9 recherche sur le mot-clé 'positive behavior support'

Effects of an employer-based intervention on employment outcomes for youth with significant support needs due to autism / Paul WEHMAN in Autism, 21-3 (April 2017)  

Public ISBD [article]  inAutism > 21-3 (April 2017) . - p.276-290 Titre : Effects of an employer-based intervention on employment outcomes for youth with significant support needs due to autism Type de document : Texte imprimé et/ou numérique Auteurs : Paul WEHMAN, Auteur ; Carol M. SCHALL, Auteur ; Jennifer MCDONOUGH, Auteur ; Carolyn GRAHAM, Auteur ; Valerie BROOKE, Auteur ; J. Erin RIEHLE, Auteur ; Alissa BROOKE, Auteur ; Whitney HAM, Auteur ; Stephanie LAU, Auteur ; Jaclyn ALLEN, Auteur ; Lauren AVELLONE, Auteur Article en page(s) : p.276-290 Langues : Anglais (eng) Mots-clés : Adolescent  Autism Spectrum Disorder/ psychology/therapy  Employment/ psychology  Employment, Supported/methods  Female  Humans  Male  Program Evaluation  Young Adult  Project SEARCH  applied behavior analysis  autism  autism spectrum disorder  employment  positive behavior support  transition to adulthood Index. décimale : PER Périodiques Résumé : The purpose of this study was to develop and investigate an employer-based 9-month intervention for high school youth with autism spectrum disorder to learn job skills and acquire employment. The intervention modified a program titled Project SEARCH and incorporated the use of applied behavior analysis to develop Project SEARCH plus Autism Spectrum Disorder Supports. A randomized clinical trial compared the implementation of Project SEARCH plus Autism Spectrum Disorder Supports with high school special education services as usual. Participants were 49 high-school-aged individuals between the ages of 18 and 21?years diagnosed with an autism spectrum disorder and eligible for supported employment. Students also had to demonstrate independent self-care. At 3?months post-graduation, 90% of the treatment group acquired competitive, part-time employment earning US$9.53-US$10.66?per hour. Furthermore, 87% of those individuals maintained employment at 12?months post-graduation. The control group's employment outcomes were 6% acquiring employment by 3?months post-graduation and 12% acquiring employment by 12?months post-graduation. The positive employment outcomes generated by the treatment group provide evidence that youth with autism spectrum disorder can gain and maintain competitive employment. Additionally, there is evidence that they are able to advance within that time toward more weekly hours worked, while they also displayed increasing independence in the work setting. En ligne : http://dx.doi.org/10.1177/1362361316635826 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475 [article] Effects of an employer-based intervention on employment outcomes for youth with significant support needs due to autism [Texte imprimé et/ou numérique] / Paul WEHMAN, Auteur ; Carol M. SCHALL, Auteur ; Jennifer MCDONOUGH, Auteur ; Carolyn GRAHAM, Auteur ; Valerie BROOKE, Auteur ; J. Erin RIEHLE, Auteur ; Alissa BROOKE, Auteur ; Whitney HAM, Auteur ; Stephanie LAU, Auteur ; Jaclyn ALLEN, Auteur ; Lauren AVELLONE, Auteur . - p.276-290. Langues : Anglais (eng) in Autism > 21-3 (April 2017) . - p.276-290 Mots-clés : Adolescent  Autism Spectrum Disorder/ psychology/therapy  Employment/ psychology  Employment, Supported/methods  Female  Humans  Male  Program Evaluation  Young Adult  Project SEARCH  applied behavior analysis  autism  autism spectrum disorder  employment  positive behavior support  transition to adulthood Index. décimale : PER Périodiques Résumé : The purpose of this study was to develop and investigate an employer-based 9-month intervention for high school youth with autism spectrum disorder to learn job skills and acquire employment. The intervention modified a program titled Project SEARCH and incorporated the use of applied behavior analysis to develop Project SEARCH plus Autism Spectrum Disorder Supports. A randomized clinical trial compared the implementation of Project SEARCH plus Autism Spectrum Disorder Supports with high school special education services as usual. Participants were 49 high-school-aged individuals between the ages of 18 and 21?years diagnosed with an autism spectrum disorder and eligible for supported employment. Students also had to demonstrate independent self-care. At 3?months post-graduation, 90% of the treatment group acquired competitive, part-time employment earning US$9.53-US$10.66?per hour. Furthermore, 87% of those individuals maintained employment at 12?months post-graduation. The control group's employment outcomes were 6% acquiring employment by 3?months post-graduation and 12% acquiring employment by 12?months post-graduation. The positive employment outcomes generated by the treatment group provide evidence that youth with autism spectrum disorder can gain and maintain competitive employment. Additionally, there is evidence that they are able to advance within that time toward more weekly hours worked, while they also displayed increasing independence in the work setting. En ligne : http://dx.doi.org/10.1177/1362361316635826 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475

