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Varied treatment response in young children with autism: A relative comparison of structured and naturalistic behavioral approaches / Allison JOBIN in Autism, 24-2 (February 2020)
[article]
Titre : Varied treatment response in young children with autism: A relative comparison of structured and naturalistic behavioral approaches Type de document : Texte imprimé et/ou numérique Auteurs : Allison JOBIN, Auteur Article en page(s) : p.338-351 Langues : Anglais (eng) Mots-clés : autism spectrum disorders individualization interventions psychosocial/behavioral Index. décimale : PER Périodiques Résumé : Heterogeneity of treatment response is common in children with autism spectrum disorder. Thus, many providers vary the intervention used based on child characteristics and learning domain. An improved understanding of how to match treatments to different children and domain areas may enhance efforts to individualize treatment and improve treatment response. This study evaluated the relative efficacy of discrete trial training and pivotal response training for teaching young children at risk for autism spectrum disorder receptive and expressive language, play, and imitation skills. Using a single-subject adapted alternating treatments design, children received both the treatments for 12 weeks. Data were collected during treatment and at 3-month follow-up. All participants acquired target skills in both treatments and demonstrated some generalization, maintenance, and spontaneous skill use. Pivotal response training and discrete trial training were each more effective for some children and domains. The results suggest that early rates of learning may be predictive of longer-term treatment response and useful in informing treatment decisions. En ligne : http://dx.doi.org/10.1177/1362361319859726 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=415
in Autism > 24-2 (February 2020) . - p.338-351[article] Varied treatment response in young children with autism: A relative comparison of structured and naturalistic behavioral approaches [Texte imprimé et/ou numérique] / Allison JOBIN, Auteur . - p.338-351.
Langues : Anglais (eng)
in Autism > 24-2 (February 2020) . - p.338-351
Mots-clés : autism spectrum disorders individualization interventions psychosocial/behavioral Index. décimale : PER Périodiques Résumé : Heterogeneity of treatment response is common in children with autism spectrum disorder. Thus, many providers vary the intervention used based on child characteristics and learning domain. An improved understanding of how to match treatments to different children and domain areas may enhance efforts to individualize treatment and improve treatment response. This study evaluated the relative efficacy of discrete trial training and pivotal response training for teaching young children at risk for autism spectrum disorder receptive and expressive language, play, and imitation skills. Using a single-subject adapted alternating treatments design, children received both the treatments for 12 weeks. Data were collected during treatment and at 3-month follow-up. All participants acquired target skills in both treatments and demonstrated some generalization, maintenance, and spontaneous skill use. Pivotal response training and discrete trial training were each more effective for some children and domains. The results suggest that early rates of learning may be predictive of longer-term treatment response and useful in informing treatment decisions. En ligne : http://dx.doi.org/10.1177/1362361319859726 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=415 Embedding school cultures and climates that promote evidence-based practice implementation for youth with autism: A qualitative study / Nathaniel J. WILLIAMS in Autism, 25-4 (May 2021)
[article]
Titre : Embedding school cultures and climates that promote evidence-based practice implementation for youth with autism: A qualitative study Type de document : Texte imprimé et/ou numérique Auteurs : Nathaniel J. WILLIAMS, Auteur ; Lindsay FREDERICK, Auteur ; Alix CHING, Auteur ; David MANDELL, Auteur ; Christina KANG-YI, Auteur ; Jill LOCKE, Auteur Article en page(s) : p.982-994 Langues : Anglais (eng) Mots-clés : education services evidence-based practice implementation interventions leadership organizational climate organizational culture psychosocial/behavioral conflict of interest. Index. décimale : PER Périodiques Résumé : Schools play a major role in providing services to youth with autism; however, not all schools use evidence-based practices, defined as interventions that are proven to improve youth well-being through rigorous research. School culture and climate are strong predictors of whether or not a school uses evidence-based practices; however, little is known about how principals can create school cultures and climates that support the use of these practices. This study interviewed 32 teachers in elementary schools that implemented three closely related evidence-based practices for youth with autism to better understand how principals create school cultures and climates that support effective services. Analysis of the teachers' responses identified seven strategies principals can use to create school cultures and climates that support the implementation of effective practices for youth with autism. The strategies include the following: (a) support teachers to obtain professional development focused on autism, (b) align performance expectations and evaluations with the needs of students with autism and evidence-based practice delivery, (c) allocate resources to ensure adequate staff, materials, and training are available to implement evidence-based practices, (d) be open and flexible to allow teachers to use the building and resources as needed to meet students' needs, (e) provide direct assistance, feedback, and coaching to troubleshoot challenges or involve outside experts to do so, (f) openly value the work of special education teachers and provide recognition to those who develop expertise in evidence-based practices, and (g) look for opportunities to integrate special and general education teachers and students to foster a truly inclusive climate. En ligne : http://dx.doi.org/10.1177/1362361320974509 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444
in Autism > 25-4 (May 2021) . - p.982-994[article] Embedding school cultures and climates that promote evidence-based practice implementation for youth with autism: A qualitative study [Texte imprimé et/ou numérique] / Nathaniel J. WILLIAMS, Auteur ; Lindsay FREDERICK, Auteur ; Alix CHING, Auteur ; David MANDELL, Auteur ; Christina KANG-YI, Auteur ; Jill LOCKE, Auteur . - p.982-994.
