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An Evaluation of a Social Skills Intervention for Adults with Autism Spectrum Disorder and Intellectual Disabilities preparing for Employment in Ireland: A Pilot Study / E. WALSH in Journal of Autism and Developmental Disorders, 48-5 (May 2018)
[article]
Titre : An Evaluation of a Social Skills Intervention for Adults with Autism Spectrum Disorder and Intellectual Disabilities preparing for Employment in Ireland: A Pilot Study Type de document : Texte imprimé et/ou numérique Auteurs : E. WALSH, Auteur ; J. HOLLOWAY, Auteur ; H. LYDON, Auteur Article en page(s) : p.1727-1741 Langues : Anglais (eng) Mots-clés : Adults Autism spectrum disorder Employment Intellectual disability Social communication skills Vocational skills Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) are faced with significant barriers relating to employment opportunities and workplace participation. This study evaluated the effectiveness of the Walker social skills curriculum: the ACCESS program and video modeling to increase social communication skills necessary for workplace inclusion. Participants attended two sessions (i.e., 3 h) per week across a period of 20 weeks. A multiple-probe design was used to demonstrate social skills outcomes across three broad curricular areas (i.e., peer-related, adult-related, and self-related social skills). Pre-and post-intervention standardized assessments were also taken. Results showed significant increases in target social skills and a significant decrease in problem behaviors following intervention. Evidence of maintenance and generalization were also demonstrated. Implications for practice and research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-017-3441-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=355
in Journal of Autism and Developmental Disorders > 48-5 (May 2018) . - p.1727-1741[article] An Evaluation of a Social Skills Intervention for Adults with Autism Spectrum Disorder and Intellectual Disabilities preparing for Employment in Ireland: A Pilot Study [Texte imprimé et/ou numérique] / E. WALSH, Auteur ; J. HOLLOWAY, Auteur ; H. LYDON, Auteur . - p.1727-1741.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-5 (May 2018) . - p.1727-1741
Mots-clés : Adults Autism spectrum disorder Employment Intellectual disability Social communication skills Vocational skills Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) are faced with significant barriers relating to employment opportunities and workplace participation. This study evaluated the effectiveness of the Walker social skills curriculum: the ACCESS program and video modeling to increase social communication skills necessary for workplace inclusion. Participants attended two sessions (i.e., 3 h) per week across a period of 20 weeks. A multiple-probe design was used to demonstrate social skills outcomes across three broad curricular areas (i.e., peer-related, adult-related, and self-related social skills). Pre-and post-intervention standardized assessments were also taken. Results showed significant increases in target social skills and a significant decrease in problem behaviors following intervention. Evidence of maintenance and generalization were also demonstrated. Implications for practice and research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-017-3441-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=355 Social communication effects of peer-mediated recess intervention for children with autism / Brandon MCFADDEN in Research in Autism Spectrum Disorders, 8-12 (December 2014)
[article]
Titre : Social communication effects of peer-mediated recess intervention for children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Brandon MCFADDEN, Auteur ; Debra M. KAMPS, Auteur ; Linda HEITZMAN-POWELL, Auteur Article en page(s) : p.1699-1712 Langues : Anglais (eng) Mots-clés : Autism Peer training Social communication skills Recess Index. décimale : PER Périodiques Résumé : Abstract Children with ASD face enormous challenges in the area of social functioning. Research has shown that impairments in social functioning distinguish this population from both typically developing children and children with disabilities. This study incorporated several evidence-based social skills-teaching procedures (i.e., direct instruction, priming, prompting, peer-mediation, contingent reinforcement, and token economies) directly in the recess setting to increase appropriate social behaviors for four children with ASD (ages 6–8). Elements of peer networks and pivotal response training (two types of social skills intervention packages in the literature) were included. Results showed significant increases in social communication between focus children and their peers, as well as generalization of skills to non-intervention recesses. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.08.015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243