Intervention for Anxiety and Problem Behavior in Children with Autism Spectrum Disorder and Intellectual Disability / L. J. MOSKOWITZ in Journal of Autism and Developmental Disorders, 47-12 (December 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-12 (December 2017) . - p.3930-3948 Titre : Intervention for Anxiety and Problem Behavior in Children with Autism Spectrum Disorder and Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : L. J. MOSKOWITZ, Auteur ; C. E. WALSH, Auteur ; E. MULDER, Auteur ; D. M. MCLAUGHLIN, Auteur ; G. HAJCAK, Auteur ; Edward G. CARR, Auteur ; J. R. ZARCONE, Auteur Année de publication : 2017 Article en page(s) : p.3930-3948 Langues : Anglais (eng) Mots-clés : Anxiety  Applied behavior analysis  Autism  Cognitive Behavioral Therapy  Intellectual disability  Positive Behavior Support  Respiratory sinus arrhythmia Index. décimale : PER Périodiques Résumé : There is little research on the functional assessment and treatment of anxiety and related problem behavior in children with autism spectrum disorder (ASD), particularly those with intellectual and developmental disability (IDD). In a recent study, we evaluated a multimethod strategy for assessing anxiety in children with ASD and IDD (Am J Intellect Dev Disabil 118:419-434, 2013). In the present study, we developed treatments for the anxiety and associated problem behavior in these same children. A multiple baseline design was used to evaluate the effectiveness of a multicomponent intervention package, incorporating individualized strategies from Positive Behavior Support and Cognitive Behavioral Therapy. During intervention, all three participants showed substantial decreases in anxiety and problem behavior and significant increases in respiratory sinus arrhythmia in the situations that had previously been identified as anxiety-provoking. En ligne : http://dx.doi.org/10.1007/s10803-017-3070-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=326 [article] Intervention for Anxiety and Problem Behavior in Children with Autism Spectrum Disorder and Intellectual Disability [Texte imprimé et/ou numérique] / L. J. MOSKOWITZ, Auteur ; C. E. WALSH, Auteur ; E. MULDER, Auteur ; D. M. MCLAUGHLIN, Auteur ; G. HAJCAK, Auteur ; Edward G. CARR, Auteur ; J. R. ZARCONE, Auteur . - 2017 . - p.3930-3948. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-12 (December 2017) . - p.3930-3948 Mots-clés : Anxiety  Applied behavior analysis  Autism  Cognitive Behavioral Therapy  Intellectual disability  Positive Behavior Support  Respiratory sinus arrhythmia Index. décimale : PER Périodiques Résumé : There is little research on the functional assessment and treatment of anxiety and related problem behavior in children with autism spectrum disorder (ASD), particularly those with intellectual and developmental disability (IDD). In a recent study, we evaluated a multimethod strategy for assessing anxiety in children with ASD and IDD (Am J Intellect Dev Disabil 118:419-434, 2013). In the present study, we developed treatments for the anxiety and associated problem behavior in these same children. A multiple baseline design was used to evaluate the effectiveness of a multicomponent intervention package, incorporating individualized strategies from Positive Behavior Support and Cognitive Behavioral Therapy. During intervention, all three participants showed substantial decreases in anxiety and problem behavior and significant increases in respiratory sinus arrhythmia in the situations that had previously been identified as anxiety-provoking. En ligne : http://dx.doi.org/10.1007/s10803-017-3070-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=326

