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Résultat de la recherche
36 recherche sur le mot-clé 'Challenging behavior'




Brief Report: Impact of Challenging Behavior on Parenting Stress in Mothers and Fathers of Children with Autism Spectrum Disorders / Malena ARGUMEDES in Journal of Autism and Developmental Disorders, 48-7 (July 2018)
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Titre : Brief Report: Impact of Challenging Behavior on Parenting Stress in Mothers and Fathers of Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Malena ARGUMEDES, Auteur ; M. J. LANOVAZ, Auteur ; S. LARIVEE, Auteur Article en page(s) : p.2585-2589 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Challenging behavior Parental training Parenting stress Support Index. décimale : PER Périodiques Résumé : Challenging behaviors are a known predictor of high parenting stress in families of children with autism spectrum disorders. However, few studies have evaluated the effect of reducing challenging behaviors on parenting stress. The purpose of our study was to (a) examine the impact of reducing the frequency and severity of challenging behaviors on parenting stress and (b) compare the effects of family-centered support and parent education on changes in parenting stress. Both high severity of autistic symptoms and of challenging behaviors were predictors of parenting stress. Furthermore, receiving family-centered support were associated with larger reductions in parenting stress. Overall, our results suggest that reducing challenging behaviors with family-centered support may be preferable to produce collateral reductions in parenting stress. En ligne : http://dx.doi.org/10.1007/s10803-018-3513-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367
in Journal of Autism and Developmental Disorders > 48-7 (July 2018) . - p.2585-2589[article] Brief Report: Impact of Challenging Behavior on Parenting Stress in Mothers and Fathers of Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Malena ARGUMEDES, Auteur ; M. J. LANOVAZ, Auteur ; S. LARIVEE, Auteur . - p.2585-2589.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-7 (July 2018) . - p.2585-2589
Mots-clés : Autism spectrum disorder Challenging behavior Parental training Parenting stress Support Index. décimale : PER Périodiques Résumé : Challenging behaviors are a known predictor of high parenting stress in families of children with autism spectrum disorders. However, few studies have evaluated the effect of reducing challenging behaviors on parenting stress. The purpose of our study was to (a) examine the impact of reducing the frequency and severity of challenging behaviors on parenting stress and (b) compare the effects of family-centered support and parent education on changes in parenting stress. Both high severity of autistic symptoms and of challenging behaviors were predictors of parenting stress. Furthermore, receiving family-centered support were associated with larger reductions in parenting stress. Overall, our results suggest that reducing challenging behaviors with family-centered support may be preferable to produce collateral reductions in parenting stress. En ligne : http://dx.doi.org/10.1007/s10803-018-3513-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367 A Meta-analysis of Challenging Behavior Interventions for Students with Developmental Disabilities in Inclusive School Settings / Catharine LORY in Journal of Autism and Developmental Disorders, 50-4 (April 2020)
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Titre : A Meta-analysis of Challenging Behavior Interventions for Students with Developmental Disabilities in Inclusive School Settings Type de document : Texte imprimé et/ou numérique Auteurs : Catharine LORY, Auteur ; Rose A. MASON, Auteur ; John L. DAVIS, Auteur ; Danni WANG, Auteur ; So Yeon KIM, Auteur ; Emily GREGORI, Auteur ; Marie DAVID, Auteur Article en page(s) : p.1221-1237 Langues : Anglais (eng) Mots-clés : Behavior intervention Challenging behavior Developmental disabilities Inclusive Meta-analysis School-based Index. décimale : PER Périodiques Résumé : Challenging behavior is a significant barrier in accessing the general education curriculum for students with developmental disabilities. This necessitates the identification of evidence-based practices for addressing challenging behavior in inclusive settings. The purpose of our meta-analysis is to (a) quantify the magnitude of effect of interventions targeting the reduction of challenging behavior in students with developmental disabilities in inclusive educational settings and (b) determine if participant and intervention characteristics moderate intervention effects. A systematic search of academic databases was conducted to identify studies, which were evaluated for methodological rigor and analyzed for effects using Tau-U. Results indicate a strong overall effect of .94 (95% CI [.87, 1]) and moderating variables associated with behavior topography, interventionist, and intervention components were identified. En ligne : http://dx.doi.org/10.1007/s10803-019-04329-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421
