7 recherche sur le mot-clé 'maintenance'

Maintenance of gains in autistic teens receiving a daily living skills intervention at a 6-month follow-up / Amie DUNCAN in Research in Autism, 131 (March 2026)  

Public ISBD [article]  inResearch in Autism > 131 (March 2026) . - 202790 Titre : Maintenance of gains in autistic teens receiving a daily living skills intervention at a 6-month follow-up Type de document : texte imprimé Auteurs : Amie DUNCAN, Auteur ; Lori J. STARK, Auteur ; Lisa RUBLE, Auteur ; Carrie FASSLER, Auteur ; Jareen MEINZEN-DERR, Auteur Article en page(s) : 202790 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Adaptive behavior  Intervention  Adolescence  Daily living skills  Autism  Maintenance Index. décimale : PER Périodiques Résumé : Background Autistic adolescents without an intellectual disability have daily living skills (DLS) that are often 6–8 years behind same-aged peers. The Surviving and Thriving in the Real World (STRW) intervention has demonstrated gains in age-appropriate DLS from baseline to post-treatment compared to a comparison group. Aims Evaluate maintenance of DLS gains from post-treatment to 6-month follow-up from two randomized clinical trials of the STRW intervention. Methods and procedures 112 autistic teens were randomized to receive the STRW intervention (n = 60) or an active comparison group (n = 52). Adolescents were assessed at 6-month follow-up on the Vineland Adaptive Behavior Scales, 3rd Edition (VABS-3) and the DLS goal attainment scale (DLS-GAS). Results revealed that the majority of teens in STRW maintained or improved their DLS on the VABS-3 and DLS-GAS. On the VABS-3, adolescents in STRW were not significantly different from the comparison group from post-treatment to 6-month follow-up. On the DLS-GAS, teens in both STRW and the comparison group maintained gains in cooking and self-care, but the comparison group made significant gains in laundry and money skills compared to STRW. Conclusions and implications The STRW intervention may lead to sustained and clinically meaningful gains, but autistic teens may benefit from continued support. Future studies should examine if these DLS gains are maintained into adulthood and whether they impact outcomes in employment and independent living. En ligne : https://doi.org/10.1016/j.reia.2026.202790 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=581 [article] Maintenance of gains in autistic teens receiving a daily living skills intervention at a 6-month follow-up [texte imprimé] / Amie DUNCAN, Auteur ; Lori J. STARK, Auteur ; Lisa RUBLE, Auteur ; Carrie FASSLER, Auteur ; Jareen MEINZEN-DERR, Auteur . - 202790. Langues : Anglais (eng) in Research in Autism > 131 (March 2026) . - 202790 Mots-clés : Autism spectrum disorder  Adaptive behavior  Intervention  Adolescence  Daily living skills  Autism  Maintenance Index. décimale : PER Périodiques Résumé : Background Autistic adolescents without an intellectual disability have daily living skills (DLS) that are often 6–8 years behind same-aged peers. The Surviving and Thriving in the Real World (STRW) intervention has demonstrated gains in age-appropriate DLS from baseline to post-treatment compared to a comparison group. Aims Evaluate maintenance of DLS gains from post-treatment to 6-month follow-up from two randomized clinical trials of the STRW intervention. Methods and procedures 112 autistic teens were randomized to receive the STRW intervention (n = 60) or an active comparison group (n = 52). Adolescents were assessed at 6-month follow-up on the Vineland Adaptive Behavior Scales, 3rd Edition (VABS-3) and the DLS goal attainment scale (DLS-GAS). Results revealed that the majority of teens in STRW maintained or improved their DLS on the VABS-3 and DLS-GAS. On the VABS-3, adolescents in STRW were not significantly different from the comparison group from post-treatment to 6-month follow-up. On the DLS-GAS, teens in both STRW and the comparison group maintained gains in cooking and self-care, but the comparison group made significant gains in laundry and money skills compared to STRW. Conclusions and implications The STRW intervention may lead to sustained and clinically meaningful gains, but autistic teens may benefit from continued support. Future studies should examine if these DLS gains are maintained into adulthood and whether they impact outcomes in employment and independent living. En ligne : https://doi.org/10.1016/j.reia.2026.202790 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=581

