3 recherche sur le mot-clé 'direct observation'

Direct observation in a large-scale randomized trial of parent training in children with autism spectrum disorder and disruptive behavior / Naomi SWIEZY in Research in Autism Spectrum Disorders, 89 (November 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 89 (November 2021) . - 101879 Titre : Direct observation in a large-scale randomized trial of parent training in children with autism spectrum disorder and disruptive behavior Type de document : Texte imprimé et/ou numérique Auteurs : Naomi SWIEZY, Auteur ; Tristam SMITH, Auteur ; Cindy R. JOHNSON, Auteur ; Karen E. BEARSS, Auteur ; Luc LECAVALIER, Auteur ; Rochelle DRILL, Auteur ; Danielle WARNER, Auteur ; Yanhong DENG, Auteur ; Yunshan XU, Auteur ; James DZIURA, Auteur ; Ben HANDEN, Auteur ; Lawrence SCAHILL, Auteur Article en page(s) : 101879 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder (ASD)  Direct observation  Behavioral assessment  Behavioral intervention  Randomized Control Trial (RCT)  Parent and caregiver training Index. décimale : PER Périodiques Résumé : A direct observation strategy (Standardized Observation Analogue Procedure, SOAP) was used in a large-scale randomized trial of parent training versus parent education in young children with autism spectrum disorder (ASD) and disruptive behavior. The 16-minute SOAP, modified from an earlier version of this same measure, included parentchild interaction to assess child behavior in a clinical laboratory setting. Despite study entry criteria for all child participants requiring moderate levels of disruptive behavior in this project, 126 of 168 children with complete SOAP data at baseline showed no disruptive behavior on this measure. Although the primary purpose of the study was to determine whether the SOAP could detect differences between the two conditions (i.e.,parent training (PT) and parent education (PE)), baseline observation data was not consistent with parent ratings at baseline or subsequent follow up visits, leaving little room to demonstrate improvement with this observation measure. This and the challenging, time-consuming and resource intensive effort involved in using such a measure in a large randomized scale trial, raises fundamental questions about the validity of the SOAP as an outcome measure in such a study. Further consideration related to the feasibility and practicality of using direct observation as a primary measure in larger scale efforts overall are also discussed. En ligne : https://doi.org/10.1016/j.rasd.2021.101879 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 [article] Direct observation in a large-scale randomized trial of parent training in children with autism spectrum disorder and disruptive behavior [Texte imprimé et/ou numérique] / Naomi SWIEZY, Auteur ; Tristam SMITH, Auteur ; Cindy R. JOHNSON, Auteur ; Karen E. BEARSS, Auteur ; Luc LECAVALIER, Auteur ; Rochelle DRILL, Auteur ; Danielle WARNER, Auteur ; Yanhong DENG, Auteur ; Yunshan XU, Auteur ; James DZIURA, Auteur ; Ben HANDEN, Auteur ; Lawrence SCAHILL, Auteur . - 101879. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 89 (November 2021) . - 101879 Mots-clés : Autism spectrum disorder (ASD)  Direct observation  Behavioral assessment  Behavioral intervention  Randomized Control Trial (RCT)  Parent and caregiver training Index. décimale : PER Périodiques Résumé : A direct observation strategy (Standardized Observation Analogue Procedure, SOAP) was used in a large-scale randomized trial of parent training versus parent education in young children with autism spectrum disorder (ASD) and disruptive behavior. The 16-minute SOAP, modified from an earlier version of this same measure, included parentchild interaction to assess child behavior in a clinical laboratory setting. Despite study entry criteria for all child participants requiring moderate levels of disruptive behavior in this project, 126 of 168 children with complete SOAP data at baseline showed no disruptive behavior on this measure. Although the primary purpose of the study was to determine whether the SOAP could detect differences between the two conditions (i.e.,parent training (PT) and parent education (PE)), baseline observation data was not consistent with parent ratings at baseline or subsequent follow up visits, leaving little room to demonstrate improvement with this observation measure. This and the challenging, time-consuming and resource intensive effort involved in using such a measure in a large randomized scale trial, raises fundamental questions about the validity of the SOAP as an outcome measure in such a study. Further consideration related to the feasibility and practicality of using direct observation as a primary measure in larger scale efforts overall are also discussed. En ligne : https://doi.org/10.1016/j.rasd.2021.101879 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458