in Journal of Autism and Developmental Disorders > 50-4 (April 2020) . - p.1221-1237[article] A Meta-analysis of Challenging Behavior Interventions for Students with Developmental Disabilities in Inclusive School Settings [Texte imprimé et/ou numérique] / Catharine LORY, Auteur ; Rose A. MASON, Auteur ; John L. DAVIS, Auteur ; Danni WANG, Auteur ; So Yeon KIM, Auteur ; Emily GREGORI, Auteur ; Marie DAVID, Auteur . - p.1221-1237.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-4 (April 2020) . - p.1221-1237
Mots-clés : Behavior intervention Challenging behavior Developmental disabilities Inclusive Meta-analysis School-based Index. décimale : PER Périodiques Résumé : Challenging behavior is a significant barrier in accessing the general education curriculum for students with developmental disabilities. This necessitates the identification of evidence-based practices for addressing challenging behavior in inclusive settings. The purpose of our meta-analysis is to (a) quantify the magnitude of effect of interventions targeting the reduction of challenging behavior in students with developmental disabilities in inclusive educational settings and (b) determine if participant and intervention characteristics moderate intervention effects. A systematic search of academic databases was conducted to identify studies, which were evaluated for methodological rigor and analyzed for effects using Tau-U. Results indicate a strong overall effect of .94 (95% CI [.87, 1]) and moderating variables associated with behavior topography, interventionist, and intervention components were identified. En ligne : http://dx.doi.org/10.1007/s10803-019-04329-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421 Analysis of risk factors and early predictors of challenging behavior for children with autism spectrum disorder / Aoife MCTIERNAN in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)
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Titre : Analysis of risk factors and early predictors of challenging behavior for children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Aoife MCTIERNAN, Auteur ; Geraldine LEADER, Auteur ; Olive HEALY, Auteur ; Arlene MANNION, Auteur Année de publication : 2011 Article en page(s) : p.1215-1222 Langues : Anglais (eng) Mots-clés : Autism Challenging behavior Risk factors IQ Stereotyped behavior Aggression Self-injurious behavior Index. décimale : PER Périodiques Résumé : The current study evaluated risk factors for the occurrence, frequency and severity of challenging behavior among a sample of individuals with a diagnosis of autism, under the age of eighteen, in Ireland. Age, gender, hours of intervention received, age at diagnosis, presence of challenging behavior at diagnosis and treatment type at diagnosis were not found to be significant predictors for the frequency or severity of challenging behavior. The participants’ IQ was found to be a significant predictor of the frequency and severity of the behaviors measured. Lower IQ predicted greater frequencies of stereotyped behavior, aggression and self-injurious behavior along with increased severity of stereotyped behavior and self-injurious behavior. The intervention participants were currently receiving was not significant in predicting the frequency of challenging behavior, nor the severity of aggressive or self-injurious behaviors. However, this variable was a significant predictor of severity of stereotyped behaviors with individuals currently in Applied Behavior Analysis interventions presenting with more severe stereotyped behavior than those currently in “eclectic” interventions. Additional findings and implications in relation to these variables are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119
in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1215-1222[article] Analysis of risk factors and early predictors of challenging behavior for children with autism spectrum disorder [Texte imprimé et/ou numérique] / Aoife MCTIERNAN, Auteur ; Geraldine LEADER, Auteur ; Olive HEALY, Auteur ; Arlene MANNION, Auteur . - 2011 . - p.1215-1222.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1215-1222
