26 recherche sur le mot-clé 'behavioral intervention'

Advances in Our Understanding of Behavioral Intervention: 1980 to 2020 for Individuals Diagnosed with Autism Spectrum Disorder / J. B. LEAF in Journal of Autism and Developmental Disorders, 51-12 (December 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4395-4410 Titre : Advances in Our Understanding of Behavioral Intervention: 1980 to 2020 for Individuals Diagnosed with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : J. B. LEAF, Auteur ; J. H. CIHON, Auteur ; J. L. FERGUSON, Auteur ; C. M. MILNE, Auteur ; R. LEAF, Auteur ; J. MCEACHIN, Auteur Article en page(s) : p.4395-4410 Langues : Anglais (eng) Mots-clés : Applied Behavior Analysis  Autism Spectrum Disorder/diagnosis/therapy  Behavior Therapy  Humans  Applied behavior analysis  Behavior analysis  Behavioral intervention  Certification  Intensive behavioral intervention Index. décimale : PER Périodiques Résumé : There are three branches of science of behavior analysis [i.e., experimental analysis of behavior, behavior analysis, and applied behavior analysis (ABA)]. ABA can be defined as a systematic approach to understanding behavior of social interest. For the past 40 plus years, researchers have evaluated ABA and ABA based procedures (e.g., behavioral intervention) as they relate to individuals diagnosed with autism spectrum disorder (ASD) and have implemented behavioral intervention in clinical settings for individuals diagnosed with ASD. In this paper, we discuss some of the pivotal contributions in the field of ABA in research and clinical practice. Additionally, we provide recommendations for the science and clinical practice of behavioral intervention in the next 40 years. En ligne : http://dx.doi.org/10.1007/s10803-020-04481-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 [article] Advances in Our Understanding of Behavioral Intervention: 1980 to 2020 for Individuals Diagnosed with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / J. B. LEAF, Auteur ; J. H. CIHON, Auteur ; J. L. FERGUSON, Auteur ; C. M. MILNE, Auteur ; R. LEAF, Auteur ; J. MCEACHIN, Auteur . - p.4395-4410. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4395-4410 Mots-clés : Applied Behavior Analysis  Autism Spectrum Disorder/diagnosis/therapy  Behavior Therapy  Humans  Applied behavior analysis  Behavior analysis  Behavioral intervention  Certification  Intensive behavioral intervention Index. décimale : PER Périodiques Résumé : There are three branches of science of behavior analysis [i.e., experimental analysis of behavior, behavior analysis, and applied behavior analysis (ABA)]. ABA can be defined as a systematic approach to understanding behavior of social interest. For the past 40 plus years, researchers have evaluated ABA and ABA based procedures (e.g., behavioral intervention) as they relate to individuals diagnosed with autism spectrum disorder (ASD) and have implemented behavioral intervention in clinical settings for individuals diagnosed with ASD. In this paper, we discuss some of the pivotal contributions in the field of ABA in research and clinical practice. Additionally, we provide recommendations for the science and clinical practice of behavioral intervention in the next 40 years. En ligne : http://dx.doi.org/10.1007/s10803-020-04481-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454

Advantages and Challenges of a Home- and Clinic-Based Model of Behavioral Intervention for Individuals Diagnosed with Autism Spectrum Disorder / J. B. LEAF in Journal of Autism and Developmental Disorders, 48-6 (June 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-6 (June 2018) . - p.2258-2266 Titre : Advantages and Challenges of a Home- and Clinic-Based Model of Behavioral Intervention for Individuals Diagnosed with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : J. B. LEAF, Auteur ; R. LEAF, Auteur ; J. MCEACHIN, Auteur ; J. H. CIHON, Auteur ; J. L. FERGUSON, Auteur Article en page(s) : p.2258-2266 Langues : Anglais (eng) Mots-clés : Autism  Behavioral intervention  Clinic-based  Home-based Index. décimale : PER Périodiques Résumé : Researchers have demonstrated that comprehensive behavioral intervention can result in significant improvements in the lives of individuals diagnosed with autism spectrum disorder (ASD; e.g.; Lovaas, Journal of Consulting and Clinical Psychology 55(1):3-9, 1987; McEachin et al., American Journal of Mental Retardation 97(4):359-372, 1993). This intervention has occurred in a variety of settings (e.g., school, home, and clinic). Even though procedures based upon the principles of applied behavior analysis (ABA) can be implemented across a variety of settings, there is often confusion about the differences and relative advantages of home- versus clinic-based settings. The purpose of this paper is to provide a discussion of home- and clinic-based intervention within the context of a progressive approach to ABA and discus possible advantages of each type of setting. En ligne : http://dx.doi.org/10.1007/s10803-017-3443-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=362 [article] Advantages and Challenges of a Home- and Clinic-Based Model of Behavioral Intervention for Individuals Diagnosed with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / J. B. LEAF, Auteur ; R. LEAF, Auteur ; J. MCEACHIN, Auteur ; J. H. CIHON, Auteur ; J. L. FERGUSON, Auteur . - p.2258-2266. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-6 (June 2018) . - p.2258-2266 Mots-clés : Autism  Behavioral intervention  Clinic-based  Home-based Index. décimale : PER Périodiques Résumé : Researchers have demonstrated that comprehensive behavioral intervention can result in significant improvements in the lives of individuals diagnosed with autism spectrum disorder (ASD; e.g.; Lovaas, Journal of Consulting and Clinical Psychology 55(1):3-9, 1987; McEachin et al., American Journal of Mental Retardation 97(4):359-372, 1993). This intervention has occurred in a variety of settings (e.g., school, home, and clinic). Even though procedures based upon the principles of applied behavior analysis (ABA) can be implemented across a variety of settings, there is often confusion about the differences and relative advantages of home- versus clinic-based settings. The purpose of this paper is to provide a discussion of home- and clinic-based intervention within the context of a progressive approach to ABA and discus possible advantages of each type of setting. En ligne : http://dx.doi.org/10.1007/s10803-017-3443-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=362

