Focus on Autism and Other Developmental Disabilities最新文献_第9页

A Systematic Review of Social Maintenance Behavior Outcomes of Interactive Social Interventions for Children With Autism Spectrum Disorders 互动式社会干预对自闭症谱系障碍儿童社会维持行为结果的系统评价

IF 2 4区医学

Focus on Autism and Other Developmental Disabilities Pub Date : 2021-02-09 DOI: 10.1177/1088357621989324

C. Short, Pedro Vital

{"title":"A Systematic Review of Social Maintenance Behavior Outcomes of Interactive Social Interventions for Children With Autism Spectrum Disorders","authors":"C. Short, Pedro Vital","doi":"10.1177/1088357621989324","DOIUrl":"https://doi.org/10.1177/1088357621989324","url":null,"abstract":"A large and varied evidence base supporting the efficacy of social therapies to improve the social behaviors of children with autism spectrum disorders (ASD) does not permit a clear understanding of which specific types of social behavior are improved by specific social therapies. Social maintenance behaviors function to form and sustain relationships, which has been associated with a reduction in negative social experiences in children with ASD. The present systematic review investigates the effectiveness of interactive social therapy in increasing these specific behaviors in this population. A systematic search of PsycArticles, Medline, Education Resources Information Centre, Child Development and Adolescent Studies, and Scopus databases identified 18 articles as relevant for inclusion. The extant evidence suggests that interactive social therapies are effective in increasing social maintenance behaviors in children with ASD. Explicit targeting of these behaviors and inclusion of reinforcement are highlighted as potentially active components in this regard.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2021-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1088357621989324","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41526847","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

Superheroes Social Skills: A Comparison of Video Only and Full Curriculum on Social Skill Use 超级英雄社交技能:视频课程与完整课程在社交技能运用方面的比较

IF 2 4区医学

Focus on Autism and Other Developmental Disabilities Pub Date : 2021-02-09 DOI: 10.1177/1088357621989260

Keith C. Radley, Kate A. Helbig, S. Schrieber, Mary E. Ware, Evan H. Dart

引用次数: 1

Implementing a Parent Education Intervention in Colombia: Assessing Parent Outcomes and Perceptions Across Delivery Modes 在哥伦比亚实施家长教育干预:评估家长在不同交付模式下的成果和看法

IF 2 4区医学

Focus on Autism and Other Developmental Disabilities Pub Date : 2021-02-08 DOI: 10.1177/1088357620986947

S. Magaña, Marie Tejero Hughes, Kristen Salkas, W. Gonzales, Giselle Núñez, M. Morales, M. Garcia Torres, Marisol Moreno-Angarita

{"title":"Implementing a Parent Education Intervention in Colombia: Assessing Parent Outcomes and Perceptions Across Delivery Modes","authors":"S. Magaña, Marie Tejero Hughes, Kristen Salkas, W. Gonzales, Giselle Núñez, M. Morales, M. Garcia Torres, Marisol Moreno-Angarita","doi":"10.1177/1088357620986947","DOIUrl":"https://doi.org/10.1177/1088357620986947","url":null,"abstract":"Knowledge and identification of autism spectrum disorder (ASD) are increasing in Latin America, yet there are limited resources available to help families of children with ASD. For this study, researchers adapted and tested a parent educational program created for Latino immigrant parents of children with ASD in the United States to the needs of parents of children with ASD in Colombia. Parents were randomized into two intervention delivery modes, one led by parents and the other by students. All measures were self-reported by parents (n = 20). Parents improved in understanding their child’s strengths and needs and frequency of using evidence-based strategies. Parents in the student-led group reported significantly lower depressive symptoms between baseline and follow-up. In focus groups, parents expressed satisfaction with the intervention and described ways they were using the information. This study demonstrated promising results to improve the experience of parents of children with ASD in Colombia.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2021-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1088357620986947","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48535889","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: 9

Educator Knowledge and Preparedness for Educating Students With Autism in Public Schools 公立学校自闭症学生的教育知识与教育准备