Mots-clés : Autism Challenging behavior Risk factors IQ Stereotyped behavior Aggression Self-injurious behavior Index. décimale : PER Périodiques Résumé : The current study evaluated risk factors for the occurrence, frequency and severity of challenging behavior among a sample of individuals with a diagnosis of autism, under the age of eighteen, in Ireland. Age, gender, hours of intervention received, age at diagnosis, presence of challenging behavior at diagnosis and treatment type at diagnosis were not found to be significant predictors for the frequency or severity of challenging behavior. The participants’ IQ was found to be a significant predictor of the frequency and severity of the behaviors measured. Lower IQ predicted greater frequencies of stereotyped behavior, aggression and self-injurious behavior along with increased severity of stereotyped behavior and self-injurious behavior. The intervention participants were currently receiving was not significant in predicting the frequency of challenging behavior, nor the severity of aggressive or self-injurious behaviors. However, this variable was a significant predictor of severity of stereotyped behaviors with individuals currently in Applied Behavior Analysis interventions presenting with more severe stereotyped behavior than those currently in “eclectic” interventions. Additional findings and implications in relation to these variables are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119 Comparison of Behavioral Intervention and Sensory-Integration Therapy in the Treatment of Challenging Behavior / Sarah DEVLIN in Journal of Autism and Developmental Disorders, 41-10 (October 2011)
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Titre : Comparison of Behavioral Intervention and Sensory-Integration Therapy in the Treatment of Challenging Behavior Type de document : Texte imprimé et/ou numérique Auteurs : Sarah DEVLIN, Auteur ; Olive HEALY, Auteur ; Geraldine LEADER, Auteur ; Brian M. HUGHES, Auteur Année de publication : 2011 Article en page(s) : p.1303-1320 Langues : Anglais (eng) Mots-clés : Autism Challenging behavior Behavioral intervention Sensory-integration therapy Cortisol Stress-responsivity Index. décimale : PER Périodiques Résumé : The objective of the current study was to compare the effects of sensory-integration therapy (SIT) and a behavioral intervention on rates of challenging behavior (including self-injurious behavior) in four children diagnosed with Autism Spectrum Disorder. For each of the participants a functional assessment was conducted to identify the variables maintaining challenging behavior. Results of these assessments were used to design function-based behavioral interventions for each participant. Recommendations for the sensory-integration treatment were designed by an Occupational Therapist, trained in the use of sensory-integration theory and techniques. The sensory-integration techniques were not dependent on the results of the functional assessments. The study was conducted within an alternating treatments design, with initial baseline and final best treatment phase. For each participant, results demonstrated that the behavioral intervention was more effective than the sensory integration therapy in the treatment of challenging behavior. In the best treatment phase, the behavioral intervention alone was implemented and further reduction was observed in the rate of challenging behavior. Analysis of saliva samples revealed relatively low levels of cortisol and very little stress-responsivity across the SIT condition and the behavioral intervention condition, which may be related to the participants’ capacity to perceive stress in terms of its social significance. En ligne : http://dx.doi.org/10.1007/s10803-010-1149-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=143
in Journal of Autism and Developmental Disorders > 41-10 (October 2011) . - p.1303-1320[article] Comparison of Behavioral Intervention and Sensory-Integration Therapy in the Treatment of Challenging Behavior [Texte imprimé et/ou numérique] / Sarah DEVLIN, Auteur ; Olive HEALY, Auteur ; Geraldine LEADER, Auteur ; Brian M. HUGHES, Auteur . - 2011 . - p.1303-1320.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 41-10 (October 2011) . - p.1303-1320
Mots-clés : Autism Challenging behavior Behavioral intervention Sensory-integration therapy Cortisol Stress-responsivity Index. décimale : PER Périodiques Résumé : The objective of the current study was to compare the effects of sensory-integration therapy (SIT) and a behavioral intervention on rates of challenging behavior (including self-injurious behavior) in four children diagnosed with Autism Spectrum Disorder. For each of the participants a functional assessment was conducted to identify the variables maintaining challenging behavior. Results of these assessments were used to design function-based behavioral interventions for each participant. Recommendations for the sensory-integration treatment were designed by an Occupational Therapist, trained in the use of sensory-integration theory and techniques. The sensory-integration techniques were not dependent on the results of the functional assessments. The study was conducted within an alternating treatments design, with initial baseline and final best treatment phase. For each participant, results demonstrated that the behavioral intervention was more effective than the sensory integration therapy in the treatment of challenging behavior. In the best treatment phase, the behavioral intervention alone was implemented and further reduction was observed in the rate of challenging behavior. Analysis of saliva samples revealed relatively low levels of cortisol and very little stress-responsivity across the SIT condition and the behavioral intervention condition, which may be related to the participants’ capacity to perceive stress in terms of its social significance. En ligne : http://dx.doi.org/10.1007/s10803-010-1149-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=143 A comparison of experimental functional analysis and the Questions About Behavioral Function (QABF) in the assessment of challenging behavior of individuals with autism / Olive HEALY in Research in Autism Spectrum Disorders, 7-1 (January 2013)
