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The games they play: Observations of children with autism spectrum disorder on the school playground / S. GILMORE in Autism, 23-6 (August 2019)
[article]
Titre : The games they play: Observations of children with autism spectrum disorder on the school playground Type de document : Texte imprimé et/ou numérique Auteurs : S. GILMORE, Auteur ; L. K. FREDERICK, Auteur ; L. SANTILLAN, Auteur ; J. LOCKE, Auteur Article en page(s) : p.1343-1353 Langues : Anglais (eng) Mots-clés : affect autism spectrum disorder peers playground engagement self-stimulatory behavior social communication Index. décimale : PER Périodiques Résumé : The playground may be an important context to examine the social functioning of children with autism spectrum disorder. Previous literature on playground peer engagement has used quantitative methods, but there is limited research using qualitative observations to understand the nuances of playground behavior. Using a mixed-methods approach, 55 elementary school-aged children with autism spectrum disorder who are primarily included in general education settings were observed on the school playground using the Playground Observation of Peer Engagement. Quantitative and qualitative data were examined using a mixed-methods approach. The results showed that children with autism spectrum disorder: engage in solitary and peripheral activities; demonstrate appropriate initiations and responses to peers; display self-stimulatory, motoric behaviors most frequently during solitary activities; and often have neutral affect on the playground. These findings suggest that intervention and supports for children with autism spectrum disorder may be important to deliver at recess to address peer engagement. En ligne : http://dx.doi.org/10.1177/1362361318811987 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403
in Autism > 23-6 (August 2019) . - p.1343-1353[article] The games they play: Observations of children with autism spectrum disorder on the school playground [Texte imprimé et/ou numérique] / S. GILMORE, Auteur ; L. K. FREDERICK, Auteur ; L. SANTILLAN, Auteur ; J. LOCKE, Auteur . - p.1343-1353.
Langues : Anglais (eng)
in Autism > 23-6 (August 2019) . - p.1343-1353
Mots-clés : affect autism spectrum disorder peers playground engagement self-stimulatory behavior social communication Index. décimale : PER Périodiques Résumé : The playground may be an important context to examine the social functioning of children with autism spectrum disorder. Previous literature on playground peer engagement has used quantitative methods, but there is limited research using qualitative observations to understand the nuances of playground behavior. Using a mixed-methods approach, 55 elementary school-aged children with autism spectrum disorder who are primarily included in general education settings were observed on the school playground using the Playground Observation of Peer Engagement. Quantitative and qualitative data were examined using a mixed-methods approach. The results showed that children with autism spectrum disorder: engage in solitary and peripheral activities; demonstrate appropriate initiations and responses to peers; display self-stimulatory, motoric behaviors most frequently during solitary activities; and often have neutral affect on the playground. These findings suggest that intervention and supports for children with autism spectrum disorder may be important to deliver at recess to address peer engagement. En ligne : http://dx.doi.org/10.1177/1362361318811987 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 Assessment and treatment of stereotypic behavior in children with autism and other developmental disabilities: A thirty year review / Florence D. DIGENNARO REED in Research in Autism Spectrum Disorders, 6-1 (January-March 2012)
[article]
Titre : Assessment and treatment of stereotypic behavior in children with autism and other developmental disabilities: A thirty year review Type de document : Texte imprimé et/ou numérique Auteurs : Florence D. DIGENNARO REED, Auteur ; Jason M. HIRST, Auteur ; Sarah R. HYMAN, Auteur Année de publication : 2012 Article en page(s) : p.422-430 Langues : Anglais (eng) Mots-clés : Autism Stereotypy Self-stimulatory behavior Index. décimale : PER Périodiques Résumé : A defining feature of children with autism includes stereotypy, characterized as restrictive and repetitive vocal and motor behavior. The current literature review seeks to (a) determine the number of empirical studies using behavioral interventions to treat stereotypy exhibited by children with autism or other pervasive development disorder, (b) identify the assessment techniques used to determine the function of stereotypy, (c) broadly categorize the treatment procedures, (d) summarize findings of other relevant variables (e.g., participant demographics, experimental setting, change agents used, and topography of stereotypy), and (e) determine the number of studies reporting reliability of the independent variables. Results indicate that a wide variety of stereotypies are represented in the published literature. A majority of studies do not rely on a functional assessment to guide intervention planning and consequence-based approaches are the most common treatment technique. Similar to previous research, measurement of reliability of the independent variables is uncommon. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.07.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146