Langues : Anglais (eng)
in Autism > 25-4 (May 2021) . - p.982-994
Mots-clés : education services evidence-based practice implementation interventions leadership organizational climate organizational culture psychosocial/behavioral conflict of interest. Index. décimale : PER Périodiques Résumé : Schools play a major role in providing services to youth with autism; however, not all schools use evidence-based practices, defined as interventions that are proven to improve youth well-being through rigorous research. School culture and climate are strong predictors of whether or not a school uses evidence-based practices; however, little is known about how principals can create school cultures and climates that support the use of these practices. This study interviewed 32 teachers in elementary schools that implemented three closely related evidence-based practices for youth with autism to better understand how principals create school cultures and climates that support effective services. Analysis of the teachers' responses identified seven strategies principals can use to create school cultures and climates that support the implementation of effective practices for youth with autism. The strategies include the following: (a) support teachers to obtain professional development focused on autism, (b) align performance expectations and evaluations with the needs of students with autism and evidence-based practice delivery, (c) allocate resources to ensure adequate staff, materials, and training are available to implement evidence-based practices, (d) be open and flexible to allow teachers to use the building and resources as needed to meet students' needs, (e) provide direct assistance, feedback, and coaching to troubleshoot challenges or involve outside experts to do so, (f) openly value the work of special education teachers and provide recognition to those who develop expertise in evidence-based practices, and (g) look for opportunities to integrate special and general education teachers and students to foster a truly inclusive climate. En ligne : http://dx.doi.org/10.1177/1362361320974509 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 Factors associated with implementation of a school-based comprehensive program for students with autism / Samuel L ODOM in Autism, 26-3 (April 2022)
[article]
Titre : Factors associated with implementation of a school-based comprehensive program for students with autism Type de document : Texte imprimé et/ou numérique Auteurs : Samuel L ODOM, Auteur ; Ann M. SAM, Auteur ; Brianne TOMASZEWSKI, Auteur Article en page(s) : p.703-715 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Autistic Disorder Educational Personnel Humans School Health Services Schools Students autism comprehensive program education services implementation interventions psychosocial/behavioral Index. décimale : PER Périodiques Résumé : The purpose of this study was to identify influences on the implementation of a school-based, comprehensive program for autistic students. Influences from the community context, from within the school organization, and from features of the intervention itself were examined. The study took place in 39 elementary schools in a southeastern state in the United States. Transformational leadership style of the building principal, percentage of white students at the school (which was proposed as a broader community socioeconomic variable), and adequacy of coaching were all associated with implementation. En ligne : https://dx.doi.org/10.1177/13623613211070340 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473
in Autism > 26-3 (April 2022) . - p.703-715[article] Factors associated with implementation of a school-based comprehensive program for students with autism [Texte imprimé et/ou numérique] / Samuel L ODOM, Auteur ; Ann M. SAM, Auteur ; Brianne TOMASZEWSKI, Auteur . - p.703-715.