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Titre : A comparison of experimental functional analysis and the Questions About Behavioral Function (QABF) in the assessment of challenging behavior of individuals with autism Type de document : Texte imprimé et/ou numérique Auteurs : Olive HEALY, Auteur ; Denise BRETT, Auteur ; Geraldine LEADER, Auteur Année de publication : 2013 Article en page(s) : p. 66-81 Langues : Anglais (eng) Mots-clés : Functional behavioral assessment Analogue assessment Functional analysis QABF Autism Challenging behavior Index. décimale : PER Périodiques Résumé : We compared two functional behavioral assessment methods: the Questions About Behavioral Function (QABF; a standardized test) and experimental functional analysis (EFA) to identify behavioral functions of aggressive/destructive behavior, self-injurious behavior and stereotypy in 32 people diagnosed with autism. Both assessments found that self injurious behavior (SIB) was mostly maintained by automatic reinforcement and escape from task demands. Aggressive/destructive behavior was found to be maintained by escape and access to tangibles, whereas stereotypy was mostly maintained by automatic reinforcement. There was exact agreement on function(s) between the two assessments for 24 participants and partial agreement for six participants. Results suggest that the QABF has clinical utility and is an effective tool for ascribing behavioral function. Implications of the present findings for future assessment of behavioral function are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.05.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179
in Research in Autism Spectrum Disorders > 7-1 (January 2013) . - p. 66-81[article] A comparison of experimental functional analysis and the Questions About Behavioral Function (QABF) in the assessment of challenging behavior of individuals with autism [Texte imprimé et/ou numérique] / Olive HEALY, Auteur ; Denise BRETT, Auteur ; Geraldine LEADER, Auteur . - 2013 . - p. 66-81.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-1 (January 2013) . - p. 66-81
Mots-clés : Functional behavioral assessment Analogue assessment Functional analysis QABF Autism Challenging behavior Index. décimale : PER Périodiques Résumé : We compared two functional behavioral assessment methods: the Questions About Behavioral Function (QABF; a standardized test) and experimental functional analysis (EFA) to identify behavioral functions of aggressive/destructive behavior, self-injurious behavior and stereotypy in 32 people diagnosed with autism. Both assessments found that self injurious behavior (SIB) was mostly maintained by automatic reinforcement and escape from task demands. Aggressive/destructive behavior was found to be maintained by escape and access to tangibles, whereas stereotypy was mostly maintained by automatic reinforcement. There was exact agreement on function(s) between the two assessments for 24 participants and partial agreement for six participants. Results suggest that the QABF has clinical utility and is an effective tool for ascribing behavioral function. Implications of the present findings for future assessment of behavioral function are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.05.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179 Effects of activity schedules on challenging behavior exhibited in children with autism spectrum disorders: A systematic review / Jenna LEQUIA in Research in Autism Spectrum Disorders, 6-1 (January-March 2012)
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PermalinkFeeding Problems, Gastrointestinal Symptoms, Challenging Behavior and Sensory Issues in Children and Adolescents with Autism Spectrum Disorder / Geraldine LEADER in Journal of Autism and Developmental Disorders, 50-4 (April 2020)
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PermalinkPermalinkIncreased Exposure to Rigid Routines can Lead to Increased Challenging Behavior Following Changes to Those Routines / Leah E. BULL in Journal of Autism and Developmental Disorders, 45-6 (June 2015)
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PermalinkInterventions for challenging behavior of autistic students in general education settings: A systematic literature review / Emily GREGORI ; Stephanie HUFF ; Ramella LEE ; Nate RENDON in Research in Autism Spectrum Disorders, 114 (June 2024)
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