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

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":"37 4","pages":"251-256"},"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":" ","pages":""},"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":" ","pages":""},"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

Adaptation of the PEERS for Young Adults Social Skills Curriculum for College Students With Autism Spectrum Disorder 大学生孤独症谱系障碍社会技能课程的同龄人适应

IF 2 4区医学

Focus on Autism and Other Developmental Disabilities Pub Date : 2022-11-07 DOI: 10.1177/10883576221133484

Natalie C Ridgely, Ashley A Pallathra, C. Raffaele, Caitlin Rothwell, Brendan A. Rich

{"title":"Adaptation of the PEERS for Young Adults Social Skills Curriculum for College Students With Autism Spectrum Disorder","authors":"Natalie C Ridgely, Ashley A Pallathra, C. Raffaele, Caitlin Rothwell, Brendan A. Rich","doi":"10.1177/10883576221133484","DOIUrl":"https://doi.org/10.1177/10883576221133484","url":null,"abstract":"Young adults with autism spectrum disorder (ASD) experience a variety of unique challenges that may be compounded for individuals pursuing postsecondary education. Particular difficulties identified for college students with ASD include variability in social skills, social isolation, and reduced access to appropriate support and services. Research on effective interventions supporting college students with ASD is considerably lacking. This pilot study sought to address this area of need by modifying the Program for the Education and Enrichment of Relational Skills (PEERS) for Young Adults, a social skills training program for young adults with autism, for use on a college campus. Following the intervention, participants showed improvements in areas of social functioning that are particularly important for college students with ASD, including overall social functioning, social awareness, social motivation, social cognition, and knowledge of social skills. This study is an important step toward the development of effective interventions that address social competence specifically for young adults with autism in postsecondary educational environments.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"1 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46467409","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

Self-Determination Development Among College Students With Intellectual and Developmental Disabilities: A Longitudinal Study 智力和发育障碍大学生自主发展的纵向研究

IF 2 4区医学

Focus on Autism and Other Developmental Disabilities Pub Date : 2022-11-07 DOI: 10.1177/10883576221133491

Ayse Torres, Kelly B. Kearney, Angelica Downey, Candice Tedesco

引用次数: 0

Effects of Behavioral Skills Training With Video Modeling and In Situ Training on Workplace Conversational Skills of Students With Autism 视频建模行为技能训练和现场训练对自闭症学生职场会话技能的影响

IF 2 4区医学

Focus on Autism and Other Developmental Disabilities Pub Date : 2022-10-25 DOI: 10.1177/10883576221127971

Holly N. Whittenburg, Yaoying Xu, Colleen A. Thoma, Carol Schall, Whitney Ham

{"title":"Effects of Behavioral Skills Training With Video Modeling and In Situ Training on Workplace Conversational Skills of Students With Autism","authors":"Holly N. Whittenburg, Yaoying Xu, Colleen A. Thoma, Carol Schall, Whitney Ham","doi":"10.1177/10883576221127971","DOIUrl":"https://doi.org/10.1177/10883576221127971","url":null,"abstract":"This study investigated the effects of behavioral skills training (BST) with video modeling and in situ training on workplace conversational skills of four transition-age students with autism enrolled in a U.S. community-based internship program. Intervention sessions began with BST, which included direct instruction, video modeling, conversational practice, and feedback on practice performance, and concluded with in situ training, during which participants conversed with coworkers in their internship settings. Data were collected on participants’ accuracy in conversing with coworkers through mock conversations and in situ trials in internship settings. Findings demonstrated a functional relation between the implementation of the intervention package and increases in skill accuracy on in situ trials for all participants. Substantive improvements in participants’ mock conversation scores within training settings were also noted. Findings highlight the importance of in situ training and how video modeling can be incorporated within a BST instructional sequence.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"38 1","pages":"188 - 198"},"PeriodicalIF":2.0,"publicationDate":"2022-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45634407","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: 4