A Preliminary Investigation of a Model for Training Public School Practitioners in Positive Behavioral Technologies for Students With Autism Spectrum Disorder / Taryn TRAYLOR ; Susan PALKO ; Paul WEHMAN ; Valerie BROOKE ; Whitney HAM ; Katherine LEWIS ; Carol SCHALL in Focus on Autism and Other Developmental Disabilities, 39-1 (March 2024)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 39-1 (March 2024) . - p.24?34 Titre : A Preliminary Investigation of a Model for Training Public School Practitioners in Positive Behavioral Technologies for Students With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Taryn TRAYLOR, Auteur ; Susan PALKO, Auteur ; Paul WEHMAN, Auteur ; Valerie BROOKE, Auteur ; Whitney HAM, Auteur ; Katherine LEWIS, Auteur ; Carol SCHALL, Auteur Article en page(s) : p.24?34 Mots-clés : behavior training  autism spectrum disorder  positive behavior support  school practitioners  social validity Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder (ASD) often display serious problem behavior that hinders educational and social progress. Educators in public schools are often untrained in the use of intensive evidence-based positive behavior technologies. This study describes the preliminary investigation of a coaching and consulting model for increasing staff?s ability within U.S. public schools to effectively reduce problem behavior in students with ASD. Public school practitioners who were enrolled in the Customized Behavior Application Training (CBAT) program during the 2020?2021 academic school year completed a survey regarding the social validity of the CBAT model and its impact on problem behavior in students with ASD. Initial findings indicate positive receptivity of CBAT as a useful training for helping school staff more confidently and independently address problem behavior in students with ASD in classroom settings. En ligne : https://dx.doi.org/10.1177/10883576231202697 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519 [article] A Preliminary Investigation of a Model for Training Public School Practitioners in Positive Behavioral Technologies for Students With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Taryn TRAYLOR, Auteur ; Susan PALKO, Auteur ; Paul WEHMAN, Auteur ; Valerie BROOKE, Auteur ; Whitney HAM, Auteur ; Katherine LEWIS, Auteur ; Carol SCHALL, Auteur . - p.24?34. in Focus on Autism and Other Developmental Disabilities > 39-1 (March 2024) . - p.24?34 Mots-clés : behavior training  autism spectrum disorder  positive behavior support  school practitioners  social validity Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder (ASD) often display serious problem behavior that hinders educational and social progress. Educators in public schools are often untrained in the use of intensive evidence-based positive behavior technologies. This study describes the preliminary investigation of a coaching and consulting model for increasing staff?s ability within U.S. public schools to effectively reduce problem behavior in students with ASD. Public school practitioners who were enrolled in the Customized Behavior Application Training (CBAT) program during the 2020?2021 academic school year completed a survey regarding the social validity of the CBAT model and its impact on problem behavior in students with ASD. Initial findings indicate positive receptivity of CBAT as a useful training for helping school staff more confidently and independently address problem behavior in students with ASD in classroom settings. En ligne : https://dx.doi.org/10.1177/10883576231202697 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519

Fatigue as a biological setting event for severe problem behavior in autism spectrum disorder / Christopher E. SMITH in Research in Autism Spectrum Disorders, 23 (March 2016)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 23 (March 2016) . - p.131-144 Titre : Fatigue as a biological setting event for severe problem behavior in autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Christopher E. SMITH, Auteur ; Edward G. CARR, Auteur ; Lauren J. MOSKOWITZ, Auteur Article en page(s) : p.131-144 Langues : Anglais (eng) Mots-clés : Positive behavior support  Autism  Assessment  Intervention  Fatigue  Setting event Index. décimale : PER Périodiques Résumé : Abstract The relationship between biological setting events and problem behavior has thus far been described in only a limited number of empirical studies. We evaluated a three-step, multimethod procedure for the systematic assessment and treatment of fatigue as a biological setting event for problem behavior in three individuals with autism spectrum disorder and intellectual disability. The first step involved a descriptive analysis during which we identified individuals having a history of increased behavior problems when fatigued. The second step consisted of a functional analysis of each participant’s problem behavior in relation to two contextual factors: fatigue and task demands. The third step evaluated the utility of a multicomponent intervention package designed to address both the biological context (fatigue) and psychosocial context (task demands). Results indicated that problem behavior was most likely to occur when both task demands (discriminative stimuli) were presented and when the setting event (fatigue) was operative. Implementation of a multicomponent intervention was associated with a dramatic reduction in problem behavior for all three participants. Implications for future studies examining the utility of the three-step procedure for understanding other biological setting events are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.12.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282 [article] Fatigue as a biological setting event for severe problem behavior in autism spectrum disorder [Texte imprimé et/ou numérique] / Christopher E. SMITH, Auteur ; Edward G. CARR, Auteur ; Lauren J. MOSKOWITZ, Auteur . - p.131-144. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 23 (March 2016) . - p.131-144 Mots-clés : Positive behavior support  Autism  Assessment  Intervention  Fatigue  Setting event Index. décimale : PER Périodiques Résumé : Abstract The relationship between biological setting events and problem behavior has thus far been described in only a limited number of empirical studies. We evaluated a three-step, multimethod procedure for the systematic assessment and treatment of fatigue as a biological setting event for problem behavior in three individuals with autism spectrum disorder and intellectual disability. The first step involved a descriptive analysis during which we identified individuals having a history of increased behavior problems when fatigued. The second step consisted of a functional analysis of each participant’s problem behavior in relation to two contextual factors: fatigue and task demands. The third step evaluated the utility of a multicomponent intervention package designed to address both the biological context (fatigue) and psychosocial context (task demands). Results indicated that problem behavior was most likely to occur when both task demands (discriminative stimuli) were presented and when the setting event (fatigue) was operative. Implementation of a multicomponent intervention was associated with a dramatic reduction in problem behavior for all three participants. Implications for future studies examining the utility of the three-step procedure for understanding other biological setting events are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.12.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282

