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11 recherche sur le mot-clé 'Behavioral interventions'
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Promoting constructive engagement by two boys with autism spectrum disorders and high functioning through behavioral interventions / Fabrizio STASOLLA in Research in Autism Spectrum Disorders, 8-4 (April 2014)
[article]
Titre : Promoting constructive engagement by two boys with autism spectrum disorders and high functioning through behavioral interventions Type de document : Texte imprimé et/ou numérique Auteurs : Fabrizio STASOLLA, Auteur ; Rita DAMIANI, Auteur ; Alessandro O. CAFFO, Auteur Article en page(s) : p.376-380 Mots-clés : Autism spectrum disorders Behavioral interventions Constructive engagement Stereotyped behaviors Multi-elements baseline design Index. décimale : PER Périodiques Résumé : We assessed a behavioral intervention-based strategy to promote constructive engagement and to reduce stereotyped behaviors by two boys with autism spectrum disorders and high functioning. The program included two functional activities for each participant (i.e. coloring and using a personal computer with a multimedia software for reading and writing) according to a multi-elements baseline design, during classroom. Both participants showed a preference for the computer activity during the choice phase. Results showed an increasing of constructive engagement, according to both functional activities, and a reduction of stereotyped behaviors during intervention phases for both participants. Psychological as well as practical implications of the findings are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.12.020 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=226
in Research in Autism Spectrum Disorders > 8-4 (April 2014) . - p.376-380[article] Promoting constructive engagement by two boys with autism spectrum disorders and high functioning through behavioral interventions [Texte imprimé et/ou numérique] / Fabrizio STASOLLA, Auteur ; Rita DAMIANI, Auteur ; Alessandro O. CAFFO, Auteur . - p.376-380.
in Research in Autism Spectrum Disorders > 8-4 (April 2014) . - p.376-380
Mots-clés : Autism spectrum disorders Behavioral interventions Constructive engagement Stereotyped behaviors Multi-elements baseline design Index. décimale : PER Périodiques Résumé : We assessed a behavioral intervention-based strategy to promote constructive engagement and to reduce stereotyped behaviors by two boys with autism spectrum disorders and high functioning. The program included two functional activities for each participant (i.e. coloring and using a personal computer with a multimedia software for reading and writing) according to a multi-elements baseline design, during classroom. Both participants showed a preference for the computer activity during the choice phase. Results showed an increasing of constructive engagement, according to both functional activities, and a reduction of stereotyped behaviors during intervention phases for both participants. Psychological as well as practical implications of the findings are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.12.020 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=226 Social–Behavioral Interventions for Secondary-Level Students With High-Functioning Autism in Public School Settings: A Meta-Analysis / Glennda K. MCKEITHAN in Focus on Autism and Other Developmental Disabilities, 35-3 (September 2020)
[article]
Titre : Social–Behavioral Interventions for Secondary-Level Students With High-Functioning Autism in Public School Settings: A Meta-Analysis Type de document : Texte imprimé et/ou numérique Auteurs : Glennda K. MCKEITHAN, Auteur ; Edward J. SABORNIE, Auteur Article en page(s) : p.165-175 Mots-clés : high-functioning autism Asperger syndrome adolescents autism autism spectrum disorder social skill interventions social–behavioral interventions behavioral interventions public school settings interventions meta-analysis Index. décimale : PER Périodiques Résumé : The number of secondary-level students with high-functioning autism (HFA) served in public school settings has increased in recent years, and many of these students have difficulty with social?behavioral expectations in such settings. Instructional specialists must know which interventions have been shown to be effective, so they can make informed decisions about service delivery and instructional support (professional development) that maximize the potential for student success. The intent of the present meta-analysis was to examine the efficacy of social?behavioral interventions used with adolescent students with HFA served in public school settings. Thirteen studies employing single-case research designs published in peer-reviewed journals between 1987 and 2018 were found through an extensive literature search. The analyses indicated that specific social skill and behavioral interventions had high effect sizes and, likewise, improved outcomes for students with HFA. Implications for special education practice and future research are provided. En ligne : https://doi.org/10.1177/1088357619890312 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430
in Focus on Autism and Other Developmental Disabilities > 35-3 (September 2020) . - p.165-175[article] Social–Behavioral Interventions for Secondary-Level Students With High-Functioning Autism in Public School Settings: A Meta-Analysis [Texte imprimé et/ou numérique] / Glennda K. MCKEITHAN, Auteur ; Edward J. SABORNIE, Auteur . - p.165-175.
