发布求助
文献互助 智能选刊 最新文献

Focus on Autism and Other Developmental Disabilities最新文献

筛选
英文 中文
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":null,"pages":null},"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":null,"pages":null},"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
Imitation Recognition by Minimally Verbal Young Children: A Comparison Between Down Syndrome and Autism Spectrum Disorder 最小语言幼儿的模仿识别:唐氏综合症和自闭症谱系障碍的比较
IF 2 4区 医学
Focus on Autism and Other Developmental Disabilities Pub Date : 2021-07-27 DOI: 10.1177/10883576211035030
Gökhan Töret
{"title":"Imitation Recognition by Minimally Verbal Young Children: A Comparison Between Down Syndrome and Autism Spectrum Disorder","authors":"Gökhan Töret","doi":"10.1177/10883576211035030","DOIUrl":"https://doi.org/10.1177/10883576211035030","url":null,"abstract":"Research has shown that children with autism spectrum disorder (ASD) display limited imitation recognition behaviors in comparison with typically developing children. However, the levels of imitation recognition of minimally verbal children with ASD relative to those with developmental disabilities are unknown. The purpose of this study was to compare the imitation recognition behaviors of 20 minimally verbal children with ASD and 20 minimally verbal children with Down syndrome (DS) when imitated by an adult in a play context. Results showed that children with ASD display more limited imitation recognition than children with DS. These results indicate that children with ASD are weaker in displaying imitation recognition. However, both groups displayed an association between imitation recognition and a variety of play actions in both groups.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2021-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10883576211035030","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48016516","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: 2
Potential Factors of Parenting Stress in Chinese Parents of Children With Autism Spectrum Disorder: A Systematic Review 中国自闭症谱系障碍患儿父母养育压力的潜在因素：系统评价
IF 2 4区 医学
Focus on Autism and Other Developmental Disabilities Pub Date : 2021-07-12 DOI: 10.1177/10883576211012599
C. S. Ng, Yuan Fang, Zixin Wang, Mengge Zhang
{"title":"Potential Factors of Parenting Stress in Chinese Parents of Children With Autism Spectrum Disorder: A Systematic Review","authors":"C. S. Ng, Yuan Fang, Zixin Wang, Mengge Zhang","doi":"10.1177/10883576211012599","DOIUrl":"https://doi.org/10.1177/10883576211012599","url":null,"abstract":"The sizable prevalence of autism spectrum disorder (ASD) in China has recently emerged as an urgent public health issue; however, studies investigating parenting stress in Chinese parents of children with ASD lack clarity in identifying the potential factors of stress. The aim of this systematic review was to identify and categorize the potential factors of stress based on findings in the literature. An extensive search of articles in online databases, including PubMed, Web of Science, and EBSCOhost (ERIC, MEDLINE and PsycINFO), was conducted, as a result of which 24 eligible articles published from 2007 to 2019 were identified. Four key categories of potential factors of parental stress—cultural factors, parents’ psychopathological symptoms, problem behaviors in ASD children, and caregiver burden—were identified. The impact of these potential factors on parental coping strategies and on the quality of life in affected families were also discussed.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2021-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10883576211012599","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48524997","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
Validation of Wearable Sensor Technology to Measure Social Proximity of Young Children With Autism Spectrum Disorders 可穿戴传感器技术用于测量自闭症谱系障碍幼儿社交距离的验证
IF 2 4区 医学
Focus on Autism and Other Developmental Disabilities Pub Date : 2021-07-12 DOI: 10.1177/10883576211028223
Sarah N. Douglas, Yan Shi, Saptarshi Das, S. Biswas
{"title":"Validation of Wearable Sensor Technology to Measure Social Proximity of Young Children With Autism Spectrum Disorders","authors":"Sarah N. Douglas, Yan Shi, Saptarshi Das, S. Biswas","doi":"10.1177/10883576211028223","DOIUrl":"https://doi.org/10.1177/10883576211028223","url":null,"abstract":"Children with autism spectrum disorders (ASD) struggle to develop appropriate social skills, which can lead to later social rejection, isolation, and mental health concerns. Educators play an important role in supporting and monitoring social skills development for children with ASD, but the tools used by educators are often tedious, lack suitable sensitivity, provide limited information to plan interventions, and are time-consuming. Therefore, we conducted a study to evaluate the use of a sensor system to measure social proximity between three children with ASD and their peers in an inclusive preschool setting. We compared video-coded data with sensor data using point-by-point agreement to measure the accuracy of the sensor system. Results suggest that the sensor system can adequately measure social proximity between children with ASD and their peers. The next steps for sensor system validation are discussed along with clinical and educational implications, limitations, and future research directions.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2021-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10883576211028223","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43669426","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