Generalization and Maintenance / Angela PERSICKE  

Public ISBD in Evidence-Based Treatment for Children with Autism. The CARD Model / Doreen GRANPEESHEH Titre : Generalization and Maintenance Type de document : texte imprimé Auteurs : Angela PERSICKE, Auteur Année de publication : 2014 Importance : p.133-143 Langues : Anglais (eng) Mots-clés : autism  treatment program  generalization  maintenance  skill  generalized behavior Index. décimale : AUT-F AUT-F - L'Autisme - Soins Résumé : This chapter describes the Center for Autism and Related Disorders (CARD) approach for promoting generalization and maintenance of skills learned in treatment programs, including programming for generalization across stimuli, settings, and people, teaching generalized behaviors, and incorporating procedures for ensuring that skills are maintained once direct training has concluded. En ligne : http://dx.doi.org/10.1016/B978-0-12-411603-0.00007-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300 in Evidence-Based Treatment for Children with Autism. The CARD Model / Doreen GRANPEESHEH Generalization and Maintenance [texte imprimé] / Angela PERSICKE, Auteur . - 2014 . - p.133-143. Langues : Anglais (eng) Mots-clés : autism  treatment program  generalization  maintenance  skill  generalized behavior Index. décimale : AUT-F AUT-F - L'Autisme - Soins Résumé : This chapter describes the Center for Autism and Related Disorders (CARD) approach for promoting generalization and maintenance of skills learned in treatment programs, including programming for generalization across stimuli, settings, and people, teaching generalized behaviors, and incorporating procedures for ensuring that skills are maintained once direct training has concluded. En ligne : http://dx.doi.org/10.1016/B978-0-12-411603-0.00007-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300

Exemplaires(0)

Disponibilité
aucun exemplaire

Using a Virtual Manipulative Intervention Package to Support Maintenance in Teaching Subtraction with Regrouping to Students with Developmental Disabilities / Jiyoon PARK in Journal of Autism and Developmental Disorders, 50-1 (January 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-1 (January 2020) . - p.63-75 Titre : Using a Virtual Manipulative Intervention Package to Support Maintenance in Teaching Subtraction with Regrouping to Students with Developmental Disabilities Type de document : texte imprimé Auteurs : Jiyoon PARK, Auteur ; Emily C. BOUCK, Auteur ; John P.3rd SMITH, Auteur Article en page(s) : p.63-75 Langues : Anglais (eng) Mots-clés : Developmental disabilities  Maintenance  Mathematics  Virtual manipulatives Index. décimale : PER Périodiques Résumé : To live independently, it is critical that students with disabilities maintain the basic mathematical skills they have acquired so they may apply these skills in daily life. To support maintenance of mathematical skills among students with developmental disabilities, the researchers used a multiple probe across participants design to examine the effectiveness of the VRA instructional sequence with fading support in teaching subtraction with regrouping to four students with developmental disabilities. A functional relation was found between the VRA instructional sequence with fading support and students' accuracy in solving the problems. Students also maintained the skill up to 6 weeks after the intervention. En ligne : http://dx.doi.org/10.1007/s10803-019-04225-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414 [article] Using a Virtual Manipulative Intervention Package to Support Maintenance in Teaching Subtraction with Regrouping to Students with Developmental Disabilities [texte imprimé] / Jiyoon PARK, Auteur ; Emily C. BOUCK, Auteur ; John P.3rd SMITH, Auteur . - p.63-75. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-1 (January 2020) . - p.63-75 Mots-clés : Developmental disabilities  Maintenance  Mathematics  Virtual manipulatives Index. décimale : PER Périodiques Résumé : To live independently, it is critical that students with disabilities maintain the basic mathematical skills they have acquired so they may apply these skills in daily life. To support maintenance of mathematical skills among students with developmental disabilities, the researchers used a multiple probe across participants design to examine the effectiveness of the VRA instructional sequence with fading support in teaching subtraction with regrouping to four students with developmental disabilities. A functional relation was found between the VRA instructional sequence with fading support and students' accuracy in solving the problems. Students also maintained the skill up to 6 weeks after the intervention. En ligne : http://dx.doi.org/10.1007/s10803-019-04225-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414

