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Developing Pretend Play in Autistic Children Using the Playboxes Joint Play Approach as Part of Ongoing Practice / Helen MARWICK in Journal of Autism and Developmental Disorders, 52-7 (July 2022)
[article]
Titre : Developing Pretend Play in Autistic Children Using the Playboxes Joint Play Approach as Part of Ongoing Practice Type de document : Texte imprimé et/ou numérique Auteurs : Helen MARWICK, Auteur ; Karena JARVIE, Auteur ; Hilary COWIE, Auteur ; Lorna JOHNSTON, Auteur ; Nicola HAMMOND-EVANS, Auteur ; Rachael COCKAYNE, Auteur Article en page(s) : p.3050-3060 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Autistic Disorder/diagnosis/therapy Child Humans Longitudinal Studies Play and Playthings Autism Children Joint attention Joint-play support Ongoing practice Pretend play Index. décimale : PER Périodiques Résumé : A repeated measures single subject design was used to examine the effectiveness of a joint play approach embedded in professional practice, in supporting pretend play for autistic children. Seven autistic children, aged 5-8 years, with a placement within a specialist educational provision, and who demonstrated restricted play, participated in weekly sessions using the Playboxes approach over a period of 3 months. Pre- and post-approach pretend play abilities were assessed using the Symbolic Play Test and the Test of Pretend Play. Every child gained increased age-equivalent scores on the Test of Pretend Play, ranging from?+?8 to?+?30 months. Pretend Play abilities can support developmental outcomes and incorporation of this approach into regular practice could be of value for autistic children. En ligne : http://dx.doi.org/10.1007/s10803-021-05156-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477
in Journal of Autism and Developmental Disorders > 52-7 (July 2022) . - p.3050-3060[article] Developing Pretend Play in Autistic Children Using the Playboxes Joint Play Approach as Part of Ongoing Practice [Texte imprimé et/ou numérique] / Helen MARWICK, Auteur ; Karena JARVIE, Auteur ; Hilary COWIE, Auteur ; Lorna JOHNSTON, Auteur ; Nicola HAMMOND-EVANS, Auteur ; Rachael COCKAYNE, Auteur . - p.3050-3060.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-7 (July 2022) . - p.3050-3060
Mots-clés : Autism Spectrum Disorder Autistic Disorder/diagnosis/therapy Child Humans Longitudinal Studies Play and Playthings Autism Children Joint attention Joint-play support Ongoing practice Pretend play Index. décimale : PER Périodiques Résumé : A repeated measures single subject design was used to examine the effectiveness of a joint play approach embedded in professional practice, in supporting pretend play for autistic children. Seven autistic children, aged 5-8 years, with a placement within a specialist educational provision, and who demonstrated restricted play, participated in weekly sessions using the Playboxes approach over a period of 3 months. Pre- and post-approach pretend play abilities were assessed using the Symbolic Play Test and the Test of Pretend Play. Every child gained increased age-equivalent scores on the Test of Pretend Play, ranging from?+?8 to?+?30 months. Pretend Play abilities can support developmental outcomes and incorporation of this approach into regular practice could be of value for autistic children. En ligne : http://dx.doi.org/10.1007/s10803-021-05156-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477 Brief Report: Preliminary Finding for Using Weight-of-Evidence Graphical Information Sheets with Teachers to Correct Misinformation About Autism Practices / Jessica PAYNTER in Journal of Autism and Developmental Disorders, 52-8 (August 2022)
[article]
Titre : Brief Report: Preliminary Finding for Using Weight-of-Evidence Graphical Information Sheets with Teachers to Correct Misinformation About Autism Practices Type de document : Texte imprimé et/ou numérique Auteurs : Jessica PAYNTER, Auteur ; Rhylee SULEK, Auteur ; David TREMBATH, Auteur ; Deb KEEN, Auteur Article en page(s) : p.3734-3739 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy Autistic Disorder/diagnosis/therapy Communication Humans School Teachers Schools Students Autism Autism spectrum disorders Evidence-based practice Myths Professional development Teacher training Index. décimale : PER Périodiques Résumé : The use of both empirically supported and unsupported practices by teachers is common with autistic students. In this study, strategies were used to reduce use of unsupported practices. First, specially-designed information sheets were shared with teachers about the evidence-base of two practices used in schools: one unsupported (sensory integration therapy [SIT]) and one supported (antecedent-based interventions [ABI]). A professional development program was then implemented to improve knowledge and use of ABI. The information sheets significantly reduced teacher support for SIT, however this was not maintained following professional development. Support for ABI remained unchanged across phases. The need for ongoing teacher professional development in replacing use of unsupported practices with more evidence-based approaches is discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05231-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485
