Pub Date : 2022-09-22DOI: 10.1177/10883576221125485
C. Paisley, Sophia W. Eldred, Ashley Cawley, Theodore S. Tomeny
Teachers’ training in and knowledge of autism spectrum disorder (ASD)–specific evidence-based practices (EBPs) vary widely. While researchers continue to develop and disseminate evidence-based interventions, the research-to-practice gap between these interventions and implementation within school settings remains an ongoing challenge. This study examined qualitative responses from teachers regarding their knowledge of ASD-specific EBPs and the strategies used in their own classrooms. Results found that about a quarter of the sample of teachers surveyed correctly identified at least one ASD-specific EBP and reported using at least one ASD-specific EBP in their classrooms. While just more than half of a subsample of teachers reported using at least one ASD-specific EBP in their classrooms, just less than half accurately identified and categorized these practices as such. These findings highlight gaps and discrepancies in teachers’ reported knowledge and application of ASD-specific EBPs and point to the importance of continued education to increase evidence-based classroom practices.
{"title":"Teacher-Reported Classroom Strategies and Techniques for Students With Autism Spectrum Disorder","authors":"C. Paisley, Sophia W. Eldred, Ashley Cawley, Theodore S. Tomeny","doi":"10.1177/10883576221125485","DOIUrl":"https://doi.org/10.1177/10883576221125485","url":null,"abstract":"Teachers’ training in and knowledge of autism spectrum disorder (ASD)–specific evidence-based practices (EBPs) vary widely. While researchers continue to develop and disseminate evidence-based interventions, the research-to-practice gap between these interventions and implementation within school settings remains an ongoing challenge. This study examined qualitative responses from teachers regarding their knowledge of ASD-specific EBPs and the strategies used in their own classrooms. Results found that about a quarter of the sample of teachers surveyed correctly identified at least one ASD-specific EBP and reported using at least one ASD-specific EBP in their classrooms. While just more than half of a subsample of teachers reported using at least one ASD-specific EBP in their classrooms, just less than half accurately identified and categorized these practices as such. These findings highlight gaps and discrepancies in teachers’ reported knowledge and application of ASD-specific EBPs and point to the importance of continued education to increase evidence-based classroom practices.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"38 1","pages":"158 - 167"},"PeriodicalIF":2.0,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46437190","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}
Pub Date : 2022-09-20DOI: 10.1177/10883576221121806
M. García-Moya, I. Polo-Blanco, Rocío Blanco, J. Goñi-Cervera
Students with autism spectrum disorder frequently face challenges when learning mathematical concepts. For example, they may have difficulties solving mathematical word problems, in particular Cartesian product problems. This research is a case study with a multiple probe design in which the participants were three students diagnosed with autism spectrum disorder. A conceptual model-based problem-solving approach adapted to the characteristics of the participants was used to teach them how to solve Cartesian product word problems introduced sequentially in the instruction (first multiplication, then division, and finally both operations). The results show a functional relationship between the intervention and the students’ performance. The three participants generalized their learning to two-operation Cartesian product problems (an addition and a multiplication). Moreover, two of them retained what they learned 6 weeks after completing the instruction. The implications for teaching this and other mathematical content to students with autism are discussed.
