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Step It Up: Increasing Physical Activity for Adults With Autism Spectrum Disorder and Intellectual Disability Using Supported Self-Management and Fitbit Technology / Melissa N. SAVAGE in Focus on Autism and Other Developmental Disabilities, 37-3 (September 2022)
[article]
Titre : Step It Up: Increasing Physical Activity for Adults With Autism Spectrum Disorder and Intellectual Disability Using Supported Self-Management and Fitbit Technology Type de document : Texte imprimé et/ou numérique Auteurs : Melissa N. SAVAGE, Auteur ; Brianne T. TOMASZEWSKI, Auteur ; Kara A. HUME, Auteur Article en page(s) : p.146-157 Langues : Anglais (eng) Mots-clés : self-management technology adults autism spectrum disorder intellectual disability physical activity community and family support Index. décimale : PER Périodiques Résumé : Adults with autism spectrum disorder and intellectual disability often do not engage in healthy levels of physical activity despite its many benefits. We conducted a randomized control trial to evaluate the effectiveness and feasibility of the Step It Up program, which used supported self-management strategies, on daily step counts, health measures, and perceived quality of life for adults with autism spectrum disorder and intellectual disability. Forty participants, ages 18 to 57, were randomly assigned to a control or intervention group. Males accounted for 70.6% of participant gender. Both groups received Fitbits and Fitbit training, and they participated in pre- and post-assessments. The intervention group participated in the Step It Up program. Participants in the intervention group had significantly higher step counts and lost more weight. Feasibility and acceptability were also high. This study provides valuable data on using a supported self-managed exercise program as well as insight into its feasibility in home settings. En ligne : http://dx.doi.org/10.1177/10883576211073700 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485
in Focus on Autism and Other Developmental Disabilities > 37-3 (September 2022) . - p.146-157[article] Step It Up: Increasing Physical Activity for Adults With Autism Spectrum Disorder and Intellectual Disability Using Supported Self-Management and Fitbit Technology [Texte imprimé et/ou numérique] / Melissa N. SAVAGE, Auteur ; Brianne T. TOMASZEWSKI, Auteur ; Kara A. HUME, Auteur . - p.146-157.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 37-3 (September 2022) . - p.146-157
Mots-clés : self-management technology adults autism spectrum disorder intellectual disability physical activity community and family support Index. décimale : PER Périodiques Résumé : Adults with autism spectrum disorder and intellectual disability often do not engage in healthy levels of physical activity despite its many benefits. We conducted a randomized control trial to evaluate the effectiveness and feasibility of the Step It Up program, which used supported self-management strategies, on daily step counts, health measures, and perceived quality of life for adults with autism spectrum disorder and intellectual disability. Forty participants, ages 18 to 57, were randomly assigned to a control or intervention group. Males accounted for 70.6% of participant gender. Both groups received Fitbits and Fitbit training, and they participated in pre- and post-assessments. The intervention group participated in the Step It Up program. Participants in the intervention group had significantly higher step counts and lost more weight. Feasibility and acceptability were also high. This study provides valuable data on using a supported self-managed exercise program as well as insight into its feasibility in home settings. En ligne : http://dx.doi.org/10.1177/10883576211073700 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 The effectiveness of self-management interventions for children with autism—A literature review / Elian ALJADEFF-ABERGEL in Research in Autism Spectrum Disorders, 18 (October 2015)
[article]
Titre : The effectiveness of self-management interventions for children with autism—A literature review Type de document : Texte imprimé et/ou numérique Auteurs : Elian ALJADEFF-ABERGEL, Auteur ; Yannick SCHENK, Auteur ; Christopher WALMSLEY, Auteur ; Stephanie M. PETERSON, Auteur ; Jessica E. FRIEDER, Auteur ; Nicholas ACKER, Auteur Article en page(s) : p.34-50 Langues : Anglais (eng) Mots-clés : Autism Self-management Effective treatments Literature review Index. décimale : PER Périodiques Résumé : Abstract In 2009 the National Autism Center published its initial National Standards Project (NSP) report detailing a list of existing treatments for individuals with autism. Recently, the report was updated and was made available to the public in April 2015. The 2015 report divided treatments into three categories: established, emerging, and unestablished. Among the 11 treatments identified as established, self-management interventions for children with autism were included. Although self-management was found to be effective, the NSP did not evaluate the extent to which this treatment has been studied in natural settings versus clinical/laboratory and mixed settings, nor the social validity of the treatments. Having knowledge on the effectiveness of a treatment in the natural setting and its social validity can assist teachers and parents in making better decisions regarding the adoption of a treatment. The purpose of this review is to extend the NSP report by evaluating the social validity of self-management interventions for individuals with autism, evaluate the extent to which these interventions have been conducted in the natural setting (as opposed to a clinical setting), and to provide a second evaluation of the methodological quality of these studies. Results of this review suggest that, self-management interventions for children with autism are effective in natural, clinical, and mixed settings. However, few studies have provided a formal evaluation of social validity. There are also some limitations to the methodological quality of the studies that should be considered for future research. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.07.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=268
