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Résultat de la recherche
3 recherche sur le mot-clé 'Dosage'




A systematic search and appraisal of intervention characteristics used to develop varied communication functions in children with autism who use aided AAC / Kristy LOGAN in Research in Autism Spectrum Disorders, 90 (February 2022)
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Titre : A systematic search and appraisal of intervention characteristics used to develop varied communication functions in children with autism who use aided AAC Type de document : Texte imprimé et/ou numérique Auteurs : Kristy LOGAN, Auteur ; Teresa IACONO, Auteur ; David TREMBATH, Auteur Article en page(s) : 101896 Langues : Anglais (eng) Mots-clés : AAC ASD Communication functions Dosage Index. décimale : PER Périodiques Résumé : Background Aided augmentative and alternative communication (AAC) interventions have been shown to be effective in teaching children with autism spectrum disorder (ASD) to communicate for a range of communication functions. However, currently little is known about the specific characteristics of interventions that can be used to teach functions other than object request. Method A systematic search and appraisal was undertaken of extant ASD-AAC research to determine whether outcomes varied according to intervention strategies used, communication functions and behaviours targeted, treatment intensity, and participant characteristics. Eighteen studies were identified and appraised for constituents and outcomes. Results Intervention components varied widely, as did behaviours targeted, participant characteristics, dosage, and outcomes. There was evidence that a range of functions and communication behaviours could be taught successfully in structured, context-bound routines, with the teaching strategies of time delay and prompting applied most frequently. A small correlation was found between dosage and effect size. Conclusions The current appraisal provides evidence that children with ASD who use aided AAC can learn communication functions beyond making requests for objects. AAC interventions that include time delay and prompting, and that teach skills in specific routines, are more likely to demonstrate a moderate to large effect size. Further research on the range of factors that may potentially influence outcomes, such as participant characteristics and dosage, is needed. En ligne : https://doi.org/10.1016/j.rasd.2021.101896 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458
in Research in Autism Spectrum Disorders > 90 (February 2022) . - 101896[article] A systematic search and appraisal of intervention characteristics used to develop varied communication functions in children with autism who use aided AAC [Texte imprimé et/ou numérique] / Kristy LOGAN, Auteur ; Teresa IACONO, Auteur ; David TREMBATH, Auteur . - 101896.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 90 (February 2022) . - 101896
Mots-clés : AAC ASD Communication functions Dosage Index. décimale : PER Périodiques Résumé : Background Aided augmentative and alternative communication (AAC) interventions have been shown to be effective in teaching children with autism spectrum disorder (ASD) to communicate for a range of communication functions. However, currently little is known about the specific characteristics of interventions that can be used to teach functions other than object request. Method A systematic search and appraisal was undertaken of extant ASD-AAC research to determine whether outcomes varied according to intervention strategies used, communication functions and behaviours targeted, treatment intensity, and participant characteristics. Eighteen studies were identified and appraised for constituents and outcomes. Results Intervention components varied widely, as did behaviours targeted, participant characteristics, dosage, and outcomes. There was evidence that a range of functions and communication behaviours could be taught successfully in structured, context-bound routines, with the teaching strategies of time delay and prompting applied most frequently. A small correlation was found between dosage and effect size. Conclusions The current appraisal provides evidence that children with ASD who use aided AAC can learn communication functions beyond making requests for objects. AAC interventions that include time delay and prompting, and that teach skills in specific routines, are more likely to demonstrate a moderate to large effect size. Further research on the range of factors that may potentially influence outcomes, such as participant characteristics and dosage, is needed. En ligne : https://doi.org/10.1016/j.rasd.2021.101896 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 RCT examining the effect of treatment intensity for a psychosocial treatment for high-functioning children with ASD / Christopher LOPATA in Research in Autism Spectrum Disorders, 17 (September 2015)
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Titre : RCT examining the effect of treatment intensity for a psychosocial treatment for high-functioning children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Christopher LOPATA, Auteur ; Marcus L. THOMEER, Auteur ; Alanna M. LIPINSKI, Auteur ; James P. DONNELLY, Auteur ; Andrew T. NELSON, Auteur ; Rachael A. SMITH, Auteur ; Adam J. BOOTH, Auteur ; Jonathan D. RODGERS, Auteur ; Martin A. VOLKER, Auteur Année de publication : 2015 Article en page(s) : p.52-63 Langues : Anglais (eng) Mots-clés : High-functioning ASD Treatment intensity Dosage Index. décimale : PER Périodiques Résumé : Abstract This randomized controlled trial evaluated the effect of treatment intensity (high intensity vs. lower intensity) on the feasibility and efficacy of a comprehensive psychosocial treatment for 47 high-functioning children, ages 7–12 years with ASD (HFASD). All participants received the comprehensive 5-week summer treatment (summerMAX), with half receiving the previously validated high-intensity (HI) program (2:1 child-to-staff ratio) and half receiving a lower intensity (LI) version of the same program (4:1 child-to-staff ratio). Results of the primary analyses indicated significant improvements on non-literal language and emotion recognition (decoding) child testing and parent ratings of targeted and broad social skills, ASD-related symptoms, withdrawal, and behavioral symptoms for the overall group (HI and LI combined) and no significant difference between the conditions (HI vs. LI). Secondary staff clinician ratings corroborated parent ratings. No significant cross-condition differences were observed in fidelity of implementation or in parent, child, or staff clinician satisfaction ratings indicating no reduction in feasibility for the LI group. Overall, results suggested that similar positive outcomes can be achieved when the summerMAX program is administered at a lower intensity level. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.06.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263