in Journal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3734-3739[article] Brief Report: Preliminary Finding for Using Weight-of-Evidence Graphical Information Sheets with Teachers to Correct Misinformation About Autism Practices [Texte imprimé et/ou numérique] / Jessica PAYNTER, Auteur ; Rhylee SULEK, Auteur ; David TREMBATH, Auteur ; Deb KEEN, Auteur . - p.3734-3739.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3734-3739
Mots-clés : Autism Spectrum Disorder/therapy Autistic Disorder/diagnosis/therapy Communication Humans School Teachers Schools Students Autism Autism spectrum disorders Evidence-based practice Myths Professional development Teacher training Index. décimale : PER Périodiques Résumé : The use of both empirically supported and unsupported practices by teachers is common with autistic students. In this study, strategies were used to reduce use of unsupported practices. First, specially-designed information sheets were shared with teachers about the evidence-base of two practices used in schools: one unsupported (sensory integration therapy [SIT]) and one supported (antecedent-based interventions [ABI]). A professional development program was then implemented to improve knowledge and use of ABI. The information sheets significantly reduced teacher support for SIT, however this was not maintained following professional development. Support for ABI remained unchanged across phases. The need for ongoing teacher professional development in replacing use of unsupported practices with more evidence-based approaches is discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-05231-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 Brief Report: A Brief Video Intervention for Increasing Autism Knowledge in a General Population Sample / Jennifer HA in Journal of Autism and Developmental Disorders, 52-11 (November 2022)
[article]
Titre : Brief Report: A Brief Video Intervention for Increasing Autism Knowledge in a General Population Sample Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer HA, Auteur ; Maryellen BRUNSON MCCLAIN, Auteur ; Benjamin COVINGTON, Auteur ; Megan E. GOLSON, Auteur Article en page(s) : p.5058-5063 Langues : Anglais (eng) Mots-clés : Adult Autism Spectrum Disorder/diagnosis/therapy Autistic Disorder/diagnosis/therapy Humans Autism Autism knowledge Autism knowledge intervention General population Index. décimale : PER Périodiques Résumé : As many individuals in the general population will likely interact with autistic persons in various contexts, ensuring adequate autism knowledge and awareness is important. Increased knowledge of autism has been linked to positive outcomes such as a reduction in explicit bias against autism by non-autistic adults and an increase in service quality for autistic individuals provided by indirect professionals. For this study we developed an informational video about autism and employed a randomized control trial to evaluate its effectiveness at increasing autism awareness in a general population sample. Participants were randomly assigned to the intervention (n=80) or active control group (n=72). Results from a repeated measures analysis of variance indicated that the video intervention was effective at increasing knowledge about autism. Results from this study can be applied to future educational efforts aimed at increasing awareness about autism among the general population. En ligne : http://dx.doi.org/10.1007/s10803-021-05341-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489
in Journal of Autism and Developmental Disorders > 52-11 (November 2022) . - p.5058-5063[article] Brief Report: A Brief Video Intervention for Increasing Autism Knowledge in a General Population Sample [Texte imprimé et/ou numérique] / Jennifer HA, Auteur ; Maryellen BRUNSON MCCLAIN, Auteur ; Benjamin COVINGTON, Auteur ; Megan E. GOLSON, Auteur . - p.5058-5063.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-11 (November 2022) . - p.5058-5063