in Focus on Autism and Other Developmental Disabilities > 35-3 (September 2020) . - p.165-175
Mots-clés : high-functioning autism Asperger syndrome adolescents autism autism spectrum disorder social skill interventions social–behavioral interventions behavioral interventions public school settings interventions meta-analysis Index. décimale : PER Périodiques Résumé : The number of secondary-level students with high-functioning autism (HFA) served in public school settings has increased in recent years, and many of these students have difficulty with social?behavioral expectations in such settings. Instructional specialists must know which interventions have been shown to be effective, so they can make informed decisions about service delivery and instructional support (professional development) that maximize the potential for student success. The intent of the present meta-analysis was to examine the efficacy of social?behavioral interventions used with adolescent students with HFA served in public school settings. Thirteen studies employing single-case research designs published in peer-reviewed journals between 1987 and 2018 were found through an extensive literature search. The analyses indicated that specific social skill and behavioral interventions had high effect sizes and, likewise, improved outcomes for students with HFA. Implications for special education practice and future research are provided. En ligne : https://doi.org/10.1177/1088357619890312 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430 Using neuroscience as an outcome measure for behavioral interventions in Autism spectrum disorders (ASD): A review / Katherine KUHL-MELTZOFF STAVROPOULOS in Research in Autism Spectrum Disorders, 35 (March 2017)
[article]
Titre : Using neuroscience as an outcome measure for behavioral interventions in Autism spectrum disorders (ASD): A review Type de document : Texte imprimé et/ou numérique Auteurs : Katherine KUHL-MELTZOFF STAVROPOULOS, Auteur Article en page(s) : p.62-73 Langues : Anglais (eng) Mots-clés : Behavioral interventions Autism spectrum disorder Neuroscience Symptom improvement Brain Index. décimale : PER Périodiques Résumé : Though medications have proven effective in improving associated symptoms of autism spectrum disorder (ASD), behavioral interventions remain the most effective method of improving core symptoms (e.g. social communication, restricted and repetitive behaviors) in this population. Although the cause remains unknown, research provides evidence that ASD is a neurologically based disorder, with differences in brain activity contributing to observed social difficulties. Given the above, along with recent publications underscoring the importance of utilizing neuroscience to measure changes associated with intervention in ASD, it is surprising that studies that measure neurological changes in response to behavioral interventions remain quite rare. Using systematic searches of the PsychINFO and MEDLINE databases, the current review summarizes the extant literature on neural changes in response to behavioral interventions in ASD, and compares the state of the literature in ASD with other disorders such as anxiety, depression, and schizophrenia. We conclude that research utilizing neuroscience to measure changes in response to behavioral interventions in ASD is lacking, and suggest that future research make integrating these two lines of research a priority. En ligne : http://dx.doi.org/10.1016/j.rasd.2017.01.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304
in Research in Autism Spectrum Disorders > 35 (March 2017) . - p.62-73[article] Using neuroscience as an outcome measure for behavioral interventions in Autism spectrum disorders (ASD): A review [Texte imprimé et/ou numérique] / Katherine KUHL-MELTZOFF STAVROPOULOS, Auteur . - p.62-73.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 35 (March 2017) . - p.62-73
Mots-clés : Behavioral interventions Autism spectrum disorder Neuroscience Symptom improvement Brain Index. décimale : PER Périodiques Résumé : Though medications have proven effective in improving associated symptoms of autism spectrum disorder (ASD), behavioral interventions remain the most effective method of improving core symptoms (e.g. social communication, restricted and repetitive behaviors) in this population. Although the cause remains unknown, research provides evidence that ASD is a neurologically based disorder, with differences in brain activity contributing to observed social difficulties. Given the above, along with recent publications underscoring the importance of utilizing neuroscience to measure changes associated with intervention in ASD, it is surprising that studies that measure neurological changes in response to behavioral interventions remain quite rare. Using systematic searches of the PsychINFO and MEDLINE databases, the current review summarizes the extant literature on neural changes in response to behavioral interventions in ASD, and compares the state of the literature in ASD with other disorders such as anxiety, depression, and schizophrenia. We conclude that research utilizing neuroscience to measure changes in response to behavioral interventions in ASD is lacking, and suggest that future research make integrating these two lines of research a priority. En ligne : http://dx.doi.org/10.1016/j.rasd.2017.01.