of Parent–Child Interaction Therapy for Families of Children on the Autism Spectrum / Marjorie SOLOMON in Journal of Autism and Developmental Disorders, 38-9 (October 2008)
PermalinkThe Effectiveness of Parent Management Training to Increase Self-Efficacy in Parents of Children with Asperger Syndrome / Kate SOFRONOFF in Autism, 6-3 (September 2002)
PermalinkThe effectiveness of physical activity interventions on communication and social functioning in autistic children and adolescents: A meta-analysis of controlled trials / John Sy CHAN in Autism, 25-4 (May 2021)
PermalinkThe effectiveness of Picture Exchange Communication System (PECS) training for teachers of children with autism: a pragmatic, group randomised controlled trial / Patricia HOWLIN in Journal of Child Psychology and Psychiatry, 48-5 (May 2007)
PermalinkThe Effectiveness of RAADS-R as a Screening Tool for Adult ASD Populations / Sarah L. JONES in Autism Research and Treatment, 2021 (2021)
PermalinkThe Effectiveness of a School-Based Social Cognitive Intervention on the Social Participation of Chinese Children with Autism / P. P. P. CHEUNG in Journal of Autism and Developmental Disorders, 51-6 (June 2021)
PermalinkThe effectiveness of self-management interventions for children with autism—A literature review / Elian ALJADEFF-ABERGEL in Research in Autism Spectrum Disorders, 18 (October 2015)
PermalinkThe effectiveness of semantic intervention for word-finding difficulties in college-aged students (16–19 years) with persistent Language Disorder / Lisa CAMPBELL in Autism & Developmental Language Impairments, 4 (January-December 2019)
PermalinkThe Effectiveness of Social Stories on Decreasing Disruptive Behaviors of Children with Autism: Three Case Studies / Selda OZDEMIR in Journal of Autism and Developmental Disorders, 38-9 (October 2008)
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