Focus on Autism and Other Developmental Disabilities最新文献_第6页

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

Effects of a Peer-Mediated Joint Attention Intervention in an Inclusive Preschool Setting 同伴介导的联合注意干预在包容性学前教育中的作用

IF 2 4区医学

Focus on Autism and Other Developmental Disabilities Pub Date : 2022-07-07 DOI: 10.1177/10883576221108111

S. Hansen, Megan H. Mowbray, Tracy J. Raulston, Amarie Carnett, Christopher A. Tullis

{"title":"Effects of a Peer-Mediated Joint Attention Intervention in an Inclusive Preschool Setting","authors":"S. Hansen, Megan H. Mowbray, Tracy J. Raulston, Amarie Carnett, Christopher A. Tullis","doi":"10.1177/10883576221108111","DOIUrl":"https://doi.org/10.1177/10883576221108111","url":null,"abstract":"Joint attention, or shared attention to an object or event, is a pivotal skill for the development of social interactions and social communication. Joint attention typically develops in natural contexts within the first year of life. Children with autism spectrum disorder (ASD) and related developmental disabilities often experience difficulty developing joint attention. Clinical interventions to increase joint attention exist. However, there are limited studies investigating methods to incorporate joint attention interventions in inclusive preschool classrooms with peers as social partners. For young children in preschool settings, peer-mediated social skills interventions reflect natural contingencies and may promote generalization. In this study, we employed a single-case multiple baseline across child–peer dyads design to evaluate the effects of a peer-mediated joint attention intervention for children with or at risk for ASD on response to joint attention (RJA) from peer bids and initiations of joint attention (IJA) from target children with ASD. The intervention included direct instruction with a social narrative to teach three peers to initiate bids for joint attention to measure target children’s responses. Target children later received the same direct instruction to increase IJA to same-age-peers. Results indicate increased target child RJA and IJA to peers. Limitations and implications for research and practice are discussed.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42530431","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 Coaching in a Multimodal Communication Intervention for Children with Autism 父母指导在自闭症儿童多模式沟通干预中的应用

IF 2 4区医学

Focus on Autism and Other Developmental Disabilities Pub Date : 2022-06-07 DOI: 10.1177/10883576221099896

Ching-Yi Liao, J. Ganz, Sanikan Wattanawongwan, April N. Haas, Sarah K. Ura, Kimberly J. Vannest, Kristi L. Morin

引用次数: 1

Early Interventionists’ Knowledge of Evidence-Based Practices for Autism 早期干预者对自闭症循证实践的认识

IF 2 4区医学

Focus on Autism and Other Developmental Disabilities Pub Date : 2022-06-03 DOI: 10.1177/10883576221099895

Cindy Gevarter, Maria Siciliano, Erin Stone

{"title":"Early Interventionists’ Knowledge of Evidence-Based Practices for Autism","authors":"Cindy Gevarter, Maria Siciliano, Erin Stone","doi":"10.1177/10883576221099895","DOIUrl":"https://doi.org/10.1177/10883576221099895","url":null,"abstract":"This online survey study examined early intervention providers’ knowledge and training needs surrounding evidence-based practices for autism spectrum disorder (ASD). The researchers analyzed data from 87 early intervention providers (speech-language pathologists and developmental specialists) in a rural Southwestern U.S. state. The survey included both quantitative (i.e., rating and multiple-choice questions) and qualitative (open-ended) components. Survey sections included demographics, self-ratings of knowledge of evidence-based practices/self-reported training needs and barriers to working with children with ASD, and directly assessed knowledge of evidence-based practices. Findings support specific knowledge gaps and training needs (e.g., practices for addressing challenging behaviors, strategies for working with children with limited communication skills) and suggest developmental specialists who provided special instruction services may have greater training needs than speech-language pathologists. Findings have important implications for professional development and training programs for early intervention providers.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49166861","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

Paraprofessionals’ Perceived Skills and Needs in Supporting Students With Autism Spectrum Disorder 辅助专业人员在支持自闭症谱系障碍学生中的感知技能和需求

IF 2 4区医学

Focus on Autism and Other Developmental Disabilities Pub Date : 2022-03-08 DOI: 10.1177/10883576211073699

C. Coogle, V. Walker, Jennifer R. Ottley, Darcey M Allan, Daniel Irwin

{"title":"Paraprofessionals’ Perceived Skills and Needs in Supporting Students With Autism Spectrum Disorder","authors":"C. Coogle, V. Walker, Jennifer R. Ottley, Darcey M Allan, Daniel Irwin","doi":"10.1177/10883576211073699","DOIUrl":"https://doi.org/10.1177/10883576211073699","url":null,"abstract":"There is a research-to-practice gap in the identification and use of evidence-based practices in special education. One way to better understand the persistent gap between research and practice and to inform professional development efforts is through gaining an understanding of teacher and paraprofessional perceptions. We conducted a survey study to identify paraprofessionals’ perceived skills and needs regarding categories of practices aligning with evidence-based practices for students with autism spectrum disorder. A total of 768 paraprofessionals completed the survey. We used descriptive statistics, one-way analyses of variance (ANOVAs), post hoc analyses, and chi-square tests to analyze paraprofessionals’ responses. Paraprofessionals reported a range of responses and several of their responses differed significantly in relation to their experience and the population of students they supported. Findings suggest there is a need to individualize professional development based on both classroom and paraprofessional training needs. Future research is needed to determine how paraprofessionals’ perceptions align with their practice.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47352461","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

Preferences for Edible and Electronic Leisure Items: A Systematic Replication 食用和电子休闲物品的偏好:一个系统的复制

IF 2 4区医学

Focus on Autism and Other Developmental Disabilities Pub Date : 2022-03-08 DOI: 10.1177/10883576221081084

Mindy C. Scheithauer, Clarissa P. Martin, Summer Bottini

引用次数: 2

Training Individuals to Implement Discrete Trials with Fidelity: A Meta-Analysis 训练个体忠实地执行离散试验：Meta分析

IF 2 4区医学

Focus on Autism and Other Developmental Disabilities Pub Date : 2022-03-08 DOI: 10.1177/10883576221081076

Joelle Fingerhut, Mariola Moeyaert

引用次数: 2

Conversations With Individuals With ASD: Effect of Relationship, Contact Regularity, and Age on Partner Perceptions 与ASD患者的对话：关系、接触规律和年龄对伴侣感知的影响

IF 2 4区医学

Focus on Autism and Other Developmental Disabilities Pub Date : 2022-02-04 DOI: 10.1177/10883576211073689

Cheong Ying Sng, M. Carter, J. Stephenson, Naomi Sweller

引用次数: 0