in Research in Autism Spectrum Disorders > 18 (October 2015) . - p.34-50[article] The effectiveness of self-management interventions for children with autism—A literature review [Texte imprimé et/ou numérique] / Elian ALJADEFF-ABERGEL, Auteur ; Yannick SCHENK, Auteur ; Christopher WALMSLEY, Auteur ; Stephanie M. PETERSON, Auteur ; Jessica E. FRIEDER, Auteur ; Nicholas ACKER, Auteur . - p.34-50.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 18 (October 2015) . - p.34-50
Mots-clés : Autism Self-management Effective treatments Literature review Index. décimale : PER Périodiques Résumé : Abstract In 2009 the National Autism Center published its initial National Standards Project (NSP) report detailing a list of existing treatments for individuals with autism. Recently, the report was updated and was made available to the public in April 2015. The 2015 report divided treatments into three categories: established, emerging, and unestablished. Among the 11 treatments identified as established, self-management interventions for children with autism were included. Although self-management was found to be effective, the NSP did not evaluate the extent to which this treatment has been studied in natural settings versus clinical/laboratory and mixed settings, nor the social validity of the treatments. Having knowledge on the effectiveness of a treatment in the natural setting and its social validity can assist teachers and parents in making better decisions regarding the adoption of a treatment. The purpose of this review is to extend the NSP report by evaluating the social validity of self-management interventions for individuals with autism, evaluate the extent to which these interventions have been conducted in the natural setting (as opposed to a clinical setting), and to provide a second evaluation of the methodological quality of these studies. Results of this review suggest that, self-management interventions for children with autism are effective in natural, clinical, and mixed settings. However, few studies have provided a formal evaluation of social validity. There are also some limitations to the methodological quality of the studies that should be considered for future research. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.07.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=268 Using Self-Management to Improve the Reciprocal Social Conversation of Children with Autism Spectrum Disorder / Lynn KERN KOEGEL in Journal of Autism and Developmental Disorders, 44-5 (May 2014)
[article]
Titre : Using Self-Management to Improve the Reciprocal Social Conversation of Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Lynn KERN KOEGEL, Auteur ; Mi N. PARK, Auteur ; Robert L. KOEGEL, Auteur Année de publication : 2014 Article en page(s) : p.1055-1063 Langues : Anglais (eng) Mots-clés : Autism Communication Conversation Self-management Intervention Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorders often exhibit difficulties with reciprocal social conversation, engaging in limited verbal exchanges, even when language structures are intact. This study employed a multiple baseline design to examine the effectiveness of a self-management intervention targeting (1) on-topic responsiveness to a conversational partner; (2) expansion of the conversational topic; and (3) on-topic question asking. Results demonstrated improved reciprocal social conversation through elaborated responses and on-topic question asking, which generalized and maintained. Social validity measures by naïve observers indicated that the intervention led to meaningful improvements during conversation, including interest, naturalness, and desirability as a conversational partner. En ligne : http://dx.doi.org/10.1007/s10803-013-1956-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232
in Journal of Autism and Developmental Disorders > 44-5 (May 2014) . - p.1055-1063[article] Using Self-Management to Improve the Reciprocal Social Conversation of Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Lynn KERN KOEGEL, Auteur ; Mi N. PARK, Auteur ; Robert L. KOEGEL, Auteur . - 2014 . - p.1055-1063.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-5 (May 2014) . - p.1055-1063
Mots-clés : Autism Communication Conversation Self-management Intervention Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorders often exhibit difficulties with reciprocal social conversation, engaging in limited verbal exchanges, even when language structures are intact. This study employed a multiple baseline design to examine the effectiveness of a self-management intervention targeting (1) on-topic responsiveness to a conversational partner; (2) expansion of the conversational topic; and (3) on-topic question asking. Results demonstrated improved reciprocal social conversation through elaborated responses and on-topic question asking, which generalized and maintained. Social validity measures by naïve observers indicated that the intervention led to meaningful improvements during conversation, including interest, naturalness, and desirability as a conversational partner. En ligne : http://dx.doi.org/10.1007/s10803-013-1956-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 Acquisition of Multiple Questions in the Context of Social Conversation in Children with Autism / Rebecca A. DOGGETT in Journal of Autism and Developmental Disorders, 43-9 (September 2013)