Using the Prevent-Teach-Reinforce Model with Families of Young Children with ASD / Kacie M. SEARS in Journal of Autism and Developmental Disorders, 43-5 (May 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-5 (May 2013) . - p.1005-1016 Titre : Using the Prevent-Teach-Reinforce Model with Families of Young Children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Kacie M. SEARS, Auteur ; Kwang-Sun Cho BLAIR, Auteur ; Rose IOVANNONE, Auteur ; Kimberly CROSLAND, Auteur Article en page(s) : p.1005-1016 Langues : Anglais (eng) Mots-clés : Prevent-teach-reinforce  Family-centered intervention  Positive behavior support  Autism spectrum disorders Index. décimale : PER Périodiques Résumé : This study was conducted to examine the feasibility and potential efficacy of implementing an adapted, family-centered version of the school-based prevent-teach-reinforce (PTR) model. The research included two families who implemented the PTR process for their children in collaboration with the researchers. The adapted PTR was tested using a multiple baseline design across routines to examine changes in child behavior across experimental conditions. Results indicated that the adapted PTR intervention was associated with reduction in child problem behavior and increases in alternative behavior in both target and non-target routines. The results also indicated that the parents were able to implement the behavior intervention plan with fidelity and successfully use the PTR process for a novel routine. The PTR intervention also had high social validity ratings; both self- and novel-rated validity indicated that the PTR intervention was acceptable to both families and the community at large. The data are discussed in terms of the expanding evidence related to the PTR model and the extension to a family context. En ligne : http://dx.doi.org/10.1007/s10803-012-1646-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=195 [article] Using the Prevent-Teach-Reinforce Model with Families of Young Children with ASD [Texte imprimé et/ou numérique] / Kacie M. SEARS, Auteur ; Kwang-Sun Cho BLAIR, Auteur ; Rose IOVANNONE, Auteur ; Kimberly CROSLAND, Auteur . - p.1005-1016. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-5 (May 2013) . - p.1005-1016 Mots-clés : Prevent-teach-reinforce  Family-centered intervention  Positive behavior support  Autism spectrum disorders Index. décimale : PER Périodiques Résumé : This study was conducted to examine the feasibility and potential efficacy of implementing an adapted, family-centered version of the school-based prevent-teach-reinforce (PTR) model. The research included two families who implemented the PTR process for their children in collaboration with the researchers. The adapted PTR was tested using a multiple baseline design across routines to examine changes in child behavior across experimental conditions. Results indicated that the adapted PTR intervention was associated with reduction in child problem behavior and increases in alternative behavior in both target and non-target routines. The results also indicated that the parents were able to implement the behavior intervention plan with fidelity and successfully use the PTR process for a novel routine. The PTR intervention also had high social validity ratings; both self- and novel-rated validity indicated that the PTR intervention was acceptable to both families and the community at large. The data are discussed in terms of the expanding evidence related to the PTR model and the extension to a family context. En ligne : http://dx.doi.org/10.1007/s10803-012-1646-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=195

Bullying and Victimization Experiences of Students With Autism Spectrum Disorders in Elementary Schools / Pei-Yu CHEN in Focus on Autism and Other Developmental Disabilities, 27-4 (December 2012)  

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Competitive Employment for Transition-Aged Youth with Significant Impact from Autism: A Multi-site Randomized Clinical Trial / Paul WEHMAN in Journal of Autism and Developmental Disorders, 50-6 (June 2020)  

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Competitive Employment for Youth with Autism Spectrum Disorders: Early Results from a Randomized Clinical Trial / Paul H. WEHMAN in Journal of Autism and Developmental Disorders, 44-3 (March 2014)  

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Using Prevent Teach Reinforce for Young Children to Manage Challenging Behaviors in Public Specialized Early Intervention Services for Autism / M. RIVARD in Journal of Autism and Developmental Disorders, 51-11 (November 2021)  

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