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A Meta-Analysis of Functional Communication Training Effects on Problem Behavior and Alternative Communicative Responses / Laura C. CHEZAN in Focus on Autism and Other Developmental Disabilities, 33-4 (December 2018)
[article]
Titre : A Meta-Analysis of Functional Communication Training Effects on Problem Behavior and Alternative Communicative Responses Type de document : Texte imprimé et/ou numérique Auteurs : Laura C. CHEZAN, Auteur ; Katie WOLFE, Auteur ; Erik DRASGOW, Auteur Année de publication : 2018 Article en page(s) : p.195-205 Langues : Anglais (eng) Mots-clés : functional communication training meta-analysis single-case research design WWC Standards Index. décimale : PER Périodiques Résumé : We conducted a meta-analysis of single-case research design (SCRD) studies on functional communication training (FCT). First, we used the What Works Clearinghouse (WWC) Standards to evaluate each study. Next, we calculated effect sizes using Tau-U. Then, we aggregated the effect sizes across the studies to produce an omnibus effect size. Results indicate that more than half of the SCRD studies met the WWC Standards and that FCT was effective in decreasing the level of problem behavior and in increasing the level of the alternative communicative response (ACR), but effectiveness varied according to such factors as type of disability and age. Furthermore, the results of visual analysis corresponded with Tau-U effect sizes in more than half of the cases. Implications for researchers and practitioners are discussed. En ligne : http://dx.doi.org/10.1177/1088357617741294 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=372
in Focus on Autism and Other Developmental Disabilities > 33-4 (December 2018) . - p.195-205[article] A Meta-Analysis of Functional Communication Training Effects on Problem Behavior and Alternative Communicative Responses [Texte imprimé et/ou numérique] / Laura C. CHEZAN, Auteur ; Katie WOLFE, Auteur ; Erik DRASGOW, Auteur . - 2018 . - p.195-205.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 33-4 (December 2018) . - p.195-205
Mots-clés : functional communication training meta-analysis single-case research design WWC Standards Index. décimale : PER Périodiques Résumé : We conducted a meta-analysis of single-case research design (SCRD) studies on functional communication training (FCT). First, we used the What Works Clearinghouse (WWC) Standards to evaluate each study. Next, we calculated effect sizes using Tau-U. Then, we aggregated the effect sizes across the studies to produce an omnibus effect size. Results indicate that more than half of the SCRD studies met the WWC Standards and that FCT was effective in decreasing the level of problem behavior and in increasing the level of the alternative communicative response (ACR), but effectiveness varied according to such factors as type of disability and age. Furthermore, the results of visual analysis corresponded with Tau-U effect sizes in more than half of the cases. Implications for researchers and practitioners are discussed. En ligne : http://dx.doi.org/10.1177/1088357617741294 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=372 A Decade Review of Two Potential Analysis Altering Variables in Graph Construction / C. PELTIER in Journal of Autism and Developmental Disorders, 52-2 (February 2022)
[article]
Titre : A Decade Review of Two Potential Analysis Altering Variables in Graph Construction Type de document : Texte imprimé et/ou numérique Auteurs : C. PELTIER, Auteur ; R. MUHARIB, Auteur ; A. HAAS, Auteur ; A. DOWDY, Auteur Article en page(s) : p.714-724 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Humans Autism spectrum disorder Dppxyr Graph construction Graphs Single-case research design Vertical axis scaling Index. décimale : PER Périodiques Résumé : In single-case research designs (SCDs) to determine a functional relation a time-series graph is constructed. Preliminary evidence suggest the approach used to scale the vertical axis and the data points per x- to y-axis ratio (DPPXYR) impact visual analysts' decisions. We conducted a systematic review to evaluate time-series graphs published in the last decade in four premier journals in the field of autism. We included 348 articles including 2675 graphs. We identified large variation across and within types of SCDs when evaluating the lengths of the vertical and horizontal axis using the y:x ratio and the DPPXYR, with few adhering to current recommendations. A majority of graphs used an appropriate method to scale the vertical axis that would not increase Type I error rates. En ligne : http://dx.doi.org/10.1007/s10803-021-04959-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455
in Journal of Autism and Developmental Disorders > 52-2 (February 2022) . - p.714-724[article] A Decade Review of Two Potential Analysis Altering Variables in Graph Construction [Texte imprimé et/ou numérique] / C. PELTIER, Auteur ; R. MUHARIB, Auteur ; A. HAAS, Auteur ; A. DOWDY, Auteur . - p.714-724.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-2 (February 2022) . - p.714-724
