Focus on Autism and Other Developmental Disabilities最新文献_第4页

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 在自闭症学生的教育环境中实施循证实践的关键问题和趋势:20年的更新-特别系列介绍

IF 2 4区医学

Focus on Autism and Other Developmental Disabilities Pub Date : 2022-12-23 DOI: 10.1177/10883576221144733

Rose Iovannone, Cynthia Anderson

引用次数: 0

Exploring Organizational Differences in Perceptions of Implementation Climate and Leadership in Schools: A Mixed Methods Study of Autism EBP Implementation 探究学校实施氛围与领导认知的组织差异:自闭症EBP实施的混合方法研究

IF 2 4区医学

Focus on Autism and Other Developmental Disabilities Pub Date : 2022-12-13 DOI: 10.1177/10883576221140149

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":null,"pages":null},"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}

引用次数: 1

A Mixed-Methods Study to Examine Dietary Intake of Children With Autism Spectrum Disorder and Parental Perspectives on Nutrition in Florida 一项研究佛罗里达州自闭症谱系障碍儿童饮食摄入和父母营养观点的混合方法研究

IF 2 4区医学

Focus on Autism and Other Developmental Disabilities Pub Date : 2022-12-02 DOI: 10.1177/10883576221136449

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":null,"pages":null},"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}

引用次数: 0

Evaluation of Telehealth Delivery of Group Parent-Led Cognitive-Behavioral Therapy During COVID-19: A Pilot Study. 小组家长主导的认知行为治疗在COVID-19期间远程医疗服务的评估:一项试点研究

IF 2 4区医学

Focus on Autism and Other Developmental Disabilities Pub Date : 2022-12-01 DOI: 10.1177/10883576221121280

Gary Byrne, Louise Vickers, Eithne Ni Longphuirt, Roisin Cunningham

{"title":"Evaluation of Telehealth Delivery of Group Parent-Led Cognitive-Behavioral Therapy During COVID-19: A Pilot Study.","authors":"Gary Byrne, Louise Vickers, Eithne Ni Longphuirt, Roisin Cunningham","doi":"10.1177/10883576221121280","DOIUrl":"https://doi.org/10.1177/10883576221121280","url":null,"abstract":"<p><p>The COVID-19 pandemic has led to governments around the world imposing varying levels of restrictions and lockdowns leading to home confinement and closure of schools. Children with autism spectrum disorder (ASD) and their families may be particularly susceptible to increased anxiety. A growing evidence base has developed for parent-led cognitive-behavioral therapy (CBT) for child anxiety disorders. The current pilot study aimed to evaluate the preliminary clinical utility (acceptability, feasibility, and efficacy) of a parent-led CBT program in Dublin, Ireland, through an online format. Parents of nine children completed the program. The child did not participate in any part of the online program. Acceptability was strong, and although technical issues were problematic at times, all families completed the program. Preliminary efficacy analysis is mixed, with significant reductions on youth anxiety as measured by clinician-administered questionnaire but no reduction in parent-report measures. Findings suggest that the online program is acceptance, feasible, and effective.</p>","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9666411/pdf/10.1177_10883576221121280.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"35349200","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}

引用次数: 0

Early Reading Outcomes in Response to a Comprehensive Reading Curriculum for Students With Autism Spectrum Disorder and Intellectual Disability 自闭症谱系障碍和智力障碍学生综合阅读课程的早期阅读效果

IF 2 4区医学

Focus on Autism and Other Developmental Disabilities Pub Date : 2022-11-28 DOI: 10.1177/10883576221137905

Carlin L. Conner, Jill Allor, Stephanie Al Otaiba, P. Yovanoff, Lauren M. LeJeune

