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Increasing physical activity in young adults with autism spectrum disorders / Kate B. LALONDE in Research in Autism Spectrum Disorders, 8-12 (December 2014)
[article]
Titre : Increasing physical activity in young adults with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Kate B. LALONDE, Auteur ; Brian R. MACNEILL, Auteur ; Laura Wolfe EVERSOLE, Auteur ; Steven P. RAGOTZY, Auteur ; Alan POLING, Auteur Article en page(s) : p.1679-1684 Langues : Anglais (eng) Mots-clés : Exercise Walking Reinforcement Goal setting Autism spectrum disorders Pedometer Index. décimale : PER Périodiques Résumé : Abstract Although regular physical exercise is clearly beneficial, many people with autism spectrum disorders do not exercise regularly. The present study used a multiple-baseline-across-participants design with a reversal to demonstrate that a treatment package comprising goal-setting and reinforcement substantially increased walking by young adults with autism spectrum disorders while at school. During the initial baseline condition participants were given pedometers to wear. Once each participant's number of steps stabilized, she/he sets daily goals for minimum number of steps taken and received access to valued objects or activities (reinforcers) for meeting those goals. By the end of the first treatment condition each of five participants was successfully meeting his or her goal and walking at or above 10,000 steps each day. Walking decreased when a return to baseline was implemented, then increased when treatment was reinstated. Social validity assessment indicated that both the participants and their teacher found the intervention highly acceptable. These findings suggest that simple strategies based on goal setting and reinforcement merit further investigation as interventions for increasing exercise. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.09.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243
in Research in Autism Spectrum Disorders > 8-12 (December 2014) . - p.1679-1684[article] Increasing physical activity in young adults with autism spectrum disorders [Texte imprimé et/ou numérique] / Kate B. LALONDE, Auteur ; Brian R. MACNEILL, Auteur ; Laura Wolfe EVERSOLE, Auteur ; Steven P. RAGOTZY, Auteur ; Alan POLING, Auteur . - p.1679-1684.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 8-12 (December 2014) . - p.1679-1684
Mots-clés : Exercise Walking Reinforcement Goal setting Autism spectrum disorders Pedometer Index. décimale : PER Périodiques Résumé : Abstract Although regular physical exercise is clearly beneficial, many people with autism spectrum disorders do not exercise regularly. The present study used a multiple-baseline-across-participants design with a reversal to demonstrate that a treatment package comprising goal-setting and reinforcement substantially increased walking by young adults with autism spectrum disorders while at school. During the initial baseline condition participants were given pedometers to wear. Once each participant's number of steps stabilized, she/he sets daily goals for minimum number of steps taken and received access to valued objects or activities (reinforcers) for meeting those goals. By the end of the first treatment condition each of five participants was successfully meeting his or her goal and walking at or above 10,000 steps each day. Walking decreased when a return to baseline was implemented, then increased when treatment was reinstated. Social validity assessment indicated that both the participants and their teacher found the intervention highly acceptable. These findings suggest that simple strategies based on goal setting and reinforcement merit further investigation as interventions for increasing exercise. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.09.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243 Expectations of Transition-Age Students With Autism Spectrum Disorder Toward Postsecondary Education / Seunghee LEE ; David R. JOHNSON ; Yi-Chen WU in Focus on Autism and Other Developmental Disabilities, 39-1 (March 2024)
[article]
Titre : Expectations of Transition-Age Students With Autism Spectrum Disorder Toward Postsecondary Education Type de document : Texte imprimé et/ou numérique Auteurs : Seunghee LEE, Auteur ; David R. JOHNSON, Auteur ; Yi-Chen WU, Auteur Article en page(s) : p.35?44 Mots-clés : autism spectrum disorder (ASD) postsecondary education expectations goal setting Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine factors associated with expectations regarding postsecondary education of students with autism spectrum disorder between the ages of 16 and 21 years. We conducted logistic regressions using variables at the student, family, and school levels using the National Longitudinal Transition Study 2012. Logistic regression results showed that parental expectations for attending college was the only significant predictor of students? own educational expectations. Students? adaptive functioning, autonomy levels, demographic and family variables, parent involvement, and prior roles in Individualized Education Program/transition planning were not significant predictors. Future research needs to examine how schools can develop effective ways to increase both students? and parents? expectations toward postsecondary education. En ligne : https://dx.doi.org/10.1177/10883576231188331 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519
in Focus on Autism and Other Developmental Disabilities > 39-1 (March 2024) . - p.35?44[article] Expectations of Transition-Age Students With Autism Spectrum Disorder Toward Postsecondary Education [Texte imprimé et/ou numérique] / Seunghee LEE, Auteur ; David R. JOHNSON, Auteur ; Yi-Chen WU, Auteur . - p.35?44.
in Focus on Autism and Other Developmental Disabilities > 39-1 (March 2024) . - p.35?44
Mots-clés : autism spectrum disorder (ASD) postsecondary education expectations goal setting Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine factors associated with expectations regarding postsecondary education of students with autism spectrum disorder between the ages of 16 and 21 years. We conducted logistic regressions using variables at the student, family, and school levels using the National Longitudinal Transition Study 2012. Logistic regression results showed that parental expectations for attending college was the only significant predictor of students? own educational expectations. Students? adaptive functioning, autonomy levels, demographic and family variables, parent involvement, and prior roles in Individualized Education Program/transition planning were not significant predictors. Future research needs to examine how schools can develop effective ways to increase both students? and parents? expectations toward postsecondary education. En ligne : https://dx.doi.org/10.1177/10883576231188331 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519