Mots-clés : Autism Spectrum Disorder Humans Autism spectrum disorder Dppxyr Graph construction Graphs Single-case research design Vertical axis scaling Index. décimale : PER Périodiques Résumé : In single-case research designs (SCDs) to determine a functional relation a time-series graph is constructed. Preliminary evidence suggest the approach used to scale the vertical axis and the data points per x- to y-axis ratio (DPPXYR) impact visual analysts' decisions. We conducted a systematic review to evaluate time-series graphs published in the last decade in four premier journals in the field of autism. We included 348 articles including 2675 graphs. We identified large variation across and within types of SCDs when evaluating the lengths of the vertical and horizontal axis using the y:x ratio and the DPPXYR, with few adhering to current recommendations. A majority of graphs used an appropriate method to scale the vertical axis that would not increase Type I error rates. En ligne : http://dx.doi.org/10.1007/s10803-021-04959-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455 Adapted shared reading at school for minimally verbal students with autism / Charlotte A. MUCCHETTI in Autism, 17-3 (May 2013)
[article]
Titre : Adapted shared reading at school for minimally verbal students with autism Type de document : Texte imprimé et/ou numérique Auteurs : Charlotte A. MUCCHETTI, Auteur Article en page(s) : p.358-372 Langues : Anglais (eng) Mots-clés : autism engagement literacy school-based intervention shared reading single-case research design Index. décimale : PER Périodiques Résumé : Almost nothing is known about the capacity of minimally verbal students with autism to develop literacy skills. Shared reading is a regular practice in early education settings and is widely thought to encourage language and literacy development. There is some evidence that children with severe disabilities can be engaged in adapted shared reading activities. The current study examines the impact of teacher-led adapted shared reading activities on engagement and story comprehension in minimally verbal 5–6-year-old children with autism using a multiple baseline/alternating treatment design. Four students and three teachers participated. Teachers conducted adapted shared reading activities with modified books (visual supports, three-dimensional objects, simplified text) and used specific strategies for increasing student engagement. Student performance during adapted activities was compared to performance during standard shared reading sessions. Results: All four students showed increased story comprehension and engagement during adapted shared reading. Average percentage of session engaged was 87%–100% during adapted sessions, compared with 41%–52% during baseline. Average number of correct responses to story comprehension questions was 4.2–4.8 out of 6 during adapted sessions compared with 1.2–2 during baseline. Visual supports, tactile objects, and specific teaching strategies offer ways for minimally verbal students to meaningfully participate in literacy activities. Future research should investigate adapted shared reading activities implemented classroomwide as well as joint engagement, language, and literacy outcomes after using such activities over time. En ligne : http://dx.doi.org/10.1177/1362361312470495 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200
in Autism > 17-3 (May 2013) . - p.358-372[article] Adapted shared reading at school for minimally verbal students with autism [Texte imprimé et/ou numérique] / Charlotte A. MUCCHETTI, Auteur . - p.358-372.
Langues : Anglais (eng)
in Autism > 17-3 (May 2013) . - p.358-372
Mots-clés : autism engagement literacy school-based intervention shared reading single-case research design Index. décimale : PER Périodiques Résumé : Almost nothing is known about the capacity of minimally verbal students with autism to develop literacy skills. Shared reading is a regular practice in early education settings and is widely thought to encourage language and literacy development. There is some evidence that children with severe disabilities can be engaged in adapted shared reading activities. The current study examines the impact of teacher-led adapted shared reading activities on engagement and story comprehension in minimally verbal 5–6-year-old children with autism using a multiple baseline/alternating treatment design. Four students and three teachers participated. Teachers conducted adapted shared reading activities with modified books (visual supports, three-dimensional objects, simplified text) and used specific strategies for increasing student engagement. Student performance during adapted activities was compared to performance during standard shared reading sessions. Results: All four students showed increased story comprehension and engagement during adapted shared reading. Average percentage of session engaged was 87%–100% during adapted sessions, compared with 41%–52% during baseline. Average number of correct responses to story comprehension questions was 4.2–4.8 out of 6 during adapted sessions compared with 1.2–2 during baseline. Visual supports, tactile objects, and specific teaching strategies offer ways for minimally verbal students to meaningfully participate in literacy activities. Future research should investigate adapted shared reading activities implemented classroomwide as well as joint engagement, language, and literacy outcomes after using such activities over time. En ligne : http://dx.doi.org/10.1177/1362361312470495 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200