{"title":"Early Reading Outcomes in Response to a Comprehensive Reading Curriculum for Students With Autism Spectrum Disorder and Intellectual Disability","authors":"Carlin L. Conner, Jill Allor, Stephanie Al Otaiba, P. Yovanoff, Lauren M. LeJeune","doi":"10.1177/10883576221137905","DOIUrl":"https://doi.org/10.1177/10883576221137905","url":null,"abstract":"This study examined the response of two students with autism spectrum disorder and IQ in the intellectual disability range to a comprehensive, text-based reading intervention. The intervention, Friends on the Block, includes multiple strands of literacy providing explicit instruction in phonics, phonemic awareness, high-frequency irregular or temporarily irregular words, decoding, vocabulary, oral language, and comprehension. Multiple supports for students with intensive needs are embedded within the intervention, such as specially designed multi-criteria books, extensive scaffolding, and intensive cumulative review. Teachers customize the program to address the varying needs of students. We used single-case multiple baselines across levels of instruction design to assess growth on a measure of reading (words read correctly). Results indicated a positive, functional relation between reading intervention and word reading. Both students also demonstrated modest growth on measures of phonemic awareness, letter–sound knowledge, and word identification from pre- to post-intervention.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48908472","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}

引用次数: 1

The Exploration of a Low-Intensity Paraprofessional-Delivered Peer Training in Inclusive High School Classrooms 低强度准专业人员在包容性高中课堂上进行同伴培训的探索

IF 2 4区医学

Focus on Autism and Other Developmental Disabilities Pub Date : 2022-11-28 DOI: 10.1177/10883576221137906

Yun-Ching Chung, Karen H. Douglas

引用次数: 0

Evaluating the Prevent–Teach–Reinforce Model for High School Students With Autism Spectrum Disorder 高中生孤独症谱系障碍的预防-教学-强化模式评价

IF 2 4区医学

Focus on Autism and Other Developmental Disabilities Pub Date : 2022-11-22 DOI: 10.1177/10883576221137284

Deanna Deenihan, K. Blair, Rose Iovannone

引用次数: 0

Using Computer-Assisted Instruction to Decrease Transition Times for Students With Autism Spectrum Disorder 利用计算机辅助教学缩短自闭症谱系障碍学生的过渡时间

IF 2 4区医学

Focus on Autism and Other Developmental Disabilities Pub Date : 2022-11-20 DOI: 10.1177/10883576221133501

Kristina A. Bewley, K. Crosland, Asha A. Fuller

引用次数: 1

The Effects of Community Preschool Characteristics on Developmental Outcomes for Students With Autism Spectrum Disorder 社区学前教育特征对自闭症谱系障碍学生发展结果的影响

IF 2 4区医学

Focus on Autism and Other Developmental Disabilities Pub Date : 2022-11-17 DOI: 10.1177/10883576221133495

Allison S. Nahmias, Samantha R. Crabbe, Steven C. Marcus, D. Mandell

{"title":"The Effects of Community Preschool Characteristics on Developmental Outcomes for Students With Autism Spectrum Disorder","authors":"Allison S. Nahmias, Samantha R. Crabbe, Steven C. Marcus, D. Mandell","doi":"10.1177/10883576221133495","DOIUrl":"https://doi.org/10.1177/10883576221133495","url":null,"abstract":"This study examined factors associated with 9-month outcomes of 78 preschoolers with autism spectrum disorder ([ASD]; 66 males, mean age = 44.8 [7.0] months) receiving preschool special education services. Use of recommended intervention practices was observed in each student’s primary educational setting: autism-only ( n = 28), mixed-disability ( n = 25), and regular early education ( n = 25). Recommended practice use across setting types and developmental changes were compared using generalized estimating equations. Autism-only settings had the highest implementation of classroom structure, classroom environment, and curriculum and instruction. Regular early education had greater implementation of practices to support social and peer relationships. Supporting social and peer relationships was the largest predictor of gains, controlling for setting type; the association was greater for children with lower initial receptive language or developmental skills. These findings highlight the importance of supporting and promoting peer engagement in students with ASD across preschool placement types.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46836678","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}

引用次数: 0

Efficacy of Teachers Supporting Paraeducators to Implement Functional Communication Training 教师支持辅助教育工作者实施功能沟通培训的效果

IF 2 4区医学

Focus on Autism and Other Developmental Disabilities Pub Date : 2022-11-08 DOI: 10.1177/10883576221130715

Nicolette Ogden, Virginia L. Walker, Melissa C. Tapp, Megan E. Carpenter

引用次数: 0