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304 Spontaneous communication in autism spectrum disorder: A review of topographies and interventions / Cormac DUFFY in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)
[article]
Titre : Spontaneous communication in autism spectrum disorder: A review of topographies and interventions Type de document : Texte imprimé et/ou numérique Auteurs : Cormac DUFFY, Auteur ; Olive HEALY, Auteur Année de publication : 2011 Article en page(s) : p.977-983 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Spontaneous communication Communicative topographies Behavioral interventions Index. décimale : PER Périodiques Résumé : Lack of spontaneous communicative initiations appears to be a consistent problem in individuals with a diagnosis of autism spectrum disorder (ASD; Fujiki & Brinton, 2009). Spontaneous communication is emitted at a much lower frequency compared to individuals with language impairment and typically developing persons. Deficits of spontaneity in social interaction have been identified explicitly in the diagnostic criteria for autism, regardless of communication level or ability (American Psychiatric Association, 1994). In addition, without intervention 21–66% of children with ASD do not develop communicative speech (Lord & McGee, 2001). Individuals with autism rarely initiate appropriate speech and often fail to engage in typical social interactions such as asking questions, requesting information, expressing affection or requesting interactions (Carr & Kologinsky, 1983). This paper provides a review of the communicative topographies used to ameliorate spontaneous communication functions in individuals with autism and addresses the behavioral interventions that are used to induce such spontaneity. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.12.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=118
in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.977-983[article] Spontaneous communication in autism spectrum disorder: A review of topographies and interventions [Texte imprimé et/ou numérique] / Cormac DUFFY, Auteur ; Olive HEALY, Auteur . - 2011 . - p.977-983.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.977-983
Mots-clés : Autism spectrum disorder Spontaneous communication Communicative topographies Behavioral interventions Index. décimale : PER Périodiques Résumé : Lack of spontaneous communicative initiations appears to be a consistent problem in individuals with a diagnosis of autism spectrum disorder (ASD; Fujiki & Brinton, 2009). Spontaneous communication is emitted at a much lower frequency compared to individuals with language impairment and typically developing persons. Deficits of spontaneity in social interaction have been identified explicitly in the diagnostic criteria for autism, regardless of communication level or ability (American Psychiatric Association, 1994). In addition, without intervention 21–66% of children with ASD do not develop communicative speech (Lord & McGee, 2001). Individuals with autism rarely initiate appropriate speech and often fail to engage in typical social interactions such as asking questions, requesting information, expressing affection or requesting interactions (Carr & Kologinsky, 1983). This paper provides a review of the communicative topographies used to ameliorate spontaneous communication functions in individuals with autism and addresses the behavioral interventions that are used to induce such spontaneity. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.12.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=118 A systematic review of behavioral intervention research on adaptive skill building in high-functioning young adults with autism spectrum disorder / Annemiek PALMEN in Research in Autism Spectrum Disorders, 6-2 (April-June 2012)
[article]
