Kayleigh Kangas-Dick, M. Brassard, Laudan B. Jahromi, R. D. Greer
{"title":"Preschoolers With ASD With and Without Elevated Attention Problems: Observed Parenting Differences","authors":"Kayleigh Kangas-Dick, M. Brassard, Laudan B. Jahromi, R. D. Greer","doi":"10.1177/10883576231182896","DOIUrl":"https://doi.org/10.1177/10883576231182896","url":null,"abstract":"Few studies have examined the relationship between attention problems (AP) and observed parenting in families of children with autism spectrum disorder (ASD). Participants were 41 mother–child dyads with ASD recruited from an Applied Behavior Analysis (ABA) preschool and whose behaviors were observed during parent–child interactions. Children with ASD and elevated AP ( n = 19) on the Child Behavior Checklist had significantly lower verbal ability, and mothers reported significantly more stress than children with ASD only ( n = 22). Causal modeling was used to examine the directionality of the expected relationship between AP and parenting behavior as partially or wholly mediated by parenting stress. Mothers who exhibited less positive parenting experienced higher parenting stress and their children demonstrated increased AP and decreased engagement during dyadic interactions. The strength of this relationship varied according to child verbal ability. These findings have practical implications for identifying and implementing appropriate intervention.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44899790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Amie Duncan, Sydney Risley, Angela Combs, Heather M Lacey, Elizabeth Hamik, Chaya Fershtman, Ellen Kneeskern, Meera Patel, Lori Crosby, Anna M Hood, Allison K Zoromski, Leanne Tamm
{"title":"School Challenges and Services Related to Executive Functioning for Fully Included Middle Schoolers with Autism.","authors":"Amie Duncan, Sydney Risley, Angela Combs, Heather M Lacey, Elizabeth Hamik, Chaya Fershtman, Ellen Kneeskern, Meera Patel, Lori Crosby, Anna M Hood, Allison K Zoromski, Leanne Tamm","doi":"10.1177/10883576221110167","DOIUrl":"https://doi.org/10.1177/10883576221110167","url":null,"abstract":"<p><p>The educational services available for fully included middle schoolers with autism spectrum disorder (ASD) in the general education setting are not well known. Even less is known about how the executive functioning (EF) deficits of such youth are addressed in the classroom. The current study sought to identify the challenges, including EF, that middle schoolers with ASD face and the services that they receive on their Individualized Education Program (IEP), and also explore specific strategies used to build EF skills at school. A convenience data sample was obtained from focus groups with educational personnel (<i>n</i> = 15), and qualitative analyses of IEPs were conducted in middle schoolers with ASD with EF deficits (<i>n</i> = 23). Results confirmed that social communication and EF challenges are common. Multiple services and accommodations were identified, although EF challenges were rarely targeted on IEPs. Factors that may facilitate the success of EF strategies in the classroom are discussed.</p>","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"38 2","pages":"90-100"},"PeriodicalIF":2.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10309140/pdf/nihms-1884919.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10120221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Emily N. White, Rachel R. Cagliani, Kelsie M. Tyson
{"title":"Effects on Speech Development With Modifications to Picture Exchange Communication System","authors":"Emily N. White, Rachel R. Cagliani, Kelsie M. Tyson","doi":"10.1177/10883576231178266","DOIUrl":"https://doi.org/10.1177/10883576231178266","url":null,"abstract":"The current study examined vocalizations that occurred during training of the Picture Exchange Communication System for three preschool-aged participants with autism spectrum disorder. In Phase IV, the protocol incorporates a delay to reinforcement in an effort to encourage vocalizations; however, the manual does not suggest additional strategies to try when vocalizations do not occur during the delay to reinforcement. Researchers evaluated a vocal model prompt following the delay to reinforcement and continued to measure vocalizations when the delay to reinforcement alone did not increase vocalizations. Two of the three participants increased independent vocalizations after the addition of the vocal model. Implications for practitioners and future research are discussed.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46358560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
E. Carter, Michael Tuttle, J. Asmus, Colleen K. Moss, B. Lloyd
