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PER : Périodiques |
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The 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)
[article]
Titre : The Effects of Stability Ball Seating on the Behavior of Children with Autism During Instructional Activities Type de document : Texte imprimé et/ou numérique Auteurs : Trish KROMBACH, Auteur ; Raymond MILTENBERGER, Auteur Article en page(s) : p.551-559 Langues : Anglais (eng) Mots-clés : Academic behavior Attending Autism Stability balls Index. décimale : PER Périodiques Résumé : Children with ASD often display behavior problems that can lead to academic and social disruptions. This has led to the introduction of stability balls as an alternative seating method for children, both on the autism spectrum and with other needs. This study used a multiple baseline design and duration data to evaluate the effects of stability ball seating on attending and in-seat behavior for children with ASD who received ABA therapy in their homes. The intervention replaced their standard seating method with a stability ball. In the final phase participants chose their own seating method before beginning table work to assess preference. Following intervention the stability ball was found to increase both attending and in-seat durations for children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-019-04283-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416
in Journal of Autism and Developmental Disorders > 50-2 (February 2020) . - p.551-559[article] The Effects of Stability Ball Seating on the Behavior of Children with Autism During Instructional Activities [Texte imprimé et/ou numérique] / Trish KROMBACH, Auteur ; Raymond MILTENBERGER, Auteur . - p.551-559.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-2 (February 2020) . - p.551-559
Mots-clés : Academic behavior Attending Autism Stability balls Index. décimale : PER Périodiques Résumé : Children with ASD often display behavior problems that can lead to academic and social disruptions. This has led to the introduction of stability balls as an alternative seating method for children, both on the autism spectrum and with other needs. This study used a multiple baseline design and duration data to evaluate the effects of stability ball seating on attending and in-seat behavior for children with ASD who received ABA therapy in their homes. The intervention replaced their standard seating method with a stability ball. In the final phase participants chose their own seating method before beginning table work to assess preference. Following intervention the stability ball was found to increase both attending and in-seat durations for children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-019-04283-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416 The 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)
[article]
Titre : The effects of staff training on staff confidence and challenging behavior in services for people with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Andrew MCDONNELL, Auteur ; Peter STURMEY, Auteur ; Chris OLIVER, Auteur ; Joanna CUNNINGHAM, Auteur ; Samira HAYES, Auteur ; Martin GALVIN, Auteur ; Caroline WALSHE, Auteur ; Cathy CUNNINGHAM, Auteur Année de publication : 2008 Article en page(s) : p.311-319 Langues : Anglais (eng) Mots-clés : Confidence Training Physical-intervention Index. décimale : PER Périodiques Résumé : The effects of a 3-day training course in the management of aggressive behavior in services for people with autism spectrum disorders were investigated using a quasi-experimental design. An experimental group received training over a 10-month period and a contrast group, which had received training before this study, did not. Staff training increased carer confidence, but there were no training effects of measures of staff coping, support or perceived control of challenging behaviors. Staff reports of service user challenging behavior management difficulties decreased in both the experimental and contrast groups. This study showed that staff training can increase staff confidence in managing aggression in people with autism spectrum disorders. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.08.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425
in Research in Autism Spectrum Disorders > 2-2 (April-June 2008) . - p.311-319[article] The effects of staff training on staff confidence and challenging behavior in services for people with autism spectrum disorders [Texte imprimé et/ou numérique] / Andrew MCDONNELL, Auteur ; Peter STURMEY, Auteur ; Chris OLIVER, Auteur ; Joanna CUNNINGHAM, Auteur ; Samira HAYES, Auteur ; Martin GALVIN, Auteur ; Caroline WALSHE, Auteur ; Cathy CUNNINGHAM, Auteur . - 2008 . - p.311-319.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 2-2 (April-June 2008) . - p.311-319
Mots-clés : Confidence Training Physical-intervention Index. décimale : PER Périodiques Résumé : The effects of a 3-day training course in the management of aggressive behavior in services for people with autism spectrum disorders were investigated using a quasi-experimental design. An experimental group received training over a 10-month period and a contrast group, which had received training before this study, did not. Staff training increased carer confidence, but there were no training effects of measures of staff coping, support or perceived control of challenging behaviors. Staff reports of service user challenging behavior management difficulties decreased in both the experimental and contrast groups. This study showed that staff training can increase staff confidence in managing aggression in people with autism spectrum disorders. En ligne : http://dx.doi.org/10.1016/j.rasd.2007.08.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425 The 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)
