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Step It Up: Increasing Physical Activity for Adults With Autism Spectrum Disorder and Intellectual Disability Using Supported Self-Management and Fitbit Technology 加快步伐:使用支持的自我管理和Fitbit技术增加患有自闭症谱系障碍和智力残疾的成年人的身体活动
IF 2 4区 医学
Focus on Autism and Other Developmental Disabilities Pub Date : 2022-01-25 DOI: 10.1177/10883576211073700
Melissa N. Savage, Brianne T. Tomaszewski, K. Hume
{"title":"Step It Up: Increasing Physical Activity for Adults With Autism Spectrum Disorder and Intellectual Disability Using Supported Self-Management and Fitbit Technology","authors":"Melissa N. Savage, Brianne T. Tomaszewski, K. Hume","doi":"10.1177/10883576211073700","DOIUrl":"https://doi.org/10.1177/10883576211073700","url":null,"abstract":"Adults with autism spectrum disorder and intellectual disability often do not engage in healthy levels of physical activity despite its many benefits. We conducted a randomized control trial to evaluate the effectiveness and feasibility of the Step It Up program, which used supported self-management strategies, on daily step counts, health measures, and perceived quality of life for adults with autism spectrum disorder and intellectual disability. Forty participants, ages 18 to 57, were randomly assigned to a control or intervention group. Males accounted for 70.6% of participant gender. Both groups received Fitbits and Fitbit training, and they participated in pre- and post-assessments. The intervention group participated in the Step It Up program. Participants in the intervention group had significantly higher step counts and lost more weight. Feasibility and acceptability were also high. This study provides valuable data on using a supported self-managed exercise program as well as insight into its feasibility in home settings.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"37 1","pages":"146 - 157"},"PeriodicalIF":2.0,"publicationDate":"2022-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48390891","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: 7
A Portrait of Peers Within Peer-Mediated Interventions: A Literature Review 在同伴介导的干预中同伴的画像:文献综述
IF 2 4区 医学
Focus on Autism and Other Developmental Disabilities Pub Date : 2022-01-21 DOI: 10.1177/10883576211073698
Hilary E. Travers, E. Carter
{"title":"A Portrait of Peers Within Peer-Mediated Interventions: A Literature Review","authors":"Hilary E. Travers, E. Carter","doi":"10.1177/10883576211073698","DOIUrl":"https://doi.org/10.1177/10883576211073698","url":null,"abstract":"Although the impact of peer-mediated interventions on students with intellectual and developmental disabilities (IDD) has been studied extensively, little attention has focused on the peers without disabilities who are so central to these interventions. We reviewed 98 studies to examine the portrait of more than 3,000 peers without disabilities who have participated in peer-mediated interventions involving middle and high school students with IDD. Peer and student demographics were very diverse, as were the methods for peer recruitment and selection, the interventions they delivered, the settings in which they spent time with students with IDD, and the ways in which they were prepared for these roles. However, reporting in these areas was limited across studies. We offer recommendations for strengthening research and practice focused on the contributions of peers within these evidence-based interventions.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"37 1","pages":"71 - 82"},"PeriodicalIF":2.0,"publicationDate":"2022-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42215996","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
Social Validity and Preliminary Outcomes of a Mentoring Intervention for Adolescents and Adults With Autism 青少年和成人自闭症辅导干预的社会有效性和初步结果
IF 2 4区 医学
Focus on Autism and Other Developmental Disabilities Pub Date : 2022-01-21 DOI: 10.1177/10883576211073687
Lindsey M. Weiler, Annie K. Goerdt, Kalli B. Kremer, Emily Goldberg, R. Hudock
{"title":"Social Validity and Preliminary Outcomes of a Mentoring Intervention for Adolescents and Adults With Autism","authors":"Lindsey M. Weiler, Annie K. Goerdt, Kalli B. Kremer, Emily Goldberg, R. Hudock","doi":"10.1177/10883576211073687","DOIUrl":"https://doi.org/10.1177/10883576211073687","url":null,"abstract":"Adolescents with autism spectrum disorder (ASD) are vulnerable to declines in social connections and an increase in depression, anxiety, and other co-occurring conditions. This study introduces a novel intervention that matches adolescents and adults with ASD in one-to-one mentoring relationships in an afterschool setting and examines its social validity. In this single-group, mixed-method pilot study, participants were seven adolescent mentees (14–18 years old; 100% male), seven adult mentors (19–33 years old; 71% male), and eight parents of mentees. A combination of project-specific and standardized assessments was used to describe the participants’ perceptions of the program and to assess well-being, self-concept, and social-emotional and behavioral outcomes. Results showed high uptake, program satisfaction, positive ratings of mentoring relationship quality, and desirable pre- to post-test change on several targeted outcomes. This study provides preliminary evidence to support the applicability and utility of a mentoring program for adolescents with ASD by adults with ASD.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"37 1","pages":"215 - 226"},"PeriodicalIF":2.0,"publicationDate":"2022-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46176202","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
Autism Assessment in Low- and Middle-Income Countries: Feasibility and Usability of Western Tools 中低收入国家的自闭症评估:西方工具的可行性和可用性