Comparative effectiveness trial: Modular behavior approach for young autistic children compared to comprehensive behavioral intervention / Cynthia ANDERSON in Autism Research, 17-11 (November 2024)  

Public ISBD [article]  inAutism Research > 17-11 (November 2024) . - p.2430-2446 Titre : Comparative effectiveness trial: Modular behavior approach for young autistic children compared to comprehensive behavioral intervention Type de document : Texte imprimé et/ou numérique Auteurs : Cynthia ANDERSON, Auteur ; Samantha HOCHHEIMER, Auteur ; Zachary WARREN, Auteur ; Eric BUTTER, Auteur ; Susan L. HYMAN, Auteur ; Hongyue WANG, Auteur ; Lisa WALLACE, Auteur ; Lynne LEVATO, Auteur ; Ryan MARTIN, Auteur ; Kevin G. STEPHENSON, Auteur ; Megan NORRIS, Auteur ; Wynn JACQUELINE, Auteur ; Tristram SMITH, Auteur ; Cynthia R. JOHNSON, Auteur Article en page(s) : p.2430-2446 Langues : Anglais (eng) Mots-clés : applied behavior analysis  autism  behavioral intervention  comprehensive behavior intervention (CBI)  discrete trial training (DTT)  early intensive Behavioral intervention (EIBI)  naturalistic developmental Behavioral interventions (NDBIs)  noninferiority design  randomized clinical trial (RCT) Index. décimale : PER Périodiques Résumé : Abstract This 24-week single-blind trial tested a modular approach for young autistic children (MAYAC) that was delivered for fewer hours per week and modified based on child progress and parental input compared to comprehensive behavioral intervention treatment as usual (CBI, TAU). Participants were autistic children, ages 18?60?months of age. MAYAC was initially 5?h of intervention per week, one of which was parent training and the other four direct therapy focusing on social communication and engagement, but additional modules could be added for up to 10?h per week. Comprehensive behavior intervention was delivered for ?15?h per week. Outcome measures included the Vineland Adaptive Behavior Scales; VABS, the Ohio Autism Clinical Improvement Scale ? Autism Severity; OACIS ? AS and the Pervasive Developmental Disorder Behavior Inventory ? Parent; PDDBI-P. Implementation and parent satisfaction measures were also collected. Fifty-six children, mean age of 34?months, were randomized. Within-group analysis revealed significant improvements from baseline to week 24 for both MAYAC (p?95%) as was parent satisfaction. Findings from this small trial are promising and suggest MAYAC may be an alternative for some young autistic children and their families to CBI, TAU. En ligne : https://doi.org/10.1002/aur.3240 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=542 [article] Comparative effectiveness trial: Modular behavior approach for young autistic children compared to comprehensive behavioral intervention [Texte imprimé et/ou numérique] / Cynthia ANDERSON, Auteur ; Samantha HOCHHEIMER, Auteur ; Zachary WARREN, Auteur ; Eric BUTTER, Auteur ; Susan L. HYMAN, Auteur ; Hongyue WANG, Auteur ; Lisa WALLACE, Auteur ; Lynne LEVATO, Auteur ; Ryan MARTIN, Auteur ; Kevin G. STEPHENSON, Auteur ; Megan NORRIS, Auteur ; Wynn JACQUELINE, Auteur ; Tristram SMITH, Auteur ; Cynthia R. JOHNSON, Auteur . - p.2430-2446. Langues : Anglais (eng) in Autism Research > 17-11 (November 2024) . - p.2430-2446 Mots-clés : applied behavior analysis  autism  behavioral intervention  comprehensive behavior intervention (CBI)  discrete trial training (DTT)  early intensive Behavioral intervention (EIBI)  naturalistic developmental Behavioral interventions (NDBIs)  noninferiority design  randomized clinical trial (RCT) Index. décimale : PER Périodiques Résumé : Abstract This 24-week single-blind trial tested a modular approach for young autistic children (MAYAC) that was delivered for fewer hours per week and modified based on child progress and parental input compared to comprehensive behavioral intervention treatment as usual (CBI, TAU). Participants were autistic children, ages 18?60?months of age. MAYAC was initially 5?h of intervention per week, one of which was parent training and the other four direct therapy focusing on social communication and engagement, but additional modules could be added for up to 10?h per week. Comprehensive behavior intervention was delivered for ?15?h per week. Outcome measures included the Vineland Adaptive Behavior Scales; VABS, the Ohio Autism Clinical Improvement Scale ? Autism Severity; OACIS ? AS and the Pervasive Developmental Disorder Behavior Inventory ? Parent; PDDBI-P. Implementation and parent satisfaction measures were also collected. Fifty-six children, mean age of 34?months, were randomized. Within-group analysis revealed significant improvements from baseline to week 24 for both MAYAC (p?95%) as was parent satisfaction. Findings from this small trial are promising and suggest MAYAC may be an alternative for some young autistic children and their families to CBI, TAU. En ligne : https://doi.org/10.1002/aur.3240 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=542

