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Conversation Skills and Self-Initiated Interactions in Young Adults with Autism and Intellectual Disability / Laura C. CHEZAN in Research in Autism Spectrum Disorders, 75 (July 2020)
[article]
Titre : Conversation Skills and Self-Initiated Interactions in Young Adults with Autism and Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : Laura C. CHEZAN, Auteur ; Erik DRASGOW, Auteur ; Elise M. GRYBOS, Auteur Article en page(s) : p.101554 Langues : Anglais (eng) Mots-clés : covert audio coaching behavior skills training conversations workplace autism spectrum disorder intellectual disability Index. décimale : PER Périodiques Résumé : Background Our purpose in this study was to increase conversations in three young adults with autism spectrum disorder (ASD) and co-occurring moderate intellectual disability (ID). First, we used an intervention package consisting of Behavior Skills Training (BST) and Covert Audio Coaching (CAC) to promote acquisition and maintenance of conversations with coworkers. Second, we implemented CAC during naturally occurring opportunities at an internship site. Third, we examined whether the number of self-initiated interactions with coworkers increased during and after acquisition of conversations. Method Three young adults with ASD and co-occurring moderate ID participated in the study. We used a concurrent multiple-baseline design across participants with continuous acquisition probes to evaluate the effects of the intervention package consisting of BST and CAC in producing acquisition and maintenance of conversations and an increase in the number of self-initiated interactions. Results Results demonstrate that the intervention was effective in producing acquisition and maintenance of the target skills in all three young adults. Data also indicate that two of the three participants engaged more frequently in self-initiated interactions with coworkers as their conversational competence increased. Conclusions Findings suggest that the intervention package was effective in promoting conversations and an increased number of self-initiated interactions with coworkers in young adults with ASD and co-occurring moderate ID in the natural environment. Directions for future research and clinical implications for teaching conversations are discussed. En ligne : https://doi.org/10.1016/j.rasd.2020.101554 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426
in Research in Autism Spectrum Disorders > 75 (July 2020) . - p.101554[article] Conversation Skills and Self-Initiated Interactions in Young Adults with Autism and Intellectual Disability [Texte imprimé et/ou numérique] / Laura C. CHEZAN, Auteur ; Erik DRASGOW, Auteur ; Elise M. GRYBOS, Auteur . - p.101554.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 75 (July 2020) . - p.101554
Mots-clés : covert audio coaching behavior skills training conversations workplace autism spectrum disorder intellectual disability Index. décimale : PER Périodiques Résumé : Background Our purpose in this study was to increase conversations in three young adults with autism spectrum disorder (ASD) and co-occurring moderate intellectual disability (ID). First, we used an intervention package consisting of Behavior Skills Training (BST) and Covert Audio Coaching (CAC) to promote acquisition and maintenance of conversations with coworkers. Second, we implemented CAC during naturally occurring opportunities at an internship site. Third, we examined whether the number of self-initiated interactions with coworkers increased during and after acquisition of conversations. Method Three young adults with ASD and co-occurring moderate ID participated in the study. We used a concurrent multiple-baseline design across participants with continuous acquisition probes to evaluate the effects of the intervention package consisting of BST and CAC in producing acquisition and maintenance of conversations and an increase in the number of self-initiated interactions. Results Results demonstrate that the intervention was effective in producing acquisition and maintenance of the target skills in all three young adults. Data also indicate that two of the three participants engaged more frequently in self-initiated interactions with coworkers as their conversational competence increased. Conclusions Findings suggest that the intervention package was effective in promoting conversations and an increased number of self-initiated interactions with coworkers in young adults with ASD and co-occurring moderate ID in the natural environment. Directions for future research and clinical implications for teaching conversations are discussed. En ligne : https://doi.org/10.1016/j.rasd.2020.101554 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426 An Evaluation of a Parent Implemented In Situ Pedestrian Safety Skills Intervention for Individuals with Autism / Bethany HARRIAGE in Journal of Autism and Developmental Disorders, 46-6 (June 2016)
