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1.
J Autism Dev Disord ; 2023 Aug 29.
Article in English | MEDLINE | ID: mdl-37642872

ABSTRACT

PURPOSE: Pivotal response treatment (PRT) is a well-established intervention addressing core symptoms of autism spectrum disorder (ASD), with parent involvement as a key component. The current study aimed to examine the effects of PRT parent training on parent fidelity and provide descriptive analyses of parent-child interactions before and after parent training. It also probed parental acceptance and satisfaction with the program. METHODS: A concurrent multiple baseline design across participants was used to evaluate the effectiveness of the parent training program. Four parents (range 32-47 years old) and their children with ASD participated in the study. The intervention comprised 12 one-on-one parent training sessions over six consecutive weeks. The visual analysis and effect size calculation (Tau-U) were used to evaluate functional relationship between independent and dependent variables. The descriptive analysis was used to analyze parent-child interaction data. RESULTS: The findings reveal that all parents learned and maintained PRT with a high level of fidelity, they also enhanced awareness to create more opportunities for interactions during free play, and the parents were very satisfied with the program. The results also indicate that the six-week parent training program is effective in teaching parents to implement PRT with their children. CONCLUSION: These results suggest that the parent training program may be a promising treatment model that is effective, efficient, and cost-effective. Implications for future research and practice are then discussed.

2.
Am J Intellect Dev Disabil ; 128(2): 145-163, 2023 03 01.
Article in English | MEDLINE | ID: mdl-36807476

ABSTRACT

The purpose of this study was to compare the relative effects of word reading and story component interventions in developing reading comprehension of narrative texts with four students with mild levels of intellectual disability. A multielement design was used in this study. The findings revealed that the story component intervention was more effective and efficient than the word reading intervention in developing students' reading comprehension of narrative texts, and also indicated that both interventions were significantly effective in enabling subjects to answer literal questions. Only the story component intervention was significantly effective related to inferential questions. Finally, the findings revealed that students could generalize their reading comprehension skills to stories of different lengths.


Subject(s)
Comprehension , Intellectual Disability , Humans , Students , Reading , Narration
4.
J Autism Dev Disord ; 51(11): 4013-4032, 2021 Nov.
Article in English | MEDLINE | ID: mdl-33449225

ABSTRACT

This systematic review describes a set of practices that have evidence of positive effects with autistic children and youth. This is the third iteration of a review of the intervention literature (Odom et al. in J Autism Dev Disorders 40(4):425-436, 2010a; Prevent School Fail 54(4):275-282, 2010b; Wong et al. in https://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/imce/documents/2014-EBP-Report.pdf ; J Autism Dev Disorders 45(7):1951-1966, 2015), extending coverage to articles published between 1990 and 2017. A search initially yielded 31,779 articles, and the subsequent screening and evaluation process found 567 studies to include. Combined with the previous review, 972 articles were synthesized, from which the authors found 28 focused intervention practices that met the criteria for evidence-based practice (EBP). Former EBPs were recategorized and some manualized interventions were distinguished as meeting EBP criteria. The authors discuss implications for current practices and future research.


Subject(s)
Autism Spectrum Disorder , Autistic Disorder , Adolescent , Autistic Disorder/diagnosis , Autistic Disorder/therapy , Child , Evidence-Based Practice , Humans , Schools , Young Adult
5.
J Autism Dev Disord ; 51(11): 3868-3886, 2021 Nov.
Article in English | MEDLINE | ID: mdl-33387234

ABSTRACT

In the present study, a concurrent multiple baseline design across participants was used to evaluate the efficacy of pivotal response treatment (PRT) on the acquisition, maintenance, and generalization of the question-asking initiations by four children with autism spectrum disorder (ASD). The researchers also examined whether the implementation of PRT resulted in collateral changes in language development and other areas of development. The results of this study indicate that PRT is highly effective in teaching question-asking initiations. Participating children with ASD were able to generalize in natural settings and maintain long-term question-asking initiations. Furthermore, PRT resulted in positive collateral changes in language and other areas of development. Implications for future research and practice are then discussed.


Subject(s)
Autism Spectrum Disorder , Autism Spectrum Disorder/therapy , Child , Cognition , Generalization, Psychological , Humans , Language , Language Development
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