{"title":"Teaching Cartesian Product Problem Solving to Students With Autism Spectrum Disorder Using a Conceptual Model-Based Approach","authors":"M. García-Moya, I. Polo-Blanco, Rocío Blanco, J. Goñi-Cervera","doi":"10.1177/10883576221121806","DOIUrl":"https://doi.org/10.1177/10883576221121806","url":null,"abstract":"Students with autism spectrum disorder frequently face challenges when learning mathematical concepts. For example, they may have difficulties solving mathematical word problems, in particular Cartesian product problems. This research is a case study with a multiple probe design in which the participants were three students diagnosed with autism spectrum disorder. A conceptual model-based problem-solving approach adapted to the characteristics of the participants was used to teach them how to solve Cartesian product word problems introduced sequentially in the instruction (first multiplication, then division, and finally both operations). The results show a functional relationship between the intervention and the students’ performance. The three participants generalized their learning to two-operation Cartesian product problems (an addition and a multiplication). Moreover, two of them retained what they learned 6 weeks after completing the instruction. The implications for teaching this and other mathematical content to students with autism are discussed.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47292018","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}
Pub Date : 2022-09-17DOI: 10.1177/10883576221125488
Eve Müller, Caitlin Wood, Lynn Cannon, D. Childress
This pilot study examined (a) the perceived barriers to creating high-quality social and emotional learning (SEL) IEP goals for autistic students without intellectual disabilities, and (b) the impact of using a data-driven SEL IEP goal builder—a key component of the Ivymount Social Cognition Instructional Package (IvySCIP)—on the quality of SEL IEP goals. Based on data from 40 instructor/student dyads, we found the following: First, based on phone interviews, instructors identified a number of significant barriers to the creation of SEL IEP goals for this population, including lack of ability to reliably assess students’ SEL strengths and needs, lack of a goal builder/goal bank, and lack of comprehensive, data-driven support for generating SEL goals and tracking progress toward goal mastery. Interviewees agreed that IvySCIP effectively addressed these barriers. Second, based on a comparison of pre-intervention SEL IEP goals and those created using the IvySCIP goal builder, the quality of instructors’ IEP goals appeared to improve after introduction of the goal builder, with post-intervention goals significantly more likely to include settings, givens, specific/demonstrable behavior being targeted, and measurement criteria to ensure meaningful progress monitoring. Post-intervention goals also drew more equitably from a range of SEL domains.
{"title":"Impact of an IEP Goal Builder on Social Goals for Autistic Students","authors":"Eve Müller, Caitlin Wood, Lynn Cannon, D. Childress","doi":"10.1177/10883576221125488","DOIUrl":"https://doi.org/10.1177/10883576221125488","url":null,"abstract":"This pilot study examined (a) the perceived barriers to creating high-quality social and emotional learning (SEL) IEP goals for autistic students without intellectual disabilities, and (b) the impact of using a data-driven SEL IEP goal builder—a key component of the Ivymount Social Cognition Instructional Package (IvySCIP)—on the quality of SEL IEP goals. Based on data from 40 instructor/student dyads, we found the following: First, based on phone interviews, instructors identified a number of significant barriers to the creation of SEL IEP goals for this population, including lack of ability to reliably assess students’ SEL strengths and needs, lack of a goal builder/goal bank, and lack of comprehensive, data-driven support for generating SEL goals and tracking progress toward goal mastery. Interviewees agreed that IvySCIP effectively addressed these barriers. Second, based on a comparison of pre-intervention SEL IEP goals and those created using the IvySCIP goal builder, the quality of instructors’ IEP goals appeared to improve after introduction of the goal builder, with post-intervention goals significantly more likely to include settings, givens, specific/demonstrable behavior being targeted, and measurement criteria to ensure meaningful progress monitoring. Post-intervention goals also drew more equitably from a range of SEL domains.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"38 1","pages":"177 - 187"},"PeriodicalIF":2.0,"publicationDate":"2022-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42471954","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}
Pub Date : 2022-09-17DOI: 10.1177/10883576221124805
Shamby Polychronis, Andrea Johnson, Russ Thelin, D. Eggett, Jaime Christensen
The use of mobile applications (apps) is popular among parents and teachers due to their cost-effectiveness and ease of implementation, and the number of apps with the specific aim to increase eye contact for children with autism is growing rapidly. However, research is limited to assess the efficiency of the majority of the apps available for educational purposes. This study was conducted to determine whether the addition of video modeling via an app to ongoing classroom instruction could increase eye contact with familiar and unfamiliar people in children with autism spectrum disorder (ASD). An experimental pretest–posttest control group design was applied with a full intervention group, a partial intervention group, and a control group. Forty-four U.S. students diagnosed with ASD, in kindergarten through third grade, engaged with social skill modules using an iPad app called We Are Friends. The frequency and duration of eye contact were measured. A 3-month follow-up test was given to determine maintenance. Results suggest the addition of the app was effective in increasing eye contact in children with ASD with both familiar and unfamiliar individuals.