in Research in Autism Spectrum Disorders > 8-12 (December 2014) . - p.1699-1712[article] Social communication effects of peer-mediated recess intervention for children with autism [Texte imprimé et/ou numérique] / Brandon MCFADDEN, Auteur ; Debra M. KAMPS, Auteur ; Linda HEITZMAN-POWELL, Auteur . - p.1699-1712.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 8-12 (December 2014) . - p.1699-1712
Mots-clés : Autism Peer training Social communication skills Recess Index. décimale : PER Périodiques Résumé : Abstract Children with ASD face enormous challenges in the area of social functioning. Research has shown that impairments in social functioning distinguish this population from both typically developing children and children with disabilities. This study incorporated several evidence-based social skills-teaching procedures (i.e., direct instruction, priming, prompting, peer-mediation, contingent reinforcement, and token economies) directly in the recess setting to increase appropriate social behaviors for four children with ASD (ages 6–8). Elements of peer networks and pivotal response training (two types of social skills intervention packages in the literature) were included. Results showed significant increases in social communication between focus children and their peers, as well as generalization of skills to non-intervention recesses. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.08.015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243 Improvements in Social and Adaptive Functioning Following Short-Duration PRT Program: A Clinical Replication / Pamela VENTOLA in Journal of Autism and Developmental Disorders, 44-11 (November 2014)
[article]
Titre : Improvements in Social and Adaptive Functioning Following Short-Duration PRT Program: A Clinical Replication Type de document : Texte imprimé et/ou numérique Auteurs : Pamela VENTOLA, Auteur ; Hannah E. FRIEDMAN, Auteur ; Laura C. ANDERSON, Auteur ; Julie M. WOLF, Auteur ; Devon OOSTING, Auteur ; Jennifer FOSS-FEIG, Auteur ; Nicole MCDONALD, Auteur ; Fred R. VOLKMAR, Auteur ; Kevin A. PELPHREY, Auteur Article en page(s) : p.2862-2870 Langues : Anglais (eng) Mots-clés : Pivotal Response Treatment Intervention Outcome Adaptive skills Social communication skills Early intervention Index. décimale : PER Périodiques Résumé : Pivotal Response Treatment (PRT) is an empirically validated behavioral treatment for individuals with autism spectrum disorders (ASD). The purpose of the current study was to assess the efficacy of PRT for ten cognitively-able preschool-aged children with ASD in the context of a short-duration (4-month) treatment model. Most research on PRT used individual behavioral goals as outcome measures, but the current study utilized standardized assessments of broader-based social communication and adaptive skills. The children made substantial gains; however, magnitude and consistency of response across measures were variable. The results provide additional support for the efficacy of PRT as well as evidence for improvements in higher-order social communication and adaptive skill development within the context of a short-duration PRT model. En ligne : http://dx.doi.org/10.1007/s10803-014-2145-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241
in Journal of Autism and Developmental Disorders > 44-11 (November 2014) . - p.2862-2870[article] Improvements in Social and Adaptive Functioning Following Short-Duration PRT Program: A Clinical Replication [Texte imprimé et/ou numérique] / Pamela VENTOLA, Auteur ; Hannah E. FRIEDMAN, Auteur ; Laura C. ANDERSON, Auteur ; Julie M. WOLF, Auteur ; Devon OOSTING, Auteur ; Jennifer FOSS-FEIG, Auteur ; Nicole MCDONALD, Auteur ; Fred R. VOLKMAR, Auteur ; Kevin A. PELPHREY, Auteur . - p.2862-2870.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-11 (November 2014) . - p.2862-2870
Mots-clés : Pivotal Response Treatment Intervention Outcome Adaptive skills Social communication skills Early intervention Index. décimale : PER Périodiques Résumé : Pivotal Response Treatment (PRT) is an empirically validated behavioral treatment for individuals with autism spectrum disorders (ASD). The purpose of the current study was to assess the efficacy of PRT for ten cognitively-able preschool-aged children with ASD in the context of a short-duration (4-month) treatment model. Most research on PRT used individual behavioral goals as outcome measures, but the current study utilized standardized assessments of broader-based social communication and adaptive skills. The children made substantial gains; however, magnitude and consistency of response across measures were variable. The results provide additional support for the efficacy of PRT as well as evidence for improvements in higher-order social communication and adaptive skill development within the context of a short-duration PRT model. En ligne : http://dx.doi.org/10.1007/s10803-014-2145-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241 What parents want: A qualitative analysis of a parent-implemented intervention for autistic children / Laura DE LA ROCHE in Autism & Developmental Language Impairments, 8 (January-December 2023)