in Research in Autism Spectrum Disorders > 6-1 (January-March 2012) . - p.422-430[article] Assessment and treatment of stereotypic behavior in children with autism and other developmental disabilities: A thirty year review [Texte imprimé et/ou numérique] / Florence D. DIGENNARO REED, Auteur ; Jason M. HIRST, Auteur ; Sarah R. HYMAN, Auteur . - 2012 . - p.422-430.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-1 (January-March 2012) . - p.422-430
Mots-clés : Autism Stereotypy Self-stimulatory behavior Index. décimale : PER Périodiques Résumé : A defining feature of children with autism includes stereotypy, characterized as restrictive and repetitive vocal and motor behavior. The current literature review seeks to (a) determine the number of empirical studies using behavioral interventions to treat stereotypy exhibited by children with autism or other pervasive development disorder, (b) identify the assessment techniques used to determine the function of stereotypy, (c) broadly categorize the treatment procedures, (d) summarize findings of other relevant variables (e.g., participant demographics, experimental setting, change agents used, and topography of stereotypy), and (e) determine the number of studies reporting reliability of the independent variables. Results indicate that a wide variety of stereotypies are represented in the published literature. A majority of studies do not rely on a functional assessment to guide intervention planning and consequence-based approaches are the most common treatment technique. Similar to previous research, measurement of reliability of the independent variables is uncommon. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.07.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=146 Concerns About ABA-Based Intervention: An Evaluation and Recommendations / Justin B. LEAF in Journal of Autism and Developmental Disorders, 52-6 (June 2022)
[article]
Titre : Concerns About ABA-Based Intervention: An Evaluation and Recommendations Type de document : Texte imprimé et/ou numérique Auteurs : Justin B. LEAF, Auteur ; Joseph H. CIHON, Auteur ; Ronald LEAF, Auteur ; John MCEACHIN, Auteur ; Nicholas LIU, Auteur ; Noah RUSSELL, Auteur ; Lorri UNUMB, Auteur ; Sydney SHAPIRO, Auteur ; Dara KHOSROWSHAHI, Auteur Article en page(s) : p.2838-2853 Langues : Anglais (eng) Mots-clés : Abuse Autism Behavioral intervention Early intensive behavioral intervention Self-stimulatory behavior Index. décimale : PER Périodiques Résumé : For over 50 years, intervention methods informed by the principles of applied behavior analysis (ABA) have been empirically researched and clinically implemented for autistics/individuals diagnosed with autism spectrum disorder (ASD). Despite the plethora of evidence for the effectiveness of ABA-based interventions, some autism rights and neurodiversity activists have expressed concerns with ABA-based interventions. Concerns have included discontent with historical events and possible harm from the procedures and goals targeted. The purpose of this manuscript is to examine some expressed concerns about ABA-based intervention and suggest productive ways of moving forward to provide the best outcomes for autistics/individuals diagnosed with ASD. The authors represent stakeholders from multiple sectors including board certified behavior analysts, licensed psychologists, parents, and autistics/individuals diagnosed with ASD. En ligne : http://dx.doi.org/10.1007/s10803-021-05137-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474
in Journal of Autism and Developmental Disorders > 52-6 (June 2022) . - p.2838-2853[article] Concerns About ABA-Based Intervention: An Evaluation and Recommendations [Texte imprimé et/ou numérique] / Justin B. LEAF, Auteur ; Joseph H. CIHON, Auteur ; Ronald LEAF, Auteur ; John MCEACHIN, Auteur ; Nicholas LIU, Auteur ; Noah RUSSELL, Auteur ; Lorri UNUMB, Auteur ; Sydney SHAPIRO, Auteur ; Dara KHOSROWSHAHI, Auteur . - p.2838-2853.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-6 (June 2022) . - p.2838-2853
Mots-clés : Abuse Autism Behavioral intervention Early intensive behavioral intervention Self-stimulatory behavior Index. décimale : PER Périodiques Résumé : For over 50 years, intervention methods informed by the principles of applied behavior analysis (ABA) have been empirically researched and clinically implemented for autistics/individuals diagnosed with autism spectrum disorder (ASD). Despite the plethora of evidence for the effectiveness of ABA-based interventions, some autism rights and neurodiversity activists have expressed concerns with ABA-based interventions. Concerns have included discontent with historical events and possible harm from the procedures and goals targeted. The purpose of this manuscript is to examine some expressed concerns about ABA-based intervention and suggest productive ways of moving forward to provide the best outcomes for autistics/individuals diagnosed with ASD. The authors represent stakeholders from multiple sectors including board certified behavior analysts, licensed psychologists, parents, and autistics/individuals diagnosed with ASD. En ligne : http://dx.doi.org/10.1007/s10803-021-05137-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474