IF 2 4区 医学
Focus on Autism and Other Developmental Disabilities Pub Date : 2022-01-21 DOI: 10.1177/10883576211073691
K. Bauer, Kristi L. Morin, Theodore E. Renz, Sinenhlanhla Zungu
{"title":"Autism Assessment in Low- and Middle-Income Countries: Feasibility and Usability of Western Tools","authors":"K. Bauer, Kristi L. Morin, Theodore E. Renz, Sinenhlanhla Zungu","doi":"10.1177/10883576211073691","DOIUrl":"https://doi.org/10.1177/10883576211073691","url":null,"abstract":"The research on autism spectrum disorder (ASD) disproportionately originates from high-income countries, indicating a disparity of research in low- and middle-income countries (LMIC). One possible reason for this disparity is a lack of culturally appropriate screening and diagnostic tools for use in LMIC. Although a number of tools are commonly used in the United States, it is likely that using these tools in contexts in which they were not intended may be problematic. As such, this study examined factors that may inhibit the feasibility and usability of common ASD assessment tools in LMIC. Assessments were analyzed for readability, initial and continued cost, training required, restrictions on purchasing, materials required, and presence of items assessing expressive and receptive language. Results of the study indicated that the majority of validated ASD assessment tools present a multitude of barriers for use in LMIC. Implications for research and practice are discussed.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"37 1","pages":"179 - 188"},"PeriodicalIF":2.0,"publicationDate":"2022-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44978520","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: 6
Early Intensive Behavioral Intervention Program for Children With Autism in Syria 叙利亚自闭症儿童早期强化行为干预计划
IF 2 4区 医学
Focus on Autism and Other Developmental Disabilities Pub Date : 2022-01-21 DOI: 10.1177/10883576211073686
Wissam Mounzer, Donald M. Stenhoff
{"title":"Early Intensive Behavioral Intervention Program for Children With Autism in Syria","authors":"Wissam Mounzer, Donald M. Stenhoff","doi":"10.1177/10883576211073686","DOIUrl":"https://doi.org/10.1177/10883576211073686","url":null,"abstract":"<p>In this study, we evaluated the effect of the Future Center Early Intensive Behavioral Intervention program on children’s skills longitudinally by sex, age, and diagnoses as dependent variables. Sixty-seven children ages 1–6 years and diagnosed with autism spectrum disorder were followed up for 2 years in Syria. They were assessed twice across the 2-year program: at their first visit and at the end of the program. Assessments included the Autism Behavior Checklist, Childhood Autism Rating Scale, and Adaptive Behavioral Scale–Arabic version. Results showed that the changes in participants’ scores from pre- to post-test were statistically significant, and the treatment group showed significantly larger gains on all scales. No significant differences were found by sex and age between the pre- and post-test on all scales, while there were significant differences regarding diagnoses. The limitations of this study and suggestions for future research are described.</p>","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"25 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138520937","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
A Survey of the Experiences of Paraprofessionals With Roles, Training, and Communication When Working With Students With Autism 辅助专业人员在与自闭症学生合作时的角色、训练和沟通经验调查
IF 2 4区 医学
Focus on Autism and Other Developmental Disabilities Pub Date : 2022-01-04 DOI: 10.1177/10883576211066897
Kristi L. Morin, Sallie W. Nowell, Jessica R Steinbrenner, Ann M. Sam, V. Waters, S. Odom
{"title":"A Survey of the Experiences of Paraprofessionals With Roles, Training, and Communication When Working With Students With Autism","authors":"Kristi L. Morin, Sallie W. Nowell, Jessica R Steinbrenner, Ann M. Sam, V. Waters, S. Odom","doi":"10.1177/10883576211066897","DOIUrl":"https://doi.org/10.1177/10883576211066897","url":null,"abstract":"Paraprofessionals are critical members of instructional teams for students with autism; however, little is known about their job preparation and professional development needs. This study addressed the gap in the literature by surveying 325 paraprofessionals in public school settings in the United States and Guam who reported working with students with autism. Data were gathered on paraprofessionals’ (a) roles and responsibilities, (b) applied knowledge from different types of professional development, (c) perceived barriers to professional development, and (d) types and timing of communication with their supervising teachers. The results of this study have direct implications for individuals interested in developing a model of professional development that will meet the unique needs of paraprofessionals who work with students with autism.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"37 1","pages":"96 - 107"},"PeriodicalIF":2.0,"publicationDate":"2022-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47488824","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
Adaptive Behavior of College Students With Autism 自闭症大学生的适应行为
IF 2 4区 医学
Focus on Autism and Other Developmental Disabilities Pub Date : 2021-10-31 DOI: 10.1177/10883576211056291
Kathleen D. Viezel, B. Freer, C. Morgan
{"title":"Adaptive Behavior of College Students With Autism","authors":"Kathleen D. Viezel, B. Freer, C. Morgan","doi":"10.1177/10883576211056291","DOIUrl":"https://doi.org/10.1177/10883576211056291","url":null,"abstract":"As an increasing number of individuals with autism spectrum disorder (ASD) matriculate on college campuses, all stakeholders should be prepared to meet their needs. Despite a body of literature describing adaptive behavior deficits of individuals with ASD, there is a paucity of research examining these skills among those who are college-ready. The present study investigated the adaptive behavior of a diverse group (N = 27) of incoming college students with ASD and examined to what extent these skills could predict initial academic success. Despite average intelligence and good academic indicators, deficits in communication, socialization, and daily living skills were found. No models, even those that included intelligence quotient (IQ) and SAT scores, were predictive of first-semester or first-year grade point average (GPA). Importantly, freshman-to-sophomore retention appeared higher than the university average. Findings suggest that practitioners and families should consider adaptive behavior in addition to intellectual and academic capabilities when considering postsecondary opportunities and available supports.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"37 1","pages":"56 - 65"},"PeriodicalIF":2.0,"publicationDate":"2021-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42489818","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
The Evidence Base for Interventions for Individuals With ASD: A Call to Improve Practice Conceptualization and Synthesis 自闭症个体干预的证据基础:呼吁改进实践概念和综合
IF 2 4区 医学
Focus on Autism and Other Developmental Disabilities Pub Date : 2021-09-01 DOI: 10.1177/10883576211023349
Jennifer R. Ledford, Joseph M. Lambert, E. Barton, K. Ayres
{"title":"The Evidence Base for Interventions for Individuals With ASD: A Call to Improve Practice Conceptualization and Synthesis","authors":"Jennifer R. Ledford, Joseph M. Lambert, E. Barton, K. Ayres","doi":"10.1177/10883576211023349","DOIUrl":"https://doi.org/10.1177/10883576211023349","url":null,"abstract":"Identifying potentially effective practices for improving outcomes for individuals with autism spectrum disorder (ASD) is a complex process. In this article, we respond to recent reviews of evidence-based practices for individuals with ASD. We identify possible problems and make suggestions in relation to identifying well-specified practices, inclusion of gray literature, and considering use of studies with noneffects in systematic reviews.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"36 1","pages":"135 - 147"},"PeriodicalIF":2.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10883576211023349","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43686473","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
Understanding the Effect Size of Peer-Mediated Academic Instruction: A Meta-Analysis 了解同伴中介学术指导的效应量:一项荟萃分析
IF 2 4区 医学
Focus on Autism and Other Developmental Disabilities Pub Date : 2021-08-13 DOI: 10.1177/10883576211023329
April N. Haas, Kimberly J. Vannest, Marcus C. Fuller, J. Ganz
{"title":"Understanding the Effect Size of Peer-Mediated Academic Instruction: A Meta-Analysis","authors":"April N. Haas, Kimberly J. Vannest, Marcus C. Fuller, J. Ganz","doi":"10.1177/10883576211023329","DOIUrl":"https://doi.org/10.1177/10883576211023329","url":null,"abstract":"A deficit in social skills often makes teaching academics a second thought when instructing students with autism. Peer-mediated instruction has been well studied for increasing academic skills across various disabilities and social skills for students with autism spectrum disorder (ASD). The purpose of this study was to determine the effect size of peer-mediated academic instruction (PMAI) to increase academic skills for students with ASD. Results indicate studies demonstrate a weak to moderate effect when using PMAI to teach students with ASD. These results validate PMAI can be effective when teaching academic skills to students with ASD; however, more studies are needed to better understand for whom and under what conditions PMAI is most effective.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"37 1","pages":"3 - 12"},"PeriodicalIF":2.0,"publicationDate":"2021-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44296077","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
Comparison of Simultaneous Prompting to Error Correction for Children With Autism Spectrum Disorder 自闭症谱系障碍儿童同时提示与错误纠正的比较
IF 2 4区 医学
Focus on Autism and Other Developmental Disabilities Pub Date : 2021-08-13 DOI: 10.1177/10883576211036429
W. Aljohani, Asim Javed, J. L. Ferguson, Joseph H. Cihon, Christine M. Milne, Justin B. Leaf
{"title":"Comparison of Simultaneous Prompting to Error Correction for Children With Autism Spectrum Disorder","authors":"W. Aljohani, Asim Javed, J. L. Ferguson, Joseph H. Cihon, Christine M. Milne, Justin B. Leaf","doi":"10.1177/10883576211036429","DOIUrl":"https://doi.org/10.1177/10883576211036429","url":null,"abstract":"This study compared simultaneous prompting with an error correction procedure for teaching three children diagnosed with autism spectrum disorder expressive labels. Using a parallel treatment design nested within a multiple probe design, the researchers taught each participant how to expressively label pictures of sports teams or cartoon characters using either simultaneous prompting or an error correction procedure. The goal was to evaluate the effectiveness, efficiency, and acquisition during teaching for each participant across the two conditions. Results indicated that both teaching procedures were effective, with high rates of maintenance, and all participants responded correctly during the majority of teaching trials.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"37 1","pages":"83 - 95"},"PeriodicalIF":2.0,"publicationDate":"2021-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42176421","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
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