Alpha modulation during working memory encoding predicts neurocognitive impairment in ADHD / Agatha LENARTOWICZ in Journal of Child Psychology and Psychiatry, 60-8 (August 2019)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 60-8 (August 2019) . - p.917-926 Titre : Alpha modulation during working memory encoding predicts neurocognitive impairment in ADHD Type de document : texte imprimé Auteurs : Agatha LENARTOWICZ, Auteur ; Holly TRUONG, Auteur ; Giulia C. SALGARI, Auteur ; Robert M. BILDER, Auteur ; James MCGOUGH, Auteur ; James T. MCCRACKEN, Auteur ; Sandra K. LOO, Auteur Article en page(s) : p.917-926 Langues : Anglais (eng) Mots-clés : Adhd  Eeg  academic achievement  alpha oscillations  maintenance  visual attention  working memory Index. décimale : PER Périodiques Résumé : BACKGROUND: Attention-deficit/hyperactivity disorder (ADHD) is associated with working memory (WM) deficits. However, WM is a multiprocess construct that can be impaired through several pathways, leaving the source of WM impairments in ADHD unresolved. In this study, we aim to replicate, in an independent sample, previously reported deficits in component processes of WM deficits in ADHD and expand to consider their implications for neurocognitive outcomes. METHODS: In 119 children (7-14 years old, 85 with ADHD), we used electroencephalography measures to quantify component processes during performance of a spatial working memory task. We quantified stimulus encoding using alpha range (8-12 Hz) power; vigilance by the P2 event-related potential to cues; and WMmaintenance by occipital-alpha and frontal-theta (4-7 Hz) power. These measures were evaluated against metrics of executive function, ADHD symptoms, and academic achievement. RESULTS: Encoding alpha-power decreases and cue P2 amplitude were attenuated in ADHD, whereas occipital-alpha power during maintenance was significantly greater in ADHD, consistent with a compensatory response to weak encoding. Weak alpha modulation during encoding was associated with poorer reading comprehension and executive function, as well as enhanced ADHD symptoms. Previously reported effects in frontal-theta power failed to replicate. CONCLUSIONS: Stimulus encoding, a component process of WM coupled to alpha modulation, is impaired in ADHD, and, unlike WM maintenance or vigilance processes, has implications outside of the laboratory via a relationship with executive function, and, to a weaker extent, reading comprehension. En ligne : http://dx.doi.org/10.1111/jcpp.13042 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=404 [article] Alpha modulation during working memory encoding predicts neurocognitive impairment in ADHD [texte imprimé] / Agatha LENARTOWICZ, Auteur ; Holly TRUONG, Auteur ; Giulia C. SALGARI, Auteur ; Robert M. BILDER, Auteur ; James MCGOUGH, Auteur ; James T. MCCRACKEN, Auteur ; Sandra K. LOO, Auteur . - p.917-926. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 60-8 (August 2019) . - p.917-926 Mots-clés : Adhd  Eeg  academic achievement  alpha oscillations  maintenance  visual attention  working memory Index. décimale : PER Périodiques Résumé : BACKGROUND: Attention-deficit/hyperactivity disorder (ADHD) is associated with working memory (WM) deficits. However, WM is a multiprocess construct that can be impaired through several pathways, leaving the source of WM impairments in ADHD unresolved. In this study, we aim to replicate, in an independent sample, previously reported deficits in component processes of WM deficits in ADHD and expand to consider their implications for neurocognitive outcomes. METHODS: In 119 children (7-14 years old, 85 with ADHD), we used electroencephalography measures to quantify component processes during performance of a spatial working memory task. We quantified stimulus encoding using alpha range (8-12 Hz) power; vigilance by the P2 event-related potential to cues; and WMmaintenance by occipital-alpha and frontal-theta (4-7 Hz) power. These measures were evaluated against metrics of executive function, ADHD symptoms, and academic achievement. RESULTS: Encoding alpha-power decreases and cue P2 amplitude were attenuated in ADHD, whereas occipital-alpha power during maintenance was significantly greater in ADHD, consistent with a compensatory response to weak encoding. Weak alpha modulation during encoding was associated with poorer reading comprehension and executive function, as well as enhanced ADHD symptoms. Previously reported effects in frontal-theta power failed to replicate. CONCLUSIONS: Stimulus encoding, a component process of WM coupled to alpha modulation, is impaired in ADHD, and, unlike WM maintenance or vigilance processes, has implications outside of the laboratory via a relationship with executive function, and, to a weaker extent, reading comprehension. En ligne : http://dx.doi.org/10.1111/jcpp.13042 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=404

