Focus on Autism and Other Developmental Disabilities最新文献_第5页

Teacher-Reported Classroom Strategies and Techniques for Students With Autism Spectrum Disorder 自闭症谱系障碍学生的教师报告课堂策略和技巧

IF 2 4区医学

Focus on Autism and Other Developmental Disabilities Pub Date : 2022-09-22 DOI: 10.1177/10883576221125485

C. Paisley, Sophia W. Eldred, Ashley Cawley, Theodore S. Tomeny

{"title":"Teacher-Reported Classroom Strategies and Techniques for Students With Autism Spectrum Disorder","authors":"C. Paisley, Sophia W. Eldred, Ashley Cawley, Theodore S. Tomeny","doi":"10.1177/10883576221125485","DOIUrl":"https://doi.org/10.1177/10883576221125485","url":null,"abstract":"Teachers’ training in and knowledge of autism spectrum disorder (ASD)–specific evidence-based practices (EBPs) vary widely. While researchers continue to develop and disseminate evidence-based interventions, the research-to-practice gap between these interventions and implementation within school settings remains an ongoing challenge. This study examined qualitative responses from teachers regarding their knowledge of ASD-specific EBPs and the strategies used in their own classrooms. Results found that about a quarter of the sample of teachers surveyed correctly identified at least one ASD-specific EBP and reported using at least one ASD-specific EBP in their classrooms. While just more than half of a subsample of teachers reported using at least one ASD-specific EBP in their classrooms, just less than half accurately identified and categorized these practices as such. These findings highlight gaps and discrepancies in teachers’ reported knowledge and application of ASD-specific EBPs and point to the importance of continued education to increase evidence-based classroom practices.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"38 1","pages":"158 - 167"},"PeriodicalIF":2.0,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46437190","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

Teaching Cartesian Product Problem Solving to Students With Autism Spectrum Disorder Using a Conceptual Model-Based Approach 运用基于概念模型的方法教授自闭症谱系障碍学生笛卡尔积问题的解决

IF 2 4区医学

Focus on Autism and Other Developmental Disabilities Pub Date : 2022-09-20 DOI: 10.1177/10883576221121806

M. García-Moya, I. Polo-Blanco, Rocío Blanco, J. Goñi-Cervera

{"title":"Teaching Cartesian Product Problem Solving to Students With Autism Spectrum Disorder Using a Conceptual Model-Based Approach","authors":"M. García-Moya, I. Polo-Blanco, Rocío Blanco, J. Goñi-Cervera","doi":"10.1177/10883576221121806","DOIUrl":"https://doi.org/10.1177/10883576221121806","url":null,"abstract":"Students with autism spectrum disorder frequently face challenges when learning mathematical concepts. For example, they may have difficulties solving mathematical word problems, in particular Cartesian product problems. This research is a case study with a multiple probe design in which the participants were three students diagnosed with autism spectrum disorder. A conceptual model-based problem-solving approach adapted to the characteristics of the participants was used to teach them how to solve Cartesian product word problems introduced sequentially in the instruction (first multiplication, then division, and finally both operations). The results show a functional relationship between the intervention and the students’ performance. The three participants generalized their learning to two-operation Cartesian product problems (an addition and a multiplication). Moreover, two of them retained what they learned 6 weeks after completing the instruction. The implications for teaching this and other mathematical content to students with autism are discussed.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47292018","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: 3

Impact of an IEP Goal Builder on Social Goals for Autistic Students IEP目标构建者对自闭症学生社会目标的影响

IF 2 4区医学

Focus on Autism and Other Developmental Disabilities Pub Date : 2022-09-17 DOI: 10.1177/10883576221125488

Eve Müller, Caitlin Wood, Lynn Cannon, D. Childress

{"title":"Impact of an IEP Goal Builder on Social Goals for Autistic Students","authors":"Eve Müller, Caitlin Wood, Lynn Cannon, D. Childress","doi":"10.1177/10883576221125488","DOIUrl":"https://doi.org/10.1177/10883576221125488","url":null,"abstract":"This pilot study examined (a) the perceived barriers to creating high-quality social and emotional learning (SEL) IEP goals for autistic students without intellectual disabilities, and (b) the impact of using a data-driven SEL IEP goal builder—a key component of the Ivymount Social Cognition Instructional Package (IvySCIP)—on the quality of SEL IEP goals. Based on data from 40 instructor/student dyads, we found the following: First, based on phone interviews, instructors identified a number of significant barriers to the creation of SEL IEP goals for this population, including lack of ability to reliably assess students’ SEL strengths and needs, lack of a goal builder/goal bank, and lack of comprehensive, data-driven support for generating SEL goals and tracking progress toward goal mastery. Interviewees agreed that IvySCIP effectively addressed these barriers. Second, based on a comparison of pre-intervention SEL IEP goals and those created using the IvySCIP goal builder, the quality of instructors’ IEP goals appeared to improve after introduction of the goal builder, with post-intervention goals significantly more likely to include settings, givens, specific/demonstrable behavior being targeted, and measurement criteria to ensure meaningful progress monitoring. Post-intervention goals also drew more equitably from a range of SEL domains.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"38 1","pages":"177 - 187"},"PeriodicalIF":2.0,"publicationDate":"2022-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42471954","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