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)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 41-10 (October 2011) . - p.1303-1320 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 [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

Play skills taught via behavioral intervention generalize, maintain, and persist in the absence of socially mediated reinforcement in children with autism / Russell B. LANG in Research in Autism Spectrum Disorders, 8-7 (July 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-7 (July 2014) . - p.860-872 Titre : Play skills taught via behavioral intervention generalize, maintain, and persist in the absence of socially mediated reinforcement in children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Russell B. LANG, Auteur ; Wendy MACHALICEK, Auteur ; Mandy RISPOLI, Auteur ; Mark O’REILLY, Auteur ; Jeff SIGAFOOS, Auteur ; Giulio E. LANCIONI, Auteur ; Nienke PETERS-SCHEFFER, Auteur ; Robert DIDDEN, Auteur Article en page(s) : p.860-872 Langues : Anglais (eng) Mots-clés : Autism  Play  Stereotypy  Lag schedules  Behavioral intervention Index. décimale : PER Périodiques Résumé : Abstract We measured generalization, maintenance and parent reports of child happiness in the context of a behavioral intervention to teach toy-play skills to three young children with autism. Lag schedules of reinforcement were implemented for two participants whose play did not initially generalize. The play skills intervention was conducted within the participants’ early childhood classroom and the utility of teaching play as a means to reduce stereotypy within this setting was also evaluated. A multiple baseline design across participants demonstrated that play taught via behavioral intervention may be maintained after programmed reinforcement is discontinued, generalize across settings and toys (i.e., response and stimulus generalization), and occasion a decrease in stereotypy. Further, the occurrence of play in the absence of socially mediated reinforcement suggested that play taught via behavioral interventions may come to be automatically reinforced. Finally, parent responses on rating scales suggested that two of the participants were happier, in a better mood, and were more interested in appropriate toy-play following behavioral intervention. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.04.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 [article] Play skills taught via behavioral intervention generalize, maintain, and persist in the absence of socially mediated reinforcement in children with autism [Texte imprimé et/ou numérique] / Russell B. LANG, Auteur ; Wendy MACHALICEK, Auteur ; Mandy RISPOLI, Auteur ; Mark O’REILLY, Auteur ; Jeff SIGAFOOS, Auteur ; Giulio E. LANCIONI, Auteur ; Nienke PETERS-SCHEFFER, Auteur ; Robert DIDDEN, Auteur . - p.860-872. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-7 (July 2014) . - p.860-872 Mots-clés : Autism  Play  Stereotypy  Lag schedules  Behavioral intervention Index. décimale : PER Périodiques Résumé : Abstract We measured generalization, maintenance and parent reports of child happiness in the context of a behavioral intervention to teach toy-play skills to three young children with autism. Lag schedules of reinforcement were implemented for two participants whose play did not initially generalize. The play skills intervention was conducted within the participants’ early childhood classroom and the utility of teaching play as a means to reduce stereotypy within this setting was also evaluated. A multiple baseline design across participants demonstrated that play taught via behavioral intervention may be maintained after programmed reinforcement is discontinued, generalize across settings and toys (i.e., response and stimulus generalization), and occasion a decrease in stereotypy. Further, the occurrence of play in the absence of socially mediated reinforcement suggested that play taught via behavioral interventions may come to be automatically reinforced. Finally, parent responses on rating scales suggested that two of the participants were happier, in a better mood, and were more interested in appropriate toy-play following behavioral intervention. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.04.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233

Narrowing the gap: Effects of intervention on developmental trajectories in autism / Lars KLINTWALL in Autism, 19-1 (January 2015)  

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The effectiveness of an attention-based intervention for school-aged autistic children with anger regulating problems: A randomized controlled trial / Pamela CLIFFORD in Autism Research, 15-10 (October 2022)  

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Concerns About ABA-Based Intervention: An Evaluation and Recommendations / Justin B. LEAF in Journal of Autism and Developmental Disorders, 52-6 (June 2022)  

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Evaluating the effectiveness of a comprehensive staff training package for behavioral interventions for children with autism / Sara M. WEINKAUF in Research in Autism Spectrum Disorders, 5-2 (April-June 2011)  

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What does it mean for an autism intervention to be evidence-based? / Giacomo VIVANTI in Autism Research, 15-10 (October 2022)  

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