[article]
Titre : The 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 Type de document : Texte imprimé et/ou numérique Auteurs : W. Y. F. TANG, Auteur ; K. N. K. FONG, Auteur ; R. C. K. CHUNG, Auteur Article en page(s) : p.1257-1267 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Child Communication Eye-Tracking Technology Fixation, Ocular Humans Research Design Autism spectrum disorder Eye tracking Occupational therapy Social contextual information Storytelling Index. décimale : PER Périodiques Résumé : This study examined the effects of storytelling with or without contextual information on children with autism spectrum disorder (ASD) and typical development (TD) using eye-tracker. They were randomized into two groups-the stories included and did not include social contextual information respectively. Training was delivered in groups, with eight sessions across four weeks, 30 min/session. Participants' fixation duration, visit duration, and fixation count on human faces from 20 photos and a video were recorded. Our findings revealed that storytelling with social contextual information enhanced participants' eye gazes on eyes/ faces in static information (photos) for both children with ASD and TD, but the same advantage could not be seen for children with ASD in regard to dynamic information (videos).Clinical Trial Registration Number (URL: http://www.clinicaltrials.gov ): NCT04587557. En ligne : http://dx.doi.org/10.1007/s10803-021-05012-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455
in Journal of Autism and Developmental Disorders > 52-3 (March 2022) . - p.1257-1267[article] The 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 [Texte imprimé et/ou numérique] / W. Y. F. TANG, Auteur ; K. N. K. FONG, Auteur ; R. C. K. CHUNG, Auteur . - p.1257-1267.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-3 (March 2022) . - p.1257-1267
Mots-clés : Autism Spectrum Disorder Child Communication Eye-Tracking Technology Fixation, Ocular Humans Research Design Autism spectrum disorder Eye tracking Occupational therapy Social contextual information Storytelling Index. décimale : PER Périodiques Résumé : This study examined the effects of storytelling with or without contextual information on children with autism spectrum disorder (ASD) and typical development (TD) using eye-tracker. They were randomized into two groups-the stories included and did not include social contextual information respectively. Training was delivered in groups, with eight sessions across four weeks, 30 min/session. Participants' fixation duration, visit duration, and fixation count on human faces from 20 photos and a video were recorded. Our findings revealed that storytelling with social contextual information enhanced participants' eye gazes on eyes/ faces in static information (photos) for both children with ASD and TD, but the same advantage could not be seen for children with ASD in regard to dynamic information (videos).Clinical Trial Registration Number (URL: http://www.clinicaltrials.gov ): NCT04587557. En ligne : http://dx.doi.org/10.1007/s10803-021-05012-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455 The 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)
[article]
Titre : The Effects of a Teacher-Implemented Video-Enhanced Activity Schedule Intervention on the Mathematical Skills and Collateral Behaviors of Students with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Mark O'REILLY, Auteur ; Laci WATKINS, Auteur ; Russell LANG, Auteur ; Nataly LIM, Auteur ; Katy DAVENPORT, Auteur ; Caitlin MURPHY, Auteur Article en page(s) : p.553-568 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study used a multiple probe design to evaluate the effects of a teacher-implemented video-schedule intervention on the mathematical skills and untargeted challenging behaviors of five elementary-school students with autism. Results indicated that the intervention was effective in improving participants' academic performance, and a decrease in the level of challenging behaviors and stereotypy was observed for participants following the introduction of intervention. Additionally, academic gains generalized across academic problems and to a small group setting, suggesting that this technology-based intervention is an efficient use of instructional time. Future research targeting a variety of academic skills and examining intervention implementation by additional practitioners (e.g., teaching assistants) is warranted. En ligne : https://doi.org/10.1007/s10803-020-04495-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=495
in Journal of Autism and Developmental Disorders > 53-2 (February 2023) . - p.553-568[article] The Effects of a Teacher-Implemented Video-Enhanced Activity Schedule Intervention on the Mathematical Skills and Collateral Behaviors of Students with Autism [Texte imprimé et/ou numérique] / Mark O'REILLY, Auteur ; Laci WATKINS, Auteur ; Russell LANG, Auteur ; Nataly LIM, Auteur ; Katy DAVENPORT, Auteur ; Caitlin MURPHY, Auteur . - p.553-568.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 53-2 (February 2023) . - p.553-568
Index. décimale : PER Périodiques Résumé : This study used a multiple probe design to evaluate the effects of a teacher-implemented video-schedule intervention on the mathematical skills and untargeted challenging behaviors of five elementary-school students with autism. Results indicated that the intervention was effective in improving participants' academic performance, and a decrease in the level of challenging behaviors and stereotypy was observed for participants following the introduction of intervention. Additionally, academic gains generalized across academic problems and to a small group setting, suggesting that this technology-based intervention is an efficient use of instructional time. Future research targeting a variety of academic skills and examining intervention implementation by additional practitioners (e.g., teaching assistants) is warranted. En ligne : https://doi.org/10.1007/s10803-020-04495-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=495 The 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)