Use of an App With Embedded Video Modeling to Increase Eye Contact 使用内置视频建模的应用程序来增加眼神交流

IF 2 4区医学

Focus on Autism and Other Developmental Disabilities Pub Date : 2022-09-17 DOI: 10.1177/10883576221124805

Shamby Polychronis, Andrea Johnson, Russ Thelin, D. Eggett, Jaime Christensen

{"title":"Use of an App With Embedded Video Modeling to Increase Eye Contact","authors":"Shamby Polychronis, Andrea Johnson, Russ Thelin, D. Eggett, Jaime Christensen","doi":"10.1177/10883576221124805","DOIUrl":"https://doi.org/10.1177/10883576221124805","url":null,"abstract":"The use of mobile applications (apps) is popular among parents and teachers due to their cost-effectiveness and ease of implementation, and the number of apps with the specific aim to increase eye contact for children with autism is growing rapidly. However, research is limited to assess the efficiency of the majority of the apps available for educational purposes. This study was conducted to determine whether the addition of video modeling via an app to ongoing classroom instruction could increase eye contact with familiar and unfamiliar people in children with autism spectrum disorder (ASD). An experimental pretest–posttest control group design was applied with a full intervention group, a partial intervention group, and a control group. Forty-four U.S. students diagnosed with ASD, in kindergarten through third grade, engaged with social skill modules using an iPad app called We Are Friends. The frequency and duration of eye contact were measured. A 3-month follow-up test was given to determine maintenance. Results suggest the addition of the app was effective in increasing eye contact in children with ASD with both familiar and unfamiliar individuals.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"38 1","pages":"199 - 208"},"PeriodicalIF":2.0,"publicationDate":"2022-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42002657","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 Self-Monitoring Intervention to Improve the Self-Determination of Individuals With Intellectual and Developmental Disability in a Postsecondary Educational Program 自我监控干预提高中等后教育项目中智力和发育障碍个体的自我决定能力

IF 2 4区医学

Focus on Autism and Other Developmental Disabilities Pub Date : 2022-09-16 DOI: 10.1177/10883576221121637

Kristina N. Randall, Joseph B. Ryan, S. Hirsch, Abigail A. Allen

引用次数: 0

An Evidence-Based Practice Synthesis of Virtual Manipulatives for Students With ASD and IDD ASD和IDD学生虚拟教具的循证实践综合

IF 2 4区医学

Focus on Autism and Other Developmental Disabilities Pub Date : 2022-09-16 DOI: 10.1177/10883576221121654

Holly M. Long, Emily C. Bouck, Hailey Kelly

{"title":"An Evidence-Based Practice Synthesis of Virtual Manipulatives for Students With ASD and IDD","authors":"Holly M. Long, Emily C. Bouck, Hailey Kelly","doi":"10.1177/10883576221121654","DOIUrl":"https://doi.org/10.1177/10883576221121654","url":null,"abstract":"Virtual manipulatives are increasingly being used to support students with autism spectrum disorder and intellectual and developmental disability (ASD/IDD), in mathematics. However, to date, virtual manipulatives have not been examined or classified as an evidence-based practice for students with ASD/IDD, despite classifications of virtual manipulatives as evidence-based for students with learning disabilities (LD; Park, Bouck, & Fisher, 2021) and concrete manipulatives as evidence-based for students with ASD/IDD (Spooner et al., 2019). The purpose of this review was to assess the current state of the literature on virtual manipulatives and determine whether virtual manipulatives are an evidence-based practice for students with ASD/IDD. Eighteen of the 24 articles located for the review met quality indicators according to Cook et al. (2014) and presented positive results for the 42 students. The authors of this synthesis concluded virtual manipulatives broadly—and virtual manipulative-based instructional sequences disaggregated—are evidence-based practices in mathematics for students with ASD/IDD.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"38 1","pages":"147 - 157"},"PeriodicalIF":2.0,"publicationDate":"2022-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44693485","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

Comparing Response Modes During Functional Communication Training: Efficacy of Acquisition and Preference for Students with Autism 自闭症学生在功能性沟通训练中的反应模式比较:习得与偏好的效果

IF 2 4区医学

Focus on Autism and Other Developmental Disabilities Pub Date : 2022-09-13 DOI: 10.1177/10883576221121276