Titre : A systematic review of behavioral intervention research on adaptive skill building in high-functioning young adults with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Annemiek PALMEN, Auteur ; Robert DIDDEN, Auteur ; Russell B. LANG, Auteur Année de publication : 2012 Article en page(s) : p.602-617 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder High-functioning adolescents and adults Adaptive skills Behavioral interventions Index. décimale : PER Périodiques Résumé : This review involved a systematic search and analysis of behavioral intervention studies aimed at improving adaptive skills in high-functioning young adults with autism spectrum disorders. Through electronic databases and hand searching, 20 studies were identified meeting pre-determined inclusion criteria. Studies were summarized and analysed in terms of (a) participants, (b) adaptive skill(s) targeted for intervention, (c) intervention procedures, and (d) intervention outcomes. Certainty of evidence was assessed through critical appraisal of each study's design and other methodological characteristics. Social interaction skills were the most common intervention targets (n = 8), followed by practical academic skills (n = 6), vocational skills (n = 5), and domestic skills (n = 1). Improvements in adaptive skills were reported by 19 studies. Interventions consisting of low or high tech assisted procedures (e.g., video modeling, visual cues, self-recording and self-reinforcement, self-prompting), reinforcement contingencies, and corrective feedback using prompts were found to be most promising. Five studies were identified as having the methodological rigor to provide conclusive results. Insufficient control for alternative explanations for behavior outcomes and reliance on pre- or quasi-experimental designs hindered the certainty of evidence for the remaining studies. Implications for clinical practice and future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.10.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=150
in Research in Autism Spectrum Disorders > 6-2 (April-June 2012) . - p.602-617[article] A systematic review of behavioral intervention research on adaptive skill building in high-functioning young adults with autism spectrum disorder [Texte imprimé et/ou numérique] / Annemiek PALMEN, Auteur ; Robert DIDDEN, Auteur ; Russell B. LANG, Auteur . - 2012 . - p.602-617.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-2 (April-June 2012) . - p.602-617
Mots-clés : Autism spectrum disorder High-functioning adolescents and adults Adaptive skills Behavioral interventions Index. décimale : PER Périodiques Résumé : This review involved a systematic search and analysis of behavioral intervention studies aimed at improving adaptive skills in high-functioning young adults with autism spectrum disorders. Through electronic databases and hand searching, 20 studies were identified meeting pre-determined inclusion criteria. Studies were summarized and analysed in terms of (a) participants, (b) adaptive skill(s) targeted for intervention, (c) intervention procedures, and (d) intervention outcomes. Certainty of evidence was assessed through critical appraisal of each study's design and other methodological characteristics. Social interaction skills were the most common intervention targets (n = 8), followed by practical academic skills (n = 6), vocational skills (n = 5), and domestic skills (n = 1). Improvements in adaptive skills were reported by 19 studies. Interventions consisting of low or high tech assisted procedures (e.g., video modeling, visual cues, self-recording and self-reinforcement, self-prompting), reinforcement contingencies, and corrective feedback using prompts were found to be most promising. Five studies were identified as having the methodological rigor to provide conclusive results. Insufficient control for alternative explanations for behavior outcomes and reliance on pre- or quasi-experimental designs hindered the certainty of evidence for the remaining studies. Implications for clinical practice and future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.10.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=150 Brief Report: Mobile Technology to Support Parents in Reducing Stereotypy / L. TRUDEL in Journal of Autism and Developmental Disorders, 51-7 (July 2021)
PermalinkComparing the percentage of non-overlapping data approach and the hierarchical linear modeling approach for synthesizing single-case studies in autism research / Mieke HEYVAERT in Research in Autism Spectrum Disorders, 11 (March 2015)
PermalinkDecreasing motor stereotypy in individuals with autism spectrum disorder: A systematic review / Jessica S. AKERS in Research in Autism Spectrum Disorders, 77 (September 2020)
PermalinkPivotal Response Group Treatment Program for Parents of Children with Autism / Mendy BOETTCHER MINJAREZ in Journal of Autism and Developmental Disorders, 41-1 (January 2011)
PermalinkResearch Review: Social motivation and oxytocin in autism – implications for joint attention development and intervention / Katherine K. M. STAVROPOULOS in Journal of Child Psychology and Psychiatry, 54-6 (June 2013)
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