移动应用程序的使用因其成本效益和易于实施而在家长和教师中很受欢迎，专门用于增加自闭症儿童眼神交流的应用程序数量正在迅速增长。然而，研究仅限于评估大多数可用于教育目的的应用程序的效率。这项研究旨在确定在正在进行的课堂教学中通过应用程序添加视频建模是否会增加自闭症谱系障碍（ASD）儿童与熟悉和不熟悉的人的眼神交流。采用实验性前测-后测对照组设计，包括完全干预组、部分干预组和对照组。44名被诊断为自闭症谱系障碍的美国学生，从幼儿园到三年级，使用名为We Are Friends的iPad应用程序参与社交技能模块。测量眼神交流的频率和持续时间。进行了为期3个月的随访测试，以确定维护情况。结果表明，添加该应用程序可以有效地增加ASD儿童与熟悉和不熟悉的人的眼神交流。
{"title":"Use of an App With Embedded Video Modeling to Increase Eye Contact","authors":"Shamby Polychronis, Andrea Johnson, Russ Thelin, D. Eggett, Jaime Christensen","doi":"10.1177/10883576221124805","DOIUrl":"https://doi.org/10.1177/10883576221124805","url":null,"abstract":"The use of mobile applications (apps) is popular among parents and teachers due to their cost-effectiveness and ease of implementation, and the number of apps with the specific aim to increase eye contact for children with autism is growing rapidly. However, research is limited to assess the efficiency of the majority of the apps available for educational purposes. This study was conducted to determine whether the addition of video modeling via an app to ongoing classroom instruction could increase eye contact with familiar and unfamiliar people in children with autism spectrum disorder (ASD). An experimental pretest–posttest control group design was applied with a full intervention group, a partial intervention group, and a control group. Forty-four U.S. students diagnosed with ASD, in kindergarten through third grade, engaged with social skill modules using an iPad app called We Are Friends. The frequency and duration of eye contact were measured. A 3-month follow-up test was given to determine maintenance. Results suggest the addition of the app was effective in increasing eye contact in children with ASD with both familiar and unfamiliar individuals.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"38 1","pages":"199 - 208"},"PeriodicalIF":2.0,"publicationDate":"2022-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42002657","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}
Pub Date : 2022-09-16DOI: 10.1177/10883576221121637
Kristina N. Randall, Joseph B. Ryan, S. Hirsch, Abigail A. Allen
Self-determination skills are critical for improving life outcomes for individuals with intellectual or developmental disabilities (IDD). The recent growth of postsecondary education (PSE) programs for those with IDD has provided additional opportunities for teaching self-determination skills. This study used a multiple probe across participants design with six individuals with IDD. The intervention consisted of a self-determination choice-making curriculum along with the use of a self-monitoring checklist to increase self-determination skills. Data were analyzed using visual analysis. Results revealed gains in participants’ knowledge of choice-making steps with moderate effect size gains. Implications for practice and future research are discussed.