Keri S. Bethune, J. Boyle

{"title":"Comparing Response Modes During Functional Communication Training: Efficacy of Acquisition and Preference for Students with Autism","authors":"Keri S. Bethune, J. Boyle","doi":"10.1177/10883576221121276","DOIUrl":"https://doi.org/10.1177/10883576221121276","url":null,"abstract":"This study evaluated acquisition, preference, and generalization of two forms of augmentative and alternative communication (AAC) during functional communication training (FCT) with two students with autism spectrum disorder (ASD). Acquisition of FCT responses, using a picture-based communication system and speech-generating device (SGD; Apple iPod Touch with the Proloquo2Go), was compared. Following acquisition, preference of response mode was evaluated for each participant. Both AAC systems were made available simultaneously during FCT sessions, and data were collected on participants’ initiation of functional communication (FC) on each modality. Findings indicated FC responses with the picture-based communication system and the SGD were acquired with similar rates by both participants. Furthermore, both participants demonstrated a consistent preference for the SGD as compared with the picture-based communication system. Both participants generalized the preferred FCT mode (i.e., SGD) to their classroom setting with their classroom teacher. Results indicate it is important to assess both acquisition efficiency and preference when selecting AAC systems for individuals with autism.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"38 1","pages":"101 - 112"},"PeriodicalIF":2.0,"publicationDate":"2022-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41481268","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

Parent-Assisted Social Skills Training for Children With Autism Spectrum Disorder: PEERS for Preschoolers 父母辅助的自闭症谱系障碍儿童社交技能培训：学龄前儿童PEERS

IF 2 4区医学

Focus on Autism and Other Developmental Disabilities Pub Date : 2022-07-21 DOI: 10.1177/10883576221110158

Mi-na Park, Emily Moulton, E. Laugeson

{"title":"Parent-Assisted Social Skills Training for Children With Autism Spectrum Disorder: PEERS for Preschoolers","authors":"Mi-na Park, Emily Moulton, E. Laugeson","doi":"10.1177/10883576221110158","DOIUrl":"https://doi.org/10.1177/10883576221110158","url":null,"abstract":"The establishment of reciprocal friendships is a challenge for many individuals with autism spectrum disorder (ASD). Social interaction difficulties emerge early, persist throughout development, and have widespread functional impact. As such, interventions focused on social functioning are needed in early intervention programs. This two-part study evaluated the outcomes of a parent-assisted social skills training (SST) program for young children with ASD. The intervention is a downward extension of the Program for the Education and Enrichment of Relational Skills (PEERS(R)), which is one of the few evidence-based SST programs for adolescents and young adults with ASD. Modifications included developmentally appropriate social skills, greater parent involvement, and behavioral strategies embedded in play-based activities. Results reveal improvements in parent ratings of social responsiveness, social cognition, and social motivation, as well as decreased (a) restricted/repetitive behaviors and interests and (b) problem behaviors. Results are promising and encourage further evaluation of this SST curriculum.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"38 1","pages":"80 - 89"},"PeriodicalIF":2.0,"publicationDate":"2022-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49033957","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: 10

Evaluating the Relationship Between Performance on a Multiple-Choice Examination and Common ABA-Based Procedures 评估多项选择考试成绩与基于ABA的常见程序之间的关系

IF 2 4区医学

Focus on Autism and Other Developmental Disabilities Pub Date : 2022-07-13 DOI: 10.1177/10883576221110170

Justin B. Leaf, Joseph H. Cihon, J. L. Ferguson, Christine M. Milne, Ronald Leaf, J. Mceachin

{"title":"Evaluating the Relationship Between Performance on a Multiple-Choice Examination and Common ABA-Based Procedures","authors":"Justin B. Leaf, Joseph H. Cihon, J. L. Ferguson, Christine M. Milne, Ronald Leaf, J. Mceachin","doi":"10.1177/10883576221110170","DOIUrl":"https://doi.org/10.1177/10883576221110170","url":null,"abstract":"To ensure the quality of training, skills developed and maintained, and expected standards for behavior analysts, several systems have been put into place across the years. Of these systems, perhaps the most widespread was the development of the Behavior Analyst Certification Board in 1998. Once all requirements are met, the final determinative step in obtaining certification is a multiple-choice examination. The use of a multiple-choice examination as the final determinative step in obtaining behavior analytic certification may create some concerns for behavior analysts. Identification of a positive correlation between the multiple-choice examination and performance may help ameliorate these concerns. The purpose of this study was to evaluate any potential correlations between scores on a popular commercially available prep examination and basic applied behavior analysis (ABA)–based autism intervention procedures with 25 professionals. Overall, the results indicated that multiple-choice examination scores were not significantly correlated with any assessments of performance.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"38 1","pages":"113 - 123"},"PeriodicalIF":2.0,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45168855","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

Physical Fitness and Maternal Psychosocial Status in Children With Autism Attending a Regular Physical Activity Program 参加定期体育活动项目的自闭症儿童的身体健康和母亲心理社会状况

IF 2 4区医学

Focus on Autism and Other Developmental Disabilities Pub Date : 2022-07-08 DOI: 10.1177/10883576221108110

Ayşe Kübra Şahan, Nazan Ozturk, E. Calik-Kutukcu, H. Aksu, Mustafa Tolga Tunagur, H. Arikan

引用次数: 1