{"title":"Observations of Students With and Without Severe Disabilities in General Education Classes: A Portrait of Inclusion?","authors":"E. Carter, Michael Tuttle, J. Asmus, Colleen K. Moss, B. Lloyd","doi":"10.1177/10883576231178268","DOIUrl":"https://doi.org/10.1177/10883576231178268","url":null,"abstract":"Inclusive education is now advocated as best practice in schools. However, the extent to which adolescents with severe disabilities access the abundant social and academic experiences available in general education classes remains uncertain. We conducted multiple observations of 146 high school students with severe disabilities (including intellectual disability, autism, or multiple disabilities), who were enrolled in at least one general education class. Peer interactions with classmates tended to be very infrequent for most students with severe disabilities. Moreover, rates of peer interaction were the lowest during large-group instruction and when students were sitting next to paraprofessionals or special educators rather than with their peers. Academic engagement also varied across students and was highest during small-group instruction, 1-on-1 work with adults, and when students sat near their peers. Observations of a comparison sample of peers attending these same classes revealed striking overall differences in social and academic participation. We offer recommendations for research and practice aimed at bolstering inclusive education in high schools.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"1 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41840188","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Bryan Rickoski, Jason C. Vladescu, Samantha L. Breeman, Sharon A. Reeve, D. Gureghian
{"title":"Matrix Training With and Without Instructive Feedback","authors":"Bryan Rickoski, Jason C. Vladescu, Samantha L. Breeman, Sharon A. Reeve, D. Gureghian","doi":"10.1177/10883576231163522","DOIUrl":"https://doi.org/10.1177/10883576231163522","url":null,"abstract":"The current study examined the efficacy and efficiency of incorporating instructive feedback within matrix training to teach children with autism spectrum disorder (ASD) to label common characters and cities. Experimenters taught one set of responses using a non-overlapping matrix, a second set of responses using an overlapping matrix, and a third set of responses using a non-overlapping matrix along with secondary targets to three individuals with ASD. The results demonstrated that all teaching methods were effective, and all trained and untrained responses were acquired. Matrix training with instructive feedback was equally as efficient as non-overlapping matrix training and overlapping matrix training, requiring about the same number of sessions for each participant to acquire the responses. The findings demonstrated that establishing recombinative generalization through matrix training and instructive feedback is equally and maybe even more effective and efficient than matrix training in isolation in some circumstances.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49034594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Aubyn C Stahmer, Jessica Suhrheinrich, Sarah R Rieth, Scott Roesch, Sarah Vejnoska, Janice Chan, Allison Nahmias, Tiffany Wang
{"title":"A Waitlist Randomized Implementation Trial of Classroom Pivotal Response Teaching for Students With Autism.","authors":"Aubyn C Stahmer, Jessica Suhrheinrich, Sarah R Rieth, Scott Roesch, Sarah Vejnoska, Janice Chan, Allison Nahmias, Tiffany Wang","doi":"10.1177/10883576221133486","DOIUrl":"10.1177/10883576221133486","url":null,"abstract":"<p><p>Classroom Pivotal Response Teaching (CPRT) is a community-partnered adaptation of a naturalistic developmental behavioral intervention identified as an evidence-based practice for autistic children. The current study evaluated student outcomes in a randomized, wait-list controlled implementation trial across classrooms. Participants included teachers (<i>n</i> = 126) and students with autism (<i>n</i> = 308). Teachers participated in 12 hours of didactic, interactive training and additional in-classroom coaching. Generalized Estimating Equations accounted for clustering. Adjusted models evaluated the relative effects of training group, CPRT fidelity, and classroom quality on student outcomes. Results indicate higher CPRT fidelity was associated with greater increases in student learning. Having received CPRT training predicted increased student engagement and greater decreases in reported approach/withdrawal problems. These differences may be linked to the theoretical foundations of CPRT of increasing student motivation and engagement and collaborative adaptation to increase feasibility in schools. Overall, results suggest CPRT may be a beneficial approach for supporting autistic students.</p>","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"38 1","pages":"32-44"},"PeriodicalIF":2.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11008494/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43149370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Novice Teachers’ Implementation of Evidence-Based Practices in Autism Education: Examining the Roles of Preparation and Perception","authors":"Jordan M. Lukins, H. Able, K. Hume","doi":"10.1177/10883576221144734","DOIUrl":"https://doi.org/10.1177/10883576221144734","url":null,"abstract":"Despite the contemporary emphasis on evidence-based practices (EBPs) in autism education, the research-to-practice gap persists. Understanding how newly trained teachers’ experiences, knowledge, and beliefs about EBPs influence their instructional decisions is vital to increasing EBP implementation among the next generation of special educators. In this study using a mixed-methods approach, 137 novice special educators in two southeastern U.S. states reported their knowledge, perceptions of social validity, and frequency of use of 12 EBPs for students on the autism spectrum. Follow-up qualitative interviews were conducted with a purposive subsample. Positive behavior supports and visual schedules emerged as the most socially valid and implemented practices. The use of EBPs was primarily driven by teachers’ knowledge of the practice and perceptions of its social validity, with teacher preparation experiences shaping both. The results have implications for improving preservice preparation and future implementation of EBPs by attending to teachers’ procedural understanding and subjective buy-in.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"38 1","pages":"5 - 16"},"PeriodicalIF":2.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49149209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Critical Issues and Trends in the Implementation of Evidence-Based Practices in Educational Settings for Students With Autism: A 20-Year Update—Introduction to the Special Series","authors":"Rose Iovannone, Cynthia Anderson","doi":"10.1177/10883576221144733","DOIUrl":"https://doi.org/10.1177/10883576221144733","url":null,"abstract":"","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"38 1","pages":"3 - 4"},"PeriodicalIF":2.0,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41625890","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Melgarejo, Allison S. Nahmias, Jessica Suhrheinrich, Patricia L. Schetter, Michelle Dean, Tana Holt, Jennica Li, Aubyn C. Stahmer
{"title":"Exploring Organizational Differences in Perceptions of Implementation Climate and Leadership in Schools: A Mixed Methods Study of Autism EBP Implementation","authors":"M. Melgarejo, Allison S. Nahmias, Jessica Suhrheinrich, Patricia L. Schetter, Michelle Dean, Tana Holt, Jennica Li, Aubyn C. Stahmer","doi":"10.1177/10883576221140149","DOIUrl":"https://doi.org/10.1177/10883576221140149","url":null,"abstract":"Public programs have been charged with implementation of evidence-based practices (EBPs) to improve outcomes for children with autism. However, research indicates that scale-up of EBPs poses challenges. This study identifies perceived variables linked to effective statewide scale-up of EBPs in special education by exploring implementation climate and leadership across special education organization types (e.g., schools, districts, and regional consortiums). A simultaneous QUAL + QUAN mixed methods design was employed with the primary function of convergence and triangulation. Data were drawn from focus groups with 30 special educators and a statewide survey completed by 656 school personnel in one U.S. state. In general, perceptions of implementation climate and leadership are weak in special education organizations, with strengths at regional levels focused on special education and increased challenges at the school and district levels. Implications for practice and future research are identified.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"38 1","pages":"17 - 31"},"PeriodicalIF":2.0,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44186010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
H. Gray, Acadia W. Buro, Chantell Robinson, Nicole Slye, Wei Wang, S. Sinha, R. Kirby, Karen A. Berkman, Heather Agazzi, E. Shaffer-Hudkins, J. Marshall
{"title":"A Mixed-Methods Study to Examine Dietary Intake of Children With Autism Spectrum Disorder and Parental Perspectives on Nutrition in Florida","authors":"H. Gray, Acadia W. Buro, Chantell Robinson, Nicole Slye, Wei Wang, S. Sinha, R. Kirby, Karen A. Berkman, Heather Agazzi, E. Shaffer-Hudkins, J. Marshall","doi":"10.1177/10883576221136449","DOIUrl":"https://doi.org/10.1177/10883576221136449","url":null,"abstract":"This study aimed to examine dietary nutrient intake and parental perspectives on nutrition in a diverse sample (e.g., age, ethnicity) of children with autism spectrum disorder (ASD) in Florida. Forty-one parents of children with ASD (aged 2–17 years) completed a food record, and 25 of these parents participated in semi-structured focus groups. Children with ASD were significantly less likely to meet the recommendation for calcium compared with children in the general population (66.7% vs. 53.1%, odds ratio [OR] = 3.1; p = .002). Riboflavin and vitamin B12 intakes were significantly lower among children with ASD ( p < .001). Focus group results indicated parental concerns on children’s diet and mealtime behaviors. Parents discussed the quality of existing nutrition information to be a concern, reported wanting intervention content on effective feeding strategies and healthy eating specific to children with ASD, and wanted to receive a nutrition intervention in multiple delivery formats. These findings will be utilized in developing a nutrition education intervention.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48586602","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}