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Titre : An Evaluation of a Parent Implemented In Situ Pedestrian Safety Skills Intervention for Individuals with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Bethany HARRIAGE, Auteur ; Kwang-Sun Cho BLAIR, Auteur ; Raymond MILTENBERGER, Auteur Article en page(s) : p.2017-2027 Langues : Anglais (eng) Mots-clés : Behavior skills training Pedestrian safety skills intervention Most-to-least prompting Autism Index. décimale : PER Périodiques Résumé : This study evaluated an in situ pedestrian safety skills intervention for three individuals with autism, as implemented by their parents. Specifically, this study examined the utility of behavioral skills training (BST) in helping parents implement most-to-least prompting procedures in training their children to use pedestrian safety skills in community settings. A multiple baseline design across participants was used to assess parent implementation of in situ pedestrian safety skills training as well as the correct use of safety skills independently by the participating individuals with autism. Results indicated that parents implemented in situ, most-to-least prompting procedures with high levels of accuracy across street locations during intervention and fading of BST. All child participants significantly improved their pedestrian safety skills during intervention across all natural street settings. For all three participants, the acquired skills were maintained above baseline levels at 1-month follow-up. En ligne : http://dx.doi.org/10.1007/s10803-016-2730-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288
in Journal of Autism and Developmental Disorders > 46-6 (June 2016) . - p.2017-2027[article] An Evaluation of a Parent Implemented In Situ Pedestrian Safety Skills Intervention for Individuals with Autism [Texte imprimé et/ou numérique] / Bethany HARRIAGE, Auteur ; Kwang-Sun Cho BLAIR, Auteur ; Raymond MILTENBERGER, Auteur . - p.2017-2027.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-6 (June 2016) . - p.2017-2027
Mots-clés : Behavior skills training Pedestrian safety skills intervention Most-to-least prompting Autism Index. décimale : PER Périodiques Résumé : This study evaluated an in situ pedestrian safety skills intervention for three individuals with autism, as implemented by their parents. Specifically, this study examined the utility of behavioral skills training (BST) in helping parents implement most-to-least prompting procedures in training their children to use pedestrian safety skills in community settings. A multiple baseline design across participants was used to assess parent implementation of in situ pedestrian safety skills training as well as the correct use of safety skills independently by the participating individuals with autism. Results indicated that parents implemented in situ, most-to-least prompting procedures with high levels of accuracy across street locations during intervention and fading of BST. All child participants significantly improved their pedestrian safety skills during intervention across all natural street settings. For all three participants, the acquired skills were maintained above baseline levels at 1-month follow-up. En ligne : http://dx.doi.org/10.1007/s10803-016-2730-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288 Promoting Daily Living Skills for Adolescents with Autism Spectrum Disorder via Parent Delivery of Video Prompting / Elisa CRUZ-TORRES in Journal of Autism and Developmental Disorders, 50-1 (January 2020)
[article]
Titre : Promoting Daily Living Skills for Adolescents with Autism Spectrum Disorder via Parent Delivery of Video Prompting Type de document : Texte imprimé et/ou numérique Auteurs : Elisa CRUZ-TORRES, Auteur ; Mary Louise DUFFY, Auteur ; Michael P. BRADY, Auteur ; Kyle D. BENNETT, Auteur ; Peggy GOLDSTEIN, Auteur Article en page(s) : p.212-223 Langues : Anglais (eng) Mots-clés : Autism Behavior skills training Parent training Technology Video prompting Index. décimale : PER Périodiques Résumé : The use of technological devices has proven to be effective and efficient for the delivery of videos aimed at promoting daily living skills (DLS) among individuals with autism spectrum disorder. As technology advances, devices have become more portable and, ultimately, accessible to caregivers. There are relatively few studies that have examined whether parents can be taught to effectively deliver evidence-based practices using portable, mainstream devices. Using a multiple baseline across participants design, we evaluated parent fidelity in the delivery of video prompts on an iPad to their children who were learning DLS. Results indicated that parents were successful in their delivery of the training procedures and their children acquired and maintained the skills. En ligne : http://dx.doi.org/10.1007/s10803-019-04215-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414
in Journal of Autism and Developmental Disorders > 50-1 (January 2020) . - p.212-223[article] Promoting Daily Living Skills for Adolescents with Autism Spectrum Disorder via Parent Delivery of Video Prompting [Texte imprimé et/ou numérique] / Elisa CRUZ-TORRES, Auteur ; Mary Louise DUFFY, Auteur ; Michael P. BRADY, Auteur ; Kyle D. BENNETT, Auteur ; Peggy GOLDSTEIN, Auteur . - p.212-223.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-1 (January 2020) . - p.212-223
Mots-clés : Autism Behavior skills training Parent training Technology Video prompting Index. décimale : PER Périodiques Résumé : The use of technological devices has proven to be effective and efficient for the delivery of videos aimed at promoting daily living skills (DLS) among individuals with autism spectrum disorder. As technology advances, devices have become more portable and, ultimately, accessible to caregivers. There are relatively few studies that have examined whether parents can be taught to effectively deliver evidence-based practices using portable, mainstream devices. Using a multiple baseline across participants design, we evaluated parent fidelity in the delivery of video prompts on an iPad to their children who were learning DLS. Results indicated that parents were successful in their delivery of the training procedures and their children acquired and maintained the skills. En ligne : http://dx.doi.org/10.1007/s10803-019-04215-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414