Cognitive-behavioral therapy for anxiety in youth with an autism spectrum disorder: A follow-up study / Robert R. SELLES in Autism, 19-5 (July 2015)  

Public ISBD [article]  inAutism > 19-5 (July 2015) . - p.613-621 Titre : Cognitive-behavioral therapy for anxiety in youth with an autism spectrum disorder: A follow-up study Type de document : texte imprimé Auteurs : Robert R. SELLES, Auteur ; Elysse B. ARNOLD, Auteur ; Vicky PHARES, Auteur ; Adam B. LEWIN, Auteur ; Tanya K. MURPHY, Auteur ; Eric A. STORCH, Auteur Article en page(s) : p.613-621 Langues : Anglais (eng) Mots-clés : efficacy  maintenance  relapse  treatment Index. décimale : PER Périodiques Résumé : Cognitive-behavioral therapy for anxiety in youth with an autism spectrum disorder appears efficacious; however, maintenance of treatment gains has not yet been studied. Using a sample of 32 youth who had benefited at least minimally from a past trial of cognitive-behavioral therapy for anxiety in autism spectrum disorder, this study assessed anxiety symptoms in youth 10–26 months following treatment completion. Compared to baseline, follow-up scores were associated with large effects for treatment. Relative to post-treatment, a small effect for return in symptoms was present and significantly fewer individuals were rated as responders at follow-up. Future studies should investigate factors associated with poor treatment maintenance and modifications or additions to treatment that may help maintain treatment gains. En ligne : http://dx.doi.org/10.1177/1362361314537912 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=261 [article] Cognitive-behavioral therapy for anxiety in youth with an autism spectrum disorder: A follow-up study [texte imprimé] / Robert R. SELLES, Auteur ; Elysse B. ARNOLD, Auteur ; Vicky PHARES, Auteur ; Adam B. LEWIN, Auteur ; Tanya K. MURPHY, Auteur ; Eric A. STORCH, Auteur . - p.613-621. Langues : Anglais (eng) in Autism > 19-5 (July 2015) . - p.613-621 Mots-clés : efficacy  maintenance  relapse  treatment Index. décimale : PER Périodiques Résumé : Cognitive-behavioral therapy for anxiety in youth with an autism spectrum disorder appears efficacious; however, maintenance of treatment gains has not yet been studied. Using a sample of 32 youth who had benefited at least minimally from a past trial of cognitive-behavioral therapy for anxiety in autism spectrum disorder, this study assessed anxiety symptoms in youth 10–26 months following treatment completion. Compared to baseline, follow-up scores were associated with large effects for treatment. Relative to post-treatment, a small effect for return in symptoms was present and significantly fewer individuals were rated as responders at follow-up. Future studies should investigate factors associated with poor treatment maintenance and modifications or additions to treatment that may help maintain treatment gains. En ligne : http://dx.doi.org/10.1177/1362361314537912 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=261

Visual mental imagery abilities in autism / Clara BLED in Autism Research, 17-10 (October 2024)  

Permalink

Practitioner Review: Long-term pharmacological treatment of pediatric bipolar disorder / Covadonga M. DIAZ-CANEJA in Journal of Child Psychology and Psychiatry, 55-9 (September 2014)  

Permalink