[article]
Titre : The Effects of a Technology-Based Self-monitoring Intervention on On-Task, Disruptive, and Task-Completion Behaviors for Adolescents with Autism Type de document : Texte imprimé et/ou numérique Auteurs : R. ROSENBLOOM, Auteur ; H. P. WILLS, Auteur ; R. MASON, Auteur ; J. M. HUFFMAN, Auteur ; B. A. MASON, Auteur Article en page(s) : p.5047-5062 Langues : Anglais (eng) Mots-clés : Autism Behavior I-Connect Self-monitoring Technology Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorders (ASD) often present with difficulty in sustaining engagement, attention, and have disruptive behavior in classroom settings. Without appropriate intervention, these challenging behaviors often persist and negatively impact educational outcomes. Self-monitoring is a well-supported evidence-based practice for addressing challenging behaviors and improving pro-social behaviors for individuals with ASD. Self-monitoring procedures utilizing a handheld computer-based technology is an unobtrusive and innovative way of implementing the intervention. A withdrawal design was employed to assess the effectiveness of a technologically-delivered self-monitoring intervention (I-Connect) in improving on-task and task completion behaviors and decreasing disruptive behavior with four adolescents with ASD. Results demonstrated improvements in on-task and task completion behaviors across all four participants and disruptive behavior improved for two participants. En ligne : http://dx.doi.org/10.1007/s10803-019-04209-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=411
in Journal of Autism and Developmental Disorders > 49-12 (December 2019) . - p.5047-5062[article] The Effects of a Technology-Based Self-monitoring Intervention on On-Task, Disruptive, and Task-Completion Behaviors for Adolescents with Autism [Texte imprimé et/ou numérique] / R. ROSENBLOOM, Auteur ; H. P. WILLS, Auteur ; R. MASON, Auteur ; J. M. HUFFMAN, Auteur ; B. A. MASON, Auteur . - p.5047-5062.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-12 (December 2019) . - p.5047-5062
Mots-clés : Autism Behavior I-Connect Self-monitoring Technology Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorders (ASD) often present with difficulty in sustaining engagement, attention, and have disruptive behavior in classroom settings. Without appropriate intervention, these challenging behaviors often persist and negatively impact educational outcomes. Self-monitoring is a well-supported evidence-based practice for addressing challenging behaviors and improving pro-social behaviors for individuals with ASD. Self-monitoring procedures utilizing a handheld computer-based technology is an unobtrusive and innovative way of implementing the intervention. A withdrawal design was employed to assess the effectiveness of a technologically-delivered self-monitoring intervention (I-Connect) in improving on-task and task completion behaviors and decreasing disruptive behavior with four adolescents with ASD. Results demonstrated improvements in on-task and task completion behaviors across all four participants and disruptive behavior improved for two participants. En ligne : http://dx.doi.org/10.1007/s10803-019-04209-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=411 The effects of the interplay of genetics and early environmental risk on the course of internalizing symptoms from late childhood through adolescence / Rashelle J. MUSCI in Development and Psychopathology, 28-1 (February 2016)
PermalinkThe Effects of the Lead Exposure on Urban Children : The Institute of Child Health/Southampton Study / Marjorie SMITH in Developmental Medicine & Child Neurology, S47 ([30/10/1983])
PermalinkThe Effects of Verbal Disgust- and Threat-Related Information About Novel Animals on Disgust and Fear Beliefs and Avoidance in Children / Peter MURIS in Journal of Clinical Child & Adolescent Psychology, 38-4 (July 2009)
PermalinkThe effects of violence exposure on the development of impulse control and future orientation across adolescence and early adulthood: Time-specific and generalized effects in a sample of juvenile offenders / Kathryn C. MONAHAN in Development and Psychopathology, 27-4 (Part 1) (November 2015)
PermalinkThe Effects of Weighted Vests on Appropriate In-Seat Behaviors of Elementary-Age Students With Autism and Severe to Profound Intellectual Disabilities / Amy L. COX in Focus on Autism and Other Developmental Disabilities, 24-1 (March 2009)
PermalinkThe effects on auditory and linguistic deprivation of lateral preference of deaf children / P. WESTON in Developmental Medicine & Child Neurology, 25-2 (April 1983)
PermalinkThe Efficacy and Impact of a Special Education Legislative Advocacy Program Among Parents of Children with Disabilities / Meghan BURKE in Journal of Autism and Developmental Disorders, 52-7 (July 2022)
PermalinkThe Efficacy of a 9-Month Treadmill Walking Program on the Exercise Capacity and Weight Reduction for Adolescents with Severe Autism / Kenneth H. PITETTI in Journal of Autism and Developmental Disorders, 37-6 (July 2007)
PermalinkThe efficacy of an aquatic program on physical fitness and aquatic skills in children with and without autism spectrum disorders / Chien-Yu PAN in Research in Autism Spectrum Disorders, 5-1 (January-March 2011)
PermalinkThe Efficacy of Disability Employment Service (DES) Providers Working with Autistic Clients / Rebecca L. FLOWER ; Kathleen E. DENNEY ; Simon BURY ; Amanda L. RICHDALE ; Cheryl DISSANAYAKE ; Darren HEDLEY in Journal of Autism and Developmental Disorders, 53-12 (December 2023)
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