in Research in Autism Spectrum Disorders > 17 (September 2015) . - p.52-63[article] RCT examining the effect of treatment intensity for a psychosocial treatment for high-functioning children with ASD [Texte imprimé et/ou numérique] / Christopher LOPATA, Auteur ; Marcus L. THOMEER, Auteur ; Alanna M. LIPINSKI, Auteur ; James P. DONNELLY, Auteur ; Andrew T. NELSON, Auteur ; Rachael A. SMITH, Auteur ; Adam J. BOOTH, Auteur ; Jonathan D. RODGERS, Auteur ; Martin A. VOLKER, Auteur . - 2015 . - p.52-63.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 17 (September 2015) . - p.52-63
Mots-clés : High-functioning ASD Treatment intensity Dosage Index. décimale : PER Périodiques Résumé : Abstract This randomized controlled trial evaluated the effect of treatment intensity (high intensity vs. lower intensity) on the feasibility and efficacy of a comprehensive psychosocial treatment for 47 high-functioning children, ages 7–12 years with ASD (HFASD). All participants received the comprehensive 5-week summer treatment (summerMAX), with half receiving the previously validated high-intensity (HI) program (2:1 child-to-staff ratio) and half receiving a lower intensity (LI) version of the same program (4:1 child-to-staff ratio). Results of the primary analyses indicated significant improvements on non-literal language and emotion recognition (decoding) child testing and parent ratings of targeted and broad social skills, ASD-related symptoms, withdrawal, and behavioral symptoms for the overall group (HI and LI combined) and no significant difference between the conditions (HI vs. LI). Secondary staff clinician ratings corroborated parent ratings. No significant cross-condition differences were observed in fidelity of implementation or in parent, child, or staff clinician satisfaction ratings indicating no reduction in feasibility for the LI group. Overall, results suggested that similar positive outcomes can be achieved when the summerMAX program is administered at a lower intensity level. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.06.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263 The effects of an early motor skill intervention on motor skills, levels of physical activity, and socialization in young children with autism spectrum disorder: A pilot study / Leah KETCHESON in Autism, 21-4 (May 2017)
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[article]
Titre : The effects of an early motor skill intervention on motor skills, levels of physical activity, and socialization in young children with autism spectrum disorder: A pilot study Type de document : Texte imprimé et/ou numérique Auteurs : Leah KETCHESON, Auteur ; Janet HAUCK, Auteur ; Dale ULRICH, Auteur Article en page(s) : p.481-492 Langues : Anglais (eng) Mots-clés : autism spectrum disorders dosage interventions—psychosocial/behavioral motor skills physical activity preschoolers Index. décimale : PER Périodiques Résumé : Despite evidence suggesting one of the earliest indicators of an eventual autism spectrum disorder diagnoses is an early motor delay, there remain very few interventions targeting motor behavior as the primary outcome for young children with autism spectrum disorder. The aim of this pilot study was to measure the efficacy of an intensive motor skill intervention on motor skills (Test of Gross Motor Development-2), physical activity (accelerometers), and socialization (Playground Observation of Peer Engagement) in young children with autism spectrum disorder. A total of 20 children with autism spectrum disorder aged 4–6?years participated. The experimental group (n?=?11) participated in an 8-week intervention consisting of motor skill instruction for 4?h/day, 5?days/week. The control group (n?=?9) did not receive the intervention. A repeated-measures analysis of covariance revealed statistically significant differences between groups in all three motor outcomes, locomotor (F(1, 14)?=?10.07, p?0.001, partial ?2?=?0.42), object control (F(1, 14)?=?12.90, p?0.001, partial ?2?=?0.48), and gross quotient (F(1, 14)?=?15.61, p?0.01, partial ?2?=?0.53). Findings shed light on the importance of including motor programming as part of the early intervention services delivered to young children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361316650611 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305
in Autism > 21-4 (May 2017) . - p.481-492[article] The effects of an early motor skill intervention on motor skills, levels of physical activity, and socialization in young children with autism spectrum disorder: A pilot study [Texte imprimé et/ou numérique] / Leah KETCHESON, Auteur ; Janet HAUCK, Auteur ; Dale ULRICH, Auteur . - p.481-492.
Langues : Anglais (eng)
in Autism > 21-4 (May 2017) . - p.481-492
Mots-clés : autism spectrum disorders dosage interventions—psychosocial/behavioral motor skills physical activity preschoolers Index. décimale : PER Périodiques Résumé : Despite evidence suggesting one of the earliest indicators of an eventual autism spectrum disorder diagnoses is an early motor delay, there remain very few interventions targeting motor behavior as the primary outcome for young children with autism spectrum disorder. The aim of this pilot study was to measure the efficacy of an intensive motor skill intervention on motor skills (Test of Gross Motor Development-2), physical activity (accelerometers), and socialization (Playground Observation of Peer Engagement) in young children with autism spectrum disorder. A total of 20 children with autism spectrum disorder aged 4–6?years participated. The experimental group (n?=?11) participated in an 8-week intervention consisting of motor skill instruction for 4?h/day, 5?days/week. The control group (n?=?9) did not receive the intervention. A repeated-measures analysis of covariance revealed statistically significant differences between groups in all three motor outcomes, locomotor (F(1, 14)?=?10.07, p?0.001, partial ?2?=?0.42), object control (F(1, 14)?=?12.90, p?0.001, partial ?2?=?0.48), and gross quotient (F(1, 14)?=?15.61, p?0.01, partial ?2?=?0.53). Findings shed light on the importance of including motor programming as part of the early intervention services delivered to young children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361316650611 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305