A Fresh Pair of Eyes: A Blind Observation Method for Evaluating Social Skills of Children with ASD in a Naturalistic Peer Situation in School / Vera DEKKER in Journal of Autism and Developmental Disorders, 46-9 (September 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-9 (September 2016) . - p.2890-2904 Titre : A Fresh Pair of Eyes: A Blind Observation Method for Evaluating Social Skills of Children with ASD in a Naturalistic Peer Situation in School Type de document : Texte imprimé et/ou numérique Auteurs : Vera DEKKER, Auteur ; Maaike H. NAUTA, Auteur ; Erik J. MULDER, Auteur ; Sjoerd SYTEMA, Auteur ; Annelies A. DE BILDT, Auteur Article en page(s) : p.2890-2904 Langues : Anglais (eng) Mots-clés : Social skills  Direct observation  ASD  Reliability  Validity  Outcome measure Index. décimale : PER Périodiques Résumé : The Social skills Observation Measure (SOM) is a direct observation method for social skills used in naturalistic everyday situations in school. This study describes the development of the SOM and investigates its psychometric properties in 86 children with Autism spectrum disorder, aged 9.8–13.1 years. The interrater reliability was found to be good to excellent. The convergent validity was low in relation to parent and teacher reports of social skills, and also to parent interview on adaptive social functioning. Therefore this direct observation seems to provide additional information on the frequency and quality of social behaviors in daily life situations. As such it contributes to parent and teacher information as a blind measurement to evaluate Social Skills Training. En ligne : http://dx.doi.org/10.1007/s10803-016-2829-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292 [article] A Fresh Pair of Eyes: A Blind Observation Method for Evaluating Social Skills of Children with ASD in a Naturalistic Peer Situation in School [Texte imprimé et/ou numérique] / Vera DEKKER, Auteur ; Maaike H. NAUTA, Auteur ; Erik J. MULDER, Auteur ; Sjoerd SYTEMA, Auteur ; Annelies A. DE BILDT, Auteur . - p.2890-2904. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-9 (September 2016) . - p.2890-2904 Mots-clés : Social skills  Direct observation  ASD  Reliability  Validity  Outcome measure Index. décimale : PER Périodiques Résumé : The Social skills Observation Measure (SOM) is a direct observation method for social skills used in naturalistic everyday situations in school. This study describes the development of the SOM and investigates its psychometric properties in 86 children with Autism spectrum disorder, aged 9.8–13.1 years. The interrater reliability was found to be good to excellent. The convergent validity was low in relation to parent and teacher reports of social skills, and also to parent interview on adaptive social functioning. Therefore this direct observation seems to provide additional information on the frequency and quality of social behaviors in daily life situations. As such it contributes to parent and teacher information as a blind measurement to evaluate Social Skills Training. En ligne : http://dx.doi.org/10.1007/s10803-016-2829-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292

Assessment of Anxiety in Youth With Autism Spectrum Disorder / Lauren J. MOSKOWITZ  

Public ISBD in Anxiety in Children and Adolescents with Autism Spectrum Disorder / Connor M. KERNS Titre : Assessment of Anxiety in Youth With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Lauren J. MOSKOWITZ, Auteur ; Tamara ROSEN, Auteur ; Matthew D. LERNER, Auteur ; Karen LEVINE, Auteur Année de publication : 2017 Importance : p.79-104 Langues : Anglais (eng) Mots-clés : Anxiety  autism spectrum disorder  assessment  interviews  questionnaires  direct observation  physiological  multimethod Index. décimale : PAR-B PAR-B - Anxiété Résumé : Abstract Anxiety is one of the most common presenting problems for youth with autism spectrum disorder (ASD) and causes greater impairment than the symptoms of ASD alone. Despite the increased risk for anxiety disorders in ASD, there is limited research on the assessment of anxiety in this population, relative to the large body of literature on anxiety in typically developing children. This may be due, in part, to the difficulty of assessing anxiety in ASD. Anxiety is a multifaceted construct involving behaviors, cognitions, affect, and physiological arousal. These multiple components of anxiety are ideally assessed using a multimethod approach, including questionnaires, interviews, direct behavioral observation, and occasionally physiological responses elicited by feared stimuli. This chapter will review the variety of methods that can be used to assess anxiety in youth with ASD, discussing the advantages and disadvantages of each method as well as the psychometric properties and uses of various assessment tools. En ligne : http://dx.doi.org/10.1016/B978-0-12-805122-1.00005-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300 in Anxiety in Children and Adolescents with Autism Spectrum Disorder / Connor M. KERNS Assessment of Anxiety in Youth With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Lauren J. MOSKOWITZ, Auteur ; Tamara ROSEN, Auteur ; Matthew D. LERNER, Auteur ; Karen LEVINE, Auteur . - 2017 . - p.79-104. Langues : Anglais (eng) Mots-clés : Anxiety  autism spectrum disorder  assessment  interviews  questionnaires  direct observation  physiological  multimethod Index. décimale : PAR-B PAR-B - Anxiété Résumé : Abstract Anxiety is one of the most common presenting problems for youth with autism spectrum disorder (ASD) and causes greater impairment than the symptoms of ASD alone. Despite the increased risk for anxiety disorders in ASD, there is limited research on the assessment of anxiety in this population, relative to the large body of literature on anxiety in typically developing children. This may be due, in part, to the difficulty of assessing anxiety in ASD. Anxiety is a multifaceted construct involving behaviors, cognitions, affect, and physiological arousal. These multiple components of anxiety are ideally assessed using a multimethod approach, including questionnaires, interviews, direct behavioral observation, and occasionally physiological responses elicited by feared stimuli. This chapter will review the variety of methods that can be used to assess anxiety in youth with ASD, discussing the advantages and disadvantages of each method as well as the psychometric properties and uses of various assessment tools. En ligne : http://dx.doi.org/10.1016/B978-0-12-805122-1.00005-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300

Exemplaires

Code-barres	Cote	Support	Localisation	Section	Disponibilité
aucun exemplaire