{"title":"A Self-Monitoring Intervention to Improve the Self-Determination of Individuals With Intellectual and Developmental Disability in a Postsecondary Educational Program","authors":"Kristina N. Randall, Joseph B. Ryan, S. Hirsch, Abigail A. Allen","doi":"10.1177/10883576221121637","DOIUrl":"https://doi.org/10.1177/10883576221121637","url":null,"abstract":"Self-determination skills are critical for improving life outcomes for individuals with intellectual or developmental disabilities (IDD). The recent growth of postsecondary education (PSE) programs for those with IDD has provided additional opportunities for teaching self-determination skills. This study used a multiple probe across participants design with six individuals with IDD. The intervention consisted of a self-determination choice-making curriculum along with the use of a self-monitoring checklist to increase self-determination skills. Data were analyzed using visual analysis. Results revealed gains in participants’ knowledge of choice-making steps with moderate effect size gains. Implications for practice and future research are discussed.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"38 1","pages":"124 - 136"},"PeriodicalIF":2.0,"publicationDate":"2022-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49418150","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}
Pub Date : 2022-09-16DOI: 10.1177/10883576221121654
Holly M. Long, Emily C. Bouck, Hailey Kelly
Virtual manipulatives are increasingly being used to support students with autism spectrum disorder and intellectual and developmental disability (ASD/IDD), in mathematics. However, to date, virtual manipulatives have not been examined or classified as an evidence-based practice for students with ASD/IDD, despite classifications of virtual manipulatives as evidence-based for students with learning disabilities (LD; Park, Bouck, & Fisher, 2021) and concrete manipulatives as evidence-based for students with ASD/IDD (Spooner et al., 2019). The purpose of this review was to assess the current state of the literature on virtual manipulatives and determine whether virtual manipulatives are an evidence-based practice for students with ASD/IDD. Eighteen of the 24 articles located for the review met quality indicators according to Cook et al. (2014) and presented positive results for the 42 students. The authors of this synthesis concluded virtual manipulatives broadly—and virtual manipulative-based instructional sequences disaggregated—are evidence-based practices in mathematics for students with ASD/IDD.
虚拟教具越来越多地被用于支持患有自闭症谱系障碍和智力与发育障碍(ASD/IDD)的学生学习数学。然而，迄今为止，虚拟操作尚未被检查或归类为ASD/IDD学生的循证实践，尽管虚拟操作被分类为学习障碍学生的循证实践(LD;Park, Bouck， & Fisher, 2021)和具体的操作方法作为ASD/IDD学生的循证方法(Spooner等人，2019)。本综述的目的是评估虚拟操作方法的文献现状，并确定虚拟操作方法是否为ASD/IDD学生的循证实践。根据Cook et al.(2014)的数据，24篇文章中有18篇达到了质量指标，42名学生获得了积极的结果。这一综合的作者得出结论，虚拟操作广泛-以及基于虚拟操作的教学序列分解-是ASD/IDD学生的数学循证实践。
{"title":"An Evidence-Based Practice Synthesis of Virtual Manipulatives for Students With ASD and IDD","authors":"Holly M. Long, Emily C. Bouck, Hailey Kelly","doi":"10.1177/10883576221121654","DOIUrl":"https://doi.org/10.1177/10883576221121654","url":null,"abstract":"Virtual manipulatives are increasingly being used to support students with autism spectrum disorder and intellectual and developmental disability (ASD/IDD), in mathematics. However, to date, virtual manipulatives have not been examined or classified as an evidence-based practice for students with ASD/IDD, despite classifications of virtual manipulatives as evidence-based for students with learning disabilities (LD; Park, Bouck, & Fisher, 2021) and concrete manipulatives as evidence-based for students with ASD/IDD (Spooner et al., 2019). The purpose of this review was to assess the current state of the literature on virtual manipulatives and determine whether virtual manipulatives are an evidence-based practice for students with ASD/IDD. Eighteen of the 24 articles located for the review met quality indicators according to Cook et al. (2014) and presented positive results for the 42 students. The authors of this synthesis concluded virtual manipulatives broadly—and virtual manipulative-based instructional sequences disaggregated—are evidence-based practices in mathematics for students with ASD/IDD.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"38 1","pages":"147 - 157"},"PeriodicalIF":2.0,"publicationDate":"2022-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44693485","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}
Pub Date : 2022-09-13DOI: 10.1177/10883576221121276
Keri S. Bethune, J. Boyle
This study evaluated acquisition, preference, and generalization of two forms of augmentative and alternative communication (AAC) during functional communication training (FCT) with two students with autism spectrum disorder (ASD). Acquisition of FCT responses, using a picture-based communication system and speech-generating device (SGD; Apple iPod Touch with the Proloquo2Go), was compared. Following acquisition, preference of response mode was evaluated for each participant. Both AAC systems were made available simultaneously during FCT sessions, and data were collected on participants’ initiