The Experts below are selected from a list of 140565 Experts worldwide ranked by ideXlab platform
Russell Lang - One of the best experts on this subject based on the ideXlab platform.
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a review of peer mediated Social interaction interventions for students with autism in inclusive settings
Journal of Autism and Developmental Disorders, 2015Co-Authors: Laci Watkins, Mark F Oreilly, Michelle Kuhn, Cindy Gevarter, Giulio E Lancioni, Jeff Sigafoos, Russell LangAbstract:This review addresses the use of peer-mediated interventions (PMI) to improve the Social interaction skills of students with autism spectrum disorder (ASD) in inclusive settings. The purpose of this review is to (a) identify the characteristics and components of peer-mediated Social interaction interventions, (b) evaluate the effectiveness of PMI by offering an analysis of intervention results and research design, and (c) suggest directions for future research. Overall, results suggest that PMI is a promising treatment for increasing Social interaction in children, adolescents, and young adults with ASD in inclusive settings, with positive generalization, maintenance, and Social Validity outcomes. Findings also suggest that participant characteristics and the type of Social deficit an individual exhibits are important considerations when choosing the optimal configuration of PMI strategies.
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self versus teacher management of behavior for elementary school students with asperger syndrome impact on classroom behavior
Journal of Positive Behavior Interventions, 2011Co-Authors: Karrie A Shogren, Russell Lang, Wendy Machalicek, Mandy Rispoli, Mark F OreillyAbstract:The purpose of this study was to evaluate and compare the effectiveness of a token economy and a self-management intervention in an inclusive kindergarten classroom. Two 5-year-old children with Asperger syndrome who were struggling to follow classroom rules participated in the study. An ABACABAC (A = baseline, B = token economy, C = self-management) design with a maintenance phase was used. Results show improvements in appropriate classroom behavior and academic engagement during the token economy and self-management phases. The improvements were maintained 2, 4, and 8 weeks after the study ended and the classroom teacher continued to use the self-management system with the target students and independently created and implemented a classwide self-management system. Social Validity data suggested a strong teacher preference for the self-management intervention because of its ease of implementation and focus on student responsibility. Implications for future research are discussed.
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an analysis of the effects of functional communication and a voice output communication aid for a child with autism spectrum disorder
Research in Autism Spectrum Disorders, 2008Co-Authors: Melissa L Olive, Russell Lang, Tonya N DavisAbstract:Abstract The purpose of this study was to examine the effects of Functional Communication Training (FCT) and a Voice Output Communication Aid (VOCA) on the challenging behavior and language development of a 4-year-old girl with autism spectrum disorder. The participant's mother implemented modified functional analysis (FA) and intervention procedures in Kerri's home. A multiple probe design across activities was used to analyze intervention effectiveness. FCT with a VOCA successfully decreased Kerri's challenging behavior and increased VOCA use. A secondary analysis revealed that Kerri increased her use of correct pronouns. Kerri's mother implemented modified FA and intervention procedures with a high level of fidelity. Social Validity data indicated that Kerri's mother believed the intervention to be acceptable and effective.
Briana L Steelman - One of the best experts on this subject based on the ideXlab platform.
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effects of a self management with peer training intervention on academic engagement for high school students with autism spectrum disorder
Journal of Behavioral Education, 2019Co-Authors: Garrett J Roberts, Min Mize, Colleen K Reutebuch, Terry S Falcomata, Philip Capin, Briana L SteelmanAbstract:Self-management interventions have been shown to improve behavioral, Social, and academic outcomes across age-groups and settings; yet, a dearth of research exists on the impact of self-management interventions on academic engagement of high school students with autism spectrum disorder (ASD). The present study uses an ABAB withdrawal design to examine the effects of a self-management with peer trainer (SM + PT) intervention on the academic engagement of two high school students with ASD. The peer trainer in this study also had ASD. Additionally, the study examines the extent to which the peer trainer with ASD implemented a peer training session with fidelity and the Social Validity of the SM + PT intervention. Based on the What Works Clearinghouse Procedures and Standards Handbook guidelines (Institute of Education Sciences 2017), this study found moderate evidence for a causal relationship of the SM + PT intervention and academic engagement for both students. Data suggest that the peer trainer implemented the peer training component with fidelity. Social Validity results suggest that the intervention was feasible, acceptable, and effective. Limitations include the presence of naturally occurring variations in the teacher-assigned tasks, school-imposed time constraints, and data outliers in both students’ second baseline phases. Future research is needed to investigate the extent to which SM + PT interventions can be effectively implemented and generalized to more inclusive high school settings.