Mots-clés : Adult Autism Spectrum Disorder/diagnosis/therapy Autistic Disorder/diagnosis/therapy Humans Autism Autism knowledge Autism knowledge intervention General population Index. décimale : PER Périodiques Résumé : As many individuals in the general population will likely interact with autistic persons in various contexts, ensuring adequate autism knowledge and awareness is important. Increased knowledge of autism has been linked to positive outcomes such as a reduction in explicit bias against autism by non-autistic adults and an increase in service quality for autistic individuals provided by indirect professionals. For this study we developed an informational video about autism and employed a randomized control trial to evaluate its effectiveness at increasing autism awareness in a general population sample. Participants were randomly assigned to the intervention (n=80) or active control group (n=72). Results from a repeated measures analysis of variance indicated that the video intervention was effective at increasing knowledge about autism. Results from this study can be applied to future educational efforts aimed at increasing awareness about autism among the general population. En ligne : http://dx.doi.org/10.1007/s10803-021-05341-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489 Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation Review / K. HUME in Journal of Autism and Developmental Disorders, 51-11 (November 2021)
[article]
Titre : Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation Review Type de document : Texte imprimé et/ou numérique Auteurs : K. HUME, Auteur ; J. R. STEINBRENNER, Auteur ; Samuel L ODOM, Auteur ; K. L. MORIN, Auteur ; Sallie W. NOWELL, Auteur ; B. TOMASZEWSKI, Auteur ; S. SZENDREY, Auteur ; N. S. MCINTYRE, Auteur ; S. YUCESOY-OZKAN, Auteur ; Melissa N. SAVAGE, Auteur Article en page(s) : p.4013-4032 Langues : Anglais (eng) Mots-clés : Adolescent Autism Spectrum Disorder Autistic Disorder/diagnosis/therapy Child Evidence-Based Practice Humans Schools Young Adult Autism spectrum disorder Children and youth Focused intervention Index. décimale : PER Périodiques Résumé : This systematic review describes a set of practices that have evidence of positive effects with autistic children and youth. This is the third iteration of a review of the intervention literature (Odom et al. in J Autism Dev Disorders 40(4):425-436, 2010a; Prevent School Fail 54(4):275-282, 2010b; Wong et al. in https://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/imce/documents/2014-EBP-Report.pdf ; J Autism Dev Disorders 45(7):1951-1966, 2015), extending coverage to articles published between 1990 and 2017. A search initially yielded 31,779 articles, and the subsequent screening and evaluation process found 567 studies to include. Combined with the previous review, 972 articles were synthesized, from which the authors found 28 focused intervention practices that met the criteria for evidence-based practice (EBP). Former EBPs were recategorized and some manualized interventions were distinguished as meeting EBP criteria. The authors discuss implications for current practices and future research. En ligne : http://dx.doi.org/10.1007/s10803-020-04844-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454
in Journal of Autism and Developmental Disorders > 51-11 (November 2021) . - p.4013-4032[article] Evidence-Based Practices for Children, Youth, and Young Adults with Autism: Third Generation Review [Texte imprimé et/ou numérique] / K. HUME, Auteur ; J. R. STEINBRENNER, Auteur ; Samuel L ODOM, Auteur ; K. L. MORIN, Auteur ; Sallie W. NOWELL, Auteur ; B. TOMASZEWSKI, Auteur ; S. SZENDREY, Auteur ; N. S. MCINTYRE, Auteur ; S. YUCESOY-OZKAN, Auteur ; Melissa N. SAVAGE, Auteur . - p.4013-4032.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-11 (November 2021) . - p.4013-4032
Mots-clés : Adolescent Autism Spectrum Disorder Autistic Disorder/diagnosis/therapy Child Evidence-Based Practice Humans Schools Young Adult Autism spectrum disorder Children and youth Focused intervention Index. décimale : PER Périodiques Résumé : This systematic review describes a set of practices that have evidence of positive effects with autistic children and youth. This is the third iteration of a review of the intervention literature (Odom et al. in J Autism Dev Disorders 40(4):425-436, 2010a; Prevent School Fail 54(4):275-282, 2010b; Wong et al. in https://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/imce/documents/2014-EBP-Report.pdf ; J Autism Dev Disorders 45(7):1951-1966, 2015), extending coverage to articles published between 1990 and 2017. A search initially yielded 31,779 articles, and the subsequent screening and evaluation process found 567 studies to include. Combined with the previous review, 972 articles were synthesized, from which the authors found 28 focused intervention practices that met the criteria for evidence-based practice (EBP). Former EBPs were recategorized and some manualized interventions were distinguished as meeting EBP criteria. The authors discuss implications for current practices and future research. En ligne : http://dx.doi.org/10.1007/s10803-020-04844-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 Parental Experiences with Early Identification and Initial Care for their Child with Autism: Tailored Improvement Strategies / Michelle I. J. SNIJDER in Journal of Autism and Developmental Disorders, 52-8 (August 2022)
[article]