[article]
Titre : What parents want: A qualitative analysis of a parent-implemented intervention for autistic children Type de document : Texte imprimé et/ou numérique Auteurs : Laura DE LA ROCHE, Auteur Langues : Anglais (eng) Mots-clés : Autism social communication skills thematic analysis qualitative research parent-implemented intervention Index. décimale : PER Périodiques Résumé : Background and aimsGuidelines regarding social cognitive interventions for autistic children suggest incorporating a holistic approach. This includes increasing the family?s understanding of difficulties associated with autism, integrations of natural environments, and parents as active agents in the intervention while being supported for their well-being. The current availability of holistic parent-implemented interventions for autistic children is limited, with no qualitative understanding of how parents view the benefits for themselves or their children.MethodThe current study expands the literature regarding holistic approaches through a qualitative understanding of parent perceptions of a parent-implemented social communication intervention for autistic children (TalkAbility?), which incorporates a 6-month follow-up. This study sought to gain a deeper understanding from parents on their perceptions of a holistic approach, including the impact on themselves, their families, and their autistic child.ResultsFollowing Braun and Clarke?s model of thematic analysis, data was coded into four themes: (a) communication difficulties, frustrations, and progress, (b) social relationships and concerns, (c) communication strategies, and (d) thoughts and emotions surrounding TalkAbility?.ConclusionsParents report that many components of a holistic approach are instrumental in encouraging social communication in their autistic child. Results highlight the importance of considering parent experiences regarding interventions for their child?s social communication skills through a qualitative viewpoint.ImplicationsKnowing the intervention aspects that parents view as most valuable allows targeted program modifications that reflect actual parent needs. Further understanding regarding the influence of holistic parent-implemented social communication interventions on child communication skills, parenting frustrations, and parent-child relationships is needed. En ligne : https://dx.doi.org/10.1177/23969415231189606 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=518
in Autism & Developmental Language Impairments > 8 (January-December 2023)[article] What parents want: A qualitative analysis of a parent-implemented intervention for autistic children [Texte imprimé et/ou numérique] / Laura DE LA ROCHE, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 8 (January-December 2023)
Mots-clés : Autism social communication skills thematic analysis qualitative research parent-implemented intervention Index. décimale : PER Périodiques Résumé : Background and aimsGuidelines regarding social cognitive interventions for autistic children suggest incorporating a holistic approach. This includes increasing the family?s understanding of difficulties associated with autism, integrations of natural environments, and parents as active agents in the intervention while being supported for their well-being. The current availability of holistic parent-implemented interventions for autistic children is limited, with no qualitative understanding of how parents view the benefits for themselves or their children.MethodThe current study expands the literature regarding holistic approaches through a qualitative understanding of parent perceptions of a parent-implemented social communication intervention for autistic children (TalkAbility?), which incorporates a 6-month follow-up. This study sought to gain a deeper understanding from parents on their perceptions of a holistic approach, including the impact on themselves, their families, and their autistic child.ResultsFollowing Braun and Clarke?s model of thematic analysis, data was coded into four themes: (a) communication difficulties, frustrations, and progress, (b) social relationships and concerns, (c) communication strategies, and (d) thoughts and emotions surrounding TalkAbility?.ConclusionsParents report that many components of a holistic approach are instrumental in encouraging social communication in their autistic child. Results highlight the importance of considering parent experiences regarding interventions for their child?s social communication skills through a qualitative viewpoint.ImplicationsKnowing the intervention aspects that parents view as most valuable allows targeted program modifications that reflect actual parent needs. Further understanding regarding the influence of holistic parent-implemented social communication interventions on child communication skills, parenting frustrations, and parent-child relationships is needed. En ligne : https://dx.doi.org/10.1177/23969415231189606 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=518 Telepractice parent-implemented training and coaching in a rural area in the UK: Impact on mothers and their children with autism / Lila KOSSYVAKI in Research in Autism Spectrum Disorders, 98 (October 2022)
[article]
Titre : Telepractice parent-implemented training and coaching in a rural area in the UK: Impact on mothers and their children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Lila KOSSYVAKI, Auteur ; Hedda MEADAN, Auteur ; Laura CRISTESCU, Auteur ; Hadeel ALHARBI, Auteur ; Michelle SANDS, Auteur ; Danielle TUITE, Auteur Article en page(s) : 102044 Langues : Anglais (eng) Mots-clés : Telepractice Parent-implemented intervention Parent training and coaching Autism ASD Social communication skills Index. décimale : PER Périodiques Résumé : Background Parent-implemented interventions are reported to have positive outcomes for both children with autism and their parents. Online parent training and coaching have been increasingly used as an effective alternative or supplemental to traditional face-to-face services, especially after the start of the Covid-19 pandemic. The purpose of this study was to examine the extent to which parents of children with autism can implement a set of newly acquired strategies and the impact these had on their children’s communication skills. Method Four mother-child dyads from a rural area in the UK participated in the study following a multiple-baseline design across strategies. Asynchronous training and synchronous coaching were provided, all online. Results The present study extended the results of the original US based study it replicated (Meadan et al., 2016). Mothers learned to use the targeted naturalistic teaching strategies they were trained and coached in (i.e., i-PiCS- internet-based Parent-implemented Communication Strategies) and their children’s responsiveness and initiations of communication increased and were mostly maintained after the end of the study. Changes in the mothers’ use of strategies were observed in many cases even after training only, and the strategy of time delay was linked to increases in the children’s initiations of communication. Conclusions This replication study showed that i-PiCS is an appropriate intervention to use with mothers of children with autism in the UK and telepractice training and coaching can be a feasible and effective service delivery method. En ligne : https://doi.org/10.1016/j.rasd.2022.102044 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=490
in Research in Autism Spectrum Disorders > 98 (October 2022) . - 102044[article] Telepractice parent-implemented training and coaching in a rural area in the UK: Impact on mothers and their children with autism [Texte imprimé et/ou numérique] / Lila KOSSYVAKI, Auteur ; Hedda MEADAN, Auteur ; Laura CRISTESCU, Auteur ; Hadeel ALHARBI, Auteur ; Michelle SANDS, Auteur ; Danielle TUITE, Auteur . - 102044.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 98 (October 2022) . - 102044
Mots-clés : Telepractice Parent-implemented intervention Parent training and coaching Autism ASD Social communication skills Index. décimale : PER Périodiques Résumé : Background Parent-implemented interventions are reported to have positive outcomes for both children with autism and their parents. Online parent training and coaching have been increasingly used as an effective alternative or supplemental to traditional face-to-face services, especially after the start of the Covid-19 pandemic. The purpose of this study was to examine the extent to which parents of children with autism can implement a set of newly acquired strategies and the impact these had on their children’s communication skills. Method Four mother-child dyads from a rural area in the UK participated in the study following a multiple-baseline design across strategies. Asynchronous training and synchronous coaching were provided, all online. Results The present study extended the results of the original US based study it replicated (Meadan et al., 2016). Mothers learned to use the targeted naturalistic teaching strategies they were trained and coached in (i.e., i-PiCS- internet-based Parent-implemented Communication Strategies) and their children’s responsiveness and initiations of communication increased and were mostly maintained after the end of the study. Changes in the mothers’ use of strategies were observed in many cases even after training only, and the strategy of time delay was linked to increases in the children’s initiations of communication. Conclusions This replication study showed that i-PiCS is an appropriate intervention to use with mothers of children with autism in the UK and telepractice training and coaching can be a feasible and effective service delivery method. En ligne : https://doi.org/10.1016/j.rasd.2022.102044 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=490