IF 2 4区医学

Focus on Autism and Other Developmental Disabilities Pub Date : 2021-02-05 DOI: 10.1177/1088357621989310

Jennifer Hamrick, M. Cerda, Cyndi O’Toole, K. Hagen-Collins

引用次数: 5

Preliminary Results of the Effects of a Psychoeducational Program on Stress and Quality of Life Among French Parents of an Child With Autism 心理教育项目对法国自闭症儿童父母的压力和生活质量影响的初步结果

IF 2 4区医学

Focus on Autism and Other Developmental Disabilities Pub Date : 2021-02-03 DOI: 10.1177/1088357620986946

É. Cappe, N. Downes, Sophie Albert-Benaroya, Julie Allard Ech-Chouikh, A. De Gaulmyn, Lydia Luperto, Valérie Caron, Elisabeth Roussel, Romain Taton, C. Sankey

{"title":"Preliminary Results of the Effects of a Psychoeducational Program on Stress and Quality of Life Among French Parents of an Child With Autism","authors":"É. Cappe, N. Downes, Sophie Albert-Benaroya, Julie Allard Ech-Chouikh, A. De Gaulmyn, Lydia Luperto, Valérie Caron, Elisabeth Roussel, Romain Taton, C. Sankey","doi":"10.1177/1088357620986946","DOIUrl":"https://doi.org/10.1177/1088357620986946","url":null,"abstract":"The objective was to evaluate the impact of a psychoeducational program on the stress and quality of life of parents with a child with autism. In total, 20 parents attended a shortened version (SV group) of the program and 15 others a complete version (CV group). An assessment of perceived stress, parenting stress, and quality of life was performed before (T0), after (T1), and 6 months after the program (T2). Parental satisfaction was measured at T1. Parents in the CV group appeared to be significantly less stressed, and there was a significant improvement in certain areas of their quality of life (relationship with the child, psychological well-being, and personal fulfillment). No significant effects were observed in the SV group. Both groups highly appreciated the program. These results confirm the need to offer support to parents after receiving a diagnosis of autism for their child.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2021-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1088357620986946","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43654334","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

Are Librarians Prepared to Serve Students With Autism Spectrum Disorder? A Content Analysis of Graduate Programs 图书馆员准备好为患有自闭症谱系障碍的学生提供服务了吗？研究生课程内容分析

IF 2 4区医学

Focus on Autism and Other Developmental Disabilities Pub Date : 2021-01-29 DOI: 10.1177/1088357621989254

Selena J. Layden, Amelia M. Anderson, Kera E. Hayden

{"title":"Are Librarians Prepared to Serve Students With Autism Spectrum Disorder? A Content Analysis of Graduate Programs","authors":"Selena J. Layden, Amelia M. Anderson, Kera E. Hayden","doi":"10.1177/1088357621989254","DOIUrl":"https://doi.org/10.1177/1088357621989254","url":null,"abstract":"Libraries provide invaluable services and supports to members of their communities, including school communities. Those with autism spectrum disorder (ASD) can receive particular benefits from their libraries, including supports in the areas of academics, social skills, communication, technology, literacy, leisure skills, and even employment skills. Additionally, librarians have reported ASD as the highest disability area they are asked to accommodate. In addition, school librarians have requirements under the Individuals with Disabilities Education Improvement Act (2004) to support students they serve in their setting. While professional librarians are prepared for their field through high-quality accredited programs, very few programs provide coursework specific to individuals with disabilities and even fewer with any coursework in the area of ASD. This study utilized content analysis to review 90 librarian preparation programs yielding only five course syllabi from four universities that include courses in supporting individuals with disabilities. Only two of the five courses reviewed included information about individuals with ASD specifically. This study identifies a gap in training for preservice librarians that contributes to the needs already expressed by those in the field.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2021-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1088357621989254","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44619092","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

Virtual Versus Concrete: A Comparison of Mathematics Manipulatives for Three Elementary Students With Autism 虚拟与具体:三名自闭症小学生数学教具之比较