Expert Consensus on the Development of a School-Based Intervention to Improve the School Participation and Connectedness of Elementary Students on the Autism Spectrum: A Delphi Study 专家共识:发展校本干预以改善自闭症小学生的学校参与与连通性:德尔菲研究
IF 2 4区 医学
Focus on Autism and Other Developmental Disabilities Pub Date : 2021-07-09 DOI: 10.1177/10883576211030483
A. Hodges, Reinie Cordier, A. Joosten, H. Bourke-Taylor
{"title":"Expert Consensus on the Development of a School-Based Intervention to Improve the School Participation and Connectedness of Elementary Students on the Autism Spectrum: A Delphi Study","authors":"A. Hodges, Reinie Cordier, A. Joosten, H. Bourke-Taylor","doi":"10.1177/10883576211030483","DOIUrl":"https://doi.org/10.1177/10883576211030483","url":null,"abstract":"School participation and connectedness have significant implications for student outcomes while at school and in later life. The need to develop evidence-based interventions to proactively support students with autism spectrum disorder (ASD) is imperative. A two-round Delphi technique was used to gain expert consensus to inform the development of a school-based intervention to improve the school participation and connectedness of elementary students with ASD. Seventy-six expert clinicians, educators, and researchers completed Round 1 and 65 completed Round 2. Consensus was achieved on the application of a conceptual framework of participation in Round 1, which informed the theoretical rationale of the intervention. Consensus on the importance of proposed classroom modules and the feasibility of proposed intervention techniques was achieved in Round 2. The process of gaining expert perspectives to develop an evidence-based intervention provides greater confidence that the intervention will be effective in achieving meaningful outcomes for students with ASD.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2021-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10883576211030483","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45267838","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
School Readiness for Children With Autism Spectrum Disorder: Critical Gaps and Call for Research 自闭症谱系障碍儿童的入学准备:关键差距和研究呼吁
IF 2 4区 医学
Focus on Autism and Other Developmental Disabilities Pub Date : 2021-07-04 DOI: 10.1177/10883576211028206
Amy K. Izuno-Garcia, Emily R. Jellinek, Georgina J. Rosenbrock, Milena A. Keller-Margulis, Sarah S. Mire
{"title":"School Readiness for Children With Autism Spectrum Disorder: Critical Gaps and Call for Research","authors":"Amy K. Izuno-Garcia, Emily R. Jellinek, Georgina J. Rosenbrock, Milena A. Keller-Margulis, Sarah S. Mire","doi":"10.1177/10883576211028206","DOIUrl":"https://doi.org/10.1177/10883576211028206","url":null,"abstract":"Students who enter kindergarten without school readiness skills are more likely to demonstrate academic, behavioral, and social struggles during school. Children with autism spectrum disorder (ASD) are particularly at risk for underdeveloped school readiness skills, which can undermine academic achievement and result in poor long-term outcomes. The purpose of this article is to synthesize literature that aligns with a widely used Office of Head Start’s model of school readiness, applied to children with ASD, and to present critical gaps in research and opportunities for practice that may improve school readiness in this population. Research in this area may ultimately help to enhance service delivery that improves preparation for school and, therefore, later academic and long-term life outcomes for students with ASD.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2021-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10883576211028206","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45668807","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: 2
The Experience of Learning to Drive for People With Autism Spectrum Disorder 自闭症谱系障碍患者学习开车的经验
IF 2 4区 医学
Focus on Autism and Other Developmental Disabilities Pub Date : 2021-06-22 DOI: 10.1177/10883576211023312
Priscilla Vindin, N. Wilson, Hoe C Lee, Reinie Cordier