[article]
Titre : Acquisition of Multiple Questions in the Context of Social Conversation in Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Rebecca A. DOGGETT, Auteur ; Anna M. KRASNO, Auteur ; Lynn Kern KOEGEL, Auteur ; Robert L. KOEGEL, Auteur Article en page(s) : p.2015-2025 Langues : Anglais (eng) Mots-clés : Autism Intervention Conversation Question-asking Communication Self-management Index. décimale : PER Périodiques Résumé : Verbal initiations, such as questions, are essential components of social conversation often lacking in children with autism. Building on research showing that single questions can be taught in isolation, this study used a multiple baseline design to investigate whether a self-management intervention was effective for teaching concurrent acquisition and discrimination of three social questions in the context of conversation. Following intervention, participants rapidly increased their appropriate use of all three questions in a conversational context and maintained these gains over time. The participants also used questions appropriately with partners uninvolved in treatment. Additionally, the occasional presence of appropriate questions during baseline coupled with rapid improvement during intervention support theories that a lack of question-asking may be motivation-based rather than ability-based. En ligne : http://dx.doi.org/10.1007/s10803-012-1749-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212
in Journal of Autism and Developmental Disorders > 43-9 (September 2013) . - p.2015-2025[article] Acquisition of Multiple Questions in the Context of Social Conversation in Children with Autism [Texte imprimé et/ou numérique] / Rebecca A. DOGGETT, Auteur ; Anna M. KRASNO, Auteur ; Lynn Kern KOEGEL, Auteur ; Robert L. KOEGEL, Auteur . - p.2015-2025.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 43-9 (September 2013) . - p.2015-2025
Mots-clés : Autism Intervention Conversation Question-asking Communication Self-management Index. décimale : PER Périodiques Résumé : Verbal initiations, such as questions, are essential components of social conversation often lacking in children with autism. Building on research showing that single questions can be taught in isolation, this study used a multiple baseline design to investigate whether a self-management intervention was effective for teaching concurrent acquisition and discrimination of three social questions in the context of conversation. Following intervention, participants rapidly increased their appropriate use of all three questions in a conversational context and maintained these gains over time. The participants also used questions appropriately with partners uninvolved in treatment. Additionally, the occasional presence of appropriate questions during baseline coupled with rapid improvement during intervention support theories that a lack of question-asking may be motivation-based rather than ability-based. En ligne : http://dx.doi.org/10.1007/s10803-012-1749-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212
Titre : Executive Functions Type de document : Texte imprimé et/ou numérique Auteurs : Adel C. NAJDOWSKI, Auteur ; Angela PERSICKE, Auteur ; Evelyn KUNG, Auteur Année de publication : 2014 Importance : p.355-387 Langues : Anglais (eng) Mots-clés : autism teaching executive function cognition behavior inhibition memory attention flexibility planning problem solving self-management Index. décimale : AUT-F AUT-F - L'Autisme - Soins Résumé : This chapter describes the Center for Autism and Related Disorders (CARD) approach to teaching learners with autism spectrum disorder (ASD) skills that involve intentional manipulation of their own environments in order to help them function more independently. The traditional cognitive terms that encompass these behaviors include inhibition, memory, attention, flexibility, planning, problem solving, and self-management. Using the principles and procedures of ABA, this chapter provides strategies for teaching these skills. En ligne : http://dx.doi.org/10.1016/B978-0-12-411603-0.00018-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300 Executive Functions [Texte imprimé et/ou numérique] / Adel C. NAJDOWSKI, Auteur ; Angela PERSICKE, Auteur ; Evelyn KUNG, Auteur . - 2014 . - p.355-387.
Langues : Anglais (eng)
Mots-clés : autism teaching executive function cognition behavior inhibition memory attention flexibility planning problem solving self-management Index. décimale : AUT-F AUT-F - L'Autisme - Soins Résumé : This chapter describes the Center for Autism and Related Disorders (CARD) approach to teaching learners with autism spectrum disorder (ASD) skills that involve intentional manipulation of their own environments in order to help them function more independently. The traditional cognitive terms that encompass these behaviors include inhibition, memory, attention, flexibility, planning, problem solving, and self-management. Using the principles and procedures of ABA, this chapter provides strategies for teaching these skills. En ligne : http://dx.doi.org/10.1016/B978-0-12-411603-0.00018-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300 Exemplaires
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