IF 2 4区医学

Focus on Autism and Other Developmental Disabilities Pub Date : 2021-01-27 DOI: 10.1177/1088357620986944

J. Shurr, Emily C. Bouck, Laura Bassette, Jiyoon Park

引用次数: 6

Evaluating and Enhancing Driving Skills for Individuals With Intellectual Disabilities Through Simulator Training 通过模拟训练评估和提高智障人士的驾驶技能

IF 2 4区医学

Focus on Autism and Other Developmental Disabilities Pub Date : 2021-01-27 DOI: 10.1177/1088357620985458

Kristina N. Randall, Joseph B. Ryan, Jordan N. Stierle, S. Walters, W. Bridges

{"title":"Evaluating and Enhancing Driving Skills for Individuals With Intellectual Disabilities Through Simulator Training","authors":"Kristina N. Randall, Joseph B. Ryan, Jordan N. Stierle, S. Walters, W. Bridges","doi":"10.1177/1088357620985458","DOIUrl":"https://doi.org/10.1177/1088357620985458","url":null,"abstract":"Research consistently demonstrates that attainment of a driver’s license and access to a vehicle directly and favorably influence employment outcomes, enhance one’s ability to capitalize on quality jobs, and expand one’s access to community and independent opportunities. This study used a driving simulator to provide driving lessons to 12 young adults with intellectual disabilities (IDs). The purpose was to use a safe learning environment to screen candidates for those who showed the potential to obtain a driver’s license. Instruction was provided using a set of interactive exercises focusing on controlling the vehicle via lane keeping, speed maintenance, and obstacle avoidance tasks. Results revealed that simulator training provided a safe learning environment to identify individuals demonstrating the potential to safely operate a motor vehicle. Participants demonstrated moderate to large gains in maintaining lane position, speed, braking response, and target detection. Implications and suggestions for future research are provided.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2021-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1088357620985458","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41753253","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

Teaching Early Learners With Autism to Follow Written Directions: Making Text Mediate Action to Promote Independence 教自闭症早期学习者遵循书面指示:用文字调解行动促进独立性

IF 2 4区医学

Focus on Autism and Other Developmental Disabilities Pub Date : 2020-10-28 DOI: 10.1177/1088357620943501

Troy V. Mariage, C. S. Englert, Joshua B. Plavnick

{"title":"Teaching Early Learners With Autism to Follow Written Directions: Making Text Mediate Action to Promote Independence","authors":"Troy V. Mariage, C. S. Englert, Joshua B. Plavnick","doi":"10.1177/1088357620943501","DOIUrl":"https://doi.org/10.1177/1088357620943501","url":null,"abstract":"Many individuals with autism spectrum disorder (ASD) can effectively decode and read words fluently, but have significantly below-average understanding of text. Following written directions may hold unique potential as it requires a reader to convert a written text into a goal-directed and observable performance. The present data-based case study investigated whether two elementary students with ASD could learn to follow six-step written directions when they were given access to high-preference items as they completed the final step in the directions. It was anticipated that as the number of directions increased, there would need to be adjustments to the intervention, especially as working memory was taxed and students were reliant on understanding the written text to successfully follow the written directions. At baseline, neither student could follow the six-step directions. After participating in the multiple phases of the intervention, both students learned to read and follow six-step directions without a high preference reward following the last step in the directions. Teaching students to follow written directions by creating opportunities to access preferred items through reading text may provide the origins of making text mediate independent and self-regulated behavior, but it is not sufficient for all students when they lack executive skills. This study discusses implications for research and classroom practice.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2020-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1088357620943501","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44115895","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

Exploring Correlates of Paid Early Work Experiences for Youth With Autism Using NLTS2012 Data 利用NLTS2012数据探索自闭症青少年早期有偿工作经历的相关性

IF 2 4区医学

Focus on Autism and Other Developmental Disabilities Pub Date : 2020-09-30 DOI: 10.1177/1088357620956915

X. Qian, David R. Johnson, Clare K. Papay

引用次数: 1