Langues : Anglais (eng)
in Autism > 26-3 (April 2022) . - p.703-715
Mots-clés : Autism Spectrum Disorder Autistic Disorder Educational Personnel Humans School Health Services Schools Students autism comprehensive program education services implementation interventions psychosocial/behavioral Index. décimale : PER Périodiques Résumé : The purpose of this study was to identify influences on the implementation of a school-based, comprehensive program for autistic students. Influences from the community context, from within the school organization, and from features of the intervention itself were examined. The study took place in 39 elementary schools in a southeastern state in the United States. Transformational leadership style of the building principal, percentage of white students at the school (which was proposed as a broader community socioeconomic variable), and adequacy of coaching were all associated with implementation. En ligne : https://dx.doi.org/10.1177/13623613211070340 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 MYmind: Mindfulness training for Youngsters with autism spectrum disorders and their parents / Esther I. DE BRUIN in Autism, 19-8 (November 2015)
[article]
Titre : MYmind: Mindfulness training for Youngsters with autism spectrum disorders and their parents Type de document : Texte imprimé et/ou numérique Auteurs : Esther I. DE BRUIN, Auteur ; René BLOM, Auteur ; Franka M. A. SMIT, Auteur ; Francisca J. A. VAN STEENSEL, Auteur ; Susan M. BOGELS, Auteur Article en page(s) : p.906-914 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders interventions psychosocial/behavioral Index. décimale : PER Périodiques Résumé : Background: Despite the dramatic increase in autism spectrum disorder in youth and the extremely high costs, hardly any evidence-based interventions are available. The aim of this study is to examine the effects of mindfulness training for adolescents with autism spectrum disorder, combined with Mindful Parenting training.Method: A total of 23 adolescents with autism spectrum disorder, referred to a mental health clinic, received nine weekly sessions of mindfulness training in group format. Their parents (18 mothers, 11 fathers) participated in parallel Mindful Parenting training. A pre-test, post-test, and 9-week follow-up design was used. Data were analyzed using multi-level analyses.Results: Attendance rate was 88% for adolescents and fathers and 86% for mothers. Adolescents reported an increase in quality of life and a decrease in rumination, but no changes in worry, autism spectrum disorder core symptoms, or mindful awareness. Although parents reported no change in adolescent’s autism spectrum disorder core symptoms, they reported improved social responsiveness, social communication, social cognition, preoccupations, and social motivation. About themselves, parents reported improvement in general as well as in parental mindfulness. They reported improved competence in parenting, overall parenting styles, more specifically a less lax, verbose parenting style, and an increased quality of life.Discussion: Mindfulness training for adolescents with autism spectrum disorder combined with Mindful Parenting is feasible. Although the sample size was small and no control group was included, the first outcomes of this innovative training are positive. En ligne : http://dx.doi.org/10.1177/1362361314553279 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=269
in Autism > 19-8 (November 2015) . - p.906-914[article] MYmind: Mindfulness training for Youngsters with autism spectrum disorders and their parents [Texte imprimé et/ou numérique] / Esther I. DE BRUIN, Auteur ; René BLOM, Auteur ; Franka M. A. SMIT, Auteur ; Francisca J. A. VAN STEENSEL, Auteur ; Susan M. BOGELS, Auteur . - p.906-914.
Langues : Anglais (eng)
in Autism > 19-8 (November 2015) . - p.906-914
Mots-clés : Autism spectrum disorders interventions psychosocial/behavioral Index. décimale : PER Périodiques Résumé : Background: Despite the dramatic increase in autism spectrum disorder in youth and the extremely high costs, hardly any evidence-based interventions are available. The aim of this study is to examine the effects of mindfulness training for adolescents with autism spectrum disorder, combined with Mindful Parenting training.Method: A total of 23 adolescents with autism spectrum disorder, referred to a mental health clinic, received nine weekly sessions of mindfulness training in group format. Their parents (18 mothers, 11 fathers) participated in parallel Mindful Parenting training. A pre-test, post-test, and 9-week follow-up design was used. Data were analyzed using multi-level analyses.Results: Attendance rate was 88% for adolescents and fathers and 86% for mothers. Adolescents reported an increase in quality of life and a decrease in rumination, but no changes in worry, autism spectrum disorder core symptoms, or mindful awareness. Although parents reported no change in adolescent’s autism spectrum disorder core symptoms, they reported improved social responsiveness, social communication, social cognition, preoccupations, and social motivation. About themselves, parents reported improvement in general as well as in parental mindfulness. They reported improved competence in parenting, overall parenting styles, more specifically a less lax, verbose parenting style, and an increased quality of life.Discussion: Mindfulness training for adolescents with autism spectrum disorder combined with Mindful Parenting is feasible. Although the sample size was small and no control group was included, the first outcomes of this innovative training are positive. En ligne : http://dx.doi.org/10.1177/1362361314553279 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=269