Anabel Lepine - One of the best experts on this subject based on the ideXlab platform.
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Social Validity of a training and coaching program for parents of children with autism spectrum disorder on a waiting list for early behavioral intervention
Journal of Child and Family Studies, 2017Co-Authors: Melina Rivard, Marjorie Morin, Celine Mercier, Amelie Terroux, Catherine Mello, Anabel LepineAbstract:Due to limited public resources, many children with autism spectrum disorder and their families must wait several months, if not years, to access early behavioral intervention (EBI) services. Service providers must thus develop alternative support models to assist families placed on waiting lists. The present study assessed the Social Validity of one such initiative, a training and coaching program for parents whose children had been put on a waiting list for EBI services. This program consisted of group training sessions on strategies to cope with their child’s disorder based on applied behavioral analysis and on one-hour, weekly follow-up meetings to support parents’ interventions with their child over the course of 12 months. Social Validity was assessed through parental satisfaction with this program and their perception of its effects on themselves, the family, the child, and parental stress. The 94 participants were generally satisfied with the program overall, although they wished for more frequent and intensive interventions. They reported that the program had positive effects on their psychological well-being, their family’s quality of life, and their child’s behavior. However, parenting stress levels were found to have increased over the 12-month period. These results demonstrate that training and individually supporting parents can be beneficial for families of children with ASD who cannot have access to early behavioral intervention immediately upon receiving a diagnosis. Importantly, however, these lower-cost, parent-focused programs cannot be considered a substitute for more intensive and children-driven services.
Ralf W Schlosser - One of the best experts on this subject based on the ideXlab platform.
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coaching a school team to implement the visual immersion system in a classroom for children with autism spectrum disorder a mixed methods proof of concept study
Advances in Neurodevelopmental Disorders, 2020Co-Authors: Ralf W Schlosser, Howard C Shane, Anna A Allen, Andrea Benz, Jacqueline Cullen, Lindsay Oneill, Laurel Chiesa, Lisa MioridinneenAbstract:The Visual Immersion System™ (VIS) is a comprehensive approach aimed to meet the language and communication needs of children with autism spectrum disorder (ASD). This proof-of-concept study evaluated the effectiveness and Social Validity of a coaching intervention on implementing the VIS™ with an interdisciplinary school team supporting seven children with ASD in a self-contained classroom of an elementary school. Using mixed methods with a pretest–posttest design, outcome measures were objective direct (i.e., goal attainment scaling), indirect quantitative (i.e., Communication Matrix, self-efficacy, and treatment acceptability), and indirect qualitative (i.e., focus groups). Goal attainment scaling results indicated significant improvement across participants and individually. Communication Matrix scores and self-efficacy scores improved as well and treatment acceptability was high. Focus groups corroborated outcomes, treatment acceptability, and self-efficacy data while revealing barriers to implementation. This mixed-methods proof-of-concept study provides preliminary evidence for the effectiveness and Social Validity of this coaching-based intervention on implementing the VIS™ in a classroom serving children with ASD.
Melissa L Olive - One of the best experts on this subject based on the ideXlab platform.
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an analysis of the effects of functional communication and a voice output communication aid for a child with autism spectrum disorder
Research in Autism Spectrum Disorders, 2008Co-Authors: Melissa L Olive, Russell Lang, Tonya N DavisAbstract:Abstract The purpose of this study was to examine the effects of Functional Communication Training (FCT) and a Voice Output Communication Aid (VOCA) on the challenging behavior and language development of a 4-year-old girl with autism spectrum disorder. The participant's mother implemented modified functional analysis (FA) and intervention procedures in Kerri's home. A multiple probe design across activities was used to analyze intervention effectiveness. FCT with a VOCA successfully decreased Kerri's challenging behavior and increased VOCA use. A secondary analysis revealed that Kerri increased her use of correct pronouns. Kerri's mother implemented modified FA and intervention procedures with a high level of fidelity. Social Validity data indicated that Kerri's mother believed the intervention to be acceptable and effective.
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Social Validity of parent and teacher implemented assessment based interventions for challenging behaviour
Educational Psychology, 2005Co-Authors: Melissa L OliveAbstract:This study sought to assess the Social Validity of teacher and parent implemented assessment‐based intervention for challenging behaviour in young children. The Behavior Intervention Rating Scale was completed by adults at the end of intervention for each participant. Overall ratings were high for both intervention acceptability and intervention effectiveness. As greater changes in child outcome were observed, Social Validity ratings improved. Finally, parents rated interventions as being more acceptable and more effective than did teachers.