{"title":"The Experience of Learning to Drive for People With Autism Spectrum Disorder","authors":"Priscilla Vindin, N. Wilson, Hoe C Lee, Reinie Cordier","doi":"10.1177/10883576211023312","DOIUrl":"https://doi.org/10.1177/10883576211023312","url":null,"abstract":"Gaining a driver’s license can be difficult for student drivers with autism spectrum disorder (ASD), yet little is known about their experiences of learning to drive. In this qualitative study, focus groups and individual interviews were employed to ascertain the perceptions of three participant groups, including people with ASD, parents of people with ASD, and driving instructors with experience teaching people with ASD to drive. Participants in each group were asked to discuss their feelings, concerns, and barriers encountered while learning to drive, along with the driving behaviors, challenges, and strategies used when supporting people with ASD to learn to drive. Grounded theory analysis was used to shed light on the experience of learning to drive for people with ASD. Five themes emerged supporting the core construct that targeted support ameliorates intrinsic driving complexities, generating success: (a) challenges that increase the complexity of learning to drive, (b) external challenges to overcome, (c) concerns about the reality of driving, (d) the need for a specialized model of training, and (e) success is possible. These findings highlight the importance of developing an autism-specific driving training intervention designed for people with ASD, their families, and driving instructors.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10883576211023312","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45858920","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: 2
Teaching Young Children to Make Bids to Play to Peers With Autism Spectrum Disorder 教幼儿与患有自闭症谱系障碍的同龄人一起玩耍
IF 2 4区 医学
Focus on Autism and Other Developmental Disabilities Pub Date : 2021-06-22 DOI: 10.1177/10883576211023326
Ana D. Dueñas, Sophia R. D’Agostino, Joshua B. Plavnick
{"title":"Teaching Young Children to Make Bids to Play to Peers With Autism Spectrum Disorder","authors":"Ana D. Dueñas, Sophia R. D’Agostino, Joshua B. Plavnick","doi":"10.1177/10883576211023326","DOIUrl":"https://doi.org/10.1177/10883576211023326","url":null,"abstract":"Peer-mediated intervention (PMI) within the inclusive early childhood setting increases social exposure between children with autism spectrum disorder (ASD) and typically developing peers. However, PMI research to date has provided limited data on the adherence of strategies taught to typically developing peers during training. The present study examined the extent to which a packaged intervention consisting of video modeling (VM) was an effective tool to promote bids to play by typically developing peers to children with ASD during unstructured indoor and outdoor play. A multiple probe across participants design demonstrated that (a) all three typically developing peers learned to invite children with ASD to play after observing video models and (b) children with ASD increased independent responses to initiations with least-to-most prompting from an adult.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10883576211023326","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45696156","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
Technology-Aided Instruction and Intervention in Teaching Students With Autism to Make Inferences 自闭症学生推理能力的技术辅助教学与干预
IF 2 4区 医学
Focus on Autism and Other Developmental Disabilities Pub Date : 2021-05-03 DOI: 10.1177/10883576211012597
J. Kouo, Courtney Visco
{"title":"Technology-Aided Instruction and Intervention in Teaching Students With Autism to Make Inferences","authors":"J. Kouo, Courtney Visco","doi":"10.1177/10883576211012597","DOIUrl":"https://doi.org/10.1177/10883576211012597","url":null,"abstract":"Inferential readings skills are necessary in ensuring that students with autism spectrum disorders (ASD) are successful in the general education curriculum. These skills provide a foundation for reading comprehension across content areas. Technology-aided instruction and intervention (TAII) has the potential to address these reading deficits, by presenting content in an interactive format. Using an adapted alternating treatment design (ATD), the present study compared the impact of the TinyTap app, videos, and traditional graphic organizers to improve the inferential reading skills of two middle school students with ASD. Replication of the most effective intervention occurred, and maintenance data were collected. The results suggested that the TinyTap treatment condition was the most functionally effective in increasing inferential reading skills. From the research, there are a number of implications moving forward for both practitioners and future researchers examining the impact of TAII on academic skills.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2021-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10883576211012597","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41483964","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
首页 上一页 下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：481959085
Book学术官方微信