Titre : Parental Experiences with Early Identification and Initial Care for their Child with Autism: Tailored Improvement Strategies Type de document : Texte imprimé et/ou numérique Auteurs : Michelle I. J. SNIJDER, Auteur ; Ilse P. C. LANGERAK, Auteur ; Shireen P. T. KAIJADOE, Auteur ; Marrit E. BURUMA, Auteur ; Rianne VERSCHUUR, Auteur ; Claudine DIETZ, Auteur ; Jan K. BUITELAAR, Auteur ; Iris J. OOSTERLING, Auteur Article en page(s) : p.3473-3485 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis/therapy Autistic Disorder/diagnosis/therapy Child Early Diagnosis Humans Parents Risk Assessment Autism spectrum disorder Early detection Improvement strategies Parental experiences Preventive care board of/and/or speaker for Takeda/Shire, Roche, Medice, Angelini, Janssen, and Servier. He is not an employee of any of these companies, and not a stock shareholder of any of these companies. He has no other financial or material support, including expert testimony, patents, royalties. Index. décimale : PER Périodiques Résumé : Whereas it is well documented how parents experience the diagnostic process of their child with autism spectrum disorder (ASD), less is known about parental experiences with the course of the early identification process and first steps in receiving care for their child with ASD symptoms. This mixed-method study investigated these experiences as well as barriers and improvement strategies regarding early detection in the Netherlands. A parental survey (N=45) showed that, on average, initial concerns started at 22Â months. A focus group (N=10) revealed multiple barriers and proposed strategies of improvement in three domains: "Knowledge and Expertise", "Attention to Parental Needs" and "System and Organization". Strategies to improve early identification will be discussed based on parental perspectives and professional perspectives. En ligne : http://dx.doi.org/10.1007/s10803-021-05226-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485
in Journal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3473-3485[article] Parental Experiences with Early Identification and Initial Care for their Child with Autism: Tailored Improvement Strategies [Texte imprimé et/ou numérique] / Michelle I. J. SNIJDER, Auteur ; Ilse P. C. LANGERAK, Auteur ; Shireen P. T. KAIJADOE, Auteur ; Marrit E. BURUMA, Auteur ; Rianne VERSCHUUR, Auteur ; Claudine DIETZ, Auteur ; Jan K. BUITELAAR, Auteur ; Iris J. OOSTERLING, Auteur . - p.3473-3485.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3473-3485
Mots-clés : Autism Spectrum Disorder/diagnosis/therapy Autistic Disorder/diagnosis/therapy Child Early Diagnosis Humans Parents Risk Assessment Autism spectrum disorder Early detection Improvement strategies Parental experiences Preventive care board of/and/or speaker for Takeda/Shire, Roche, Medice, Angelini, Janssen, and Servier. He is not an employee of any of these companies, and not a stock shareholder of any of these companies. He has no other financial or material support, including expert testimony, patents, royalties. Index. décimale : PER Périodiques Résumé : Whereas it is well documented how parents experience the diagnostic process of their child with autism spectrum disorder (ASD), less is known about parental experiences with the course of the early identification process and first steps in receiving care for their child with ASD symptoms. This mixed-method study investigated these experiences as well as barriers and improvement strategies regarding early detection in the Netherlands. A parental survey (N=45) showed that, on average, initial concerns started at 22Â months. A focus group (N=10) revealed multiple barriers and proposed strategies of improvement in three domains: "Knowledge and Expertise", "Attention to Parental Needs" and "System and Organization". Strategies to improve early identification will be discussed based on parental perspectives and professional perspectives. En ligne : http://dx.doi.org/10.1007/s10803-021-05226-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 The Feedback Session of an Autism Assessment: A Scoping Review of Clinical Practice Guideline Recommendations / Ellen PATTISON in Journal of Autism and Developmental Disorders, 52-4 (April 2022)
Permalink"I Don't Do Much Without Researching Things Myself": A Mixed Methods Study Exploring the Role of Parent Health Literacy in Autism Services Use for Young Children / Olivia J. LINDLY in Journal of Autism and Developmental Disorders, 52-8 (August 2022)
PermalinkA Randomized, Community-Based Feasibility Trial of Modified ESDM for Toddlers with Suspected Autism / Pat MIRENDA in Journal of Autism and Developmental Disorders, 52-12 (December 2022)
PermalinkTeacher Characteristics, Knowledge and Use of Evidence-Based Practices in Autism Education in Ireland / Lorna BARRY in Journal of Autism and Developmental Disorders, 52-8 (August 2022)
PermalinkTheories of Autism and Autism Treatment from the DSM III Through the Present and Beyond: Impact on Research and Practice / G. VIVANTI in Journal of Autism and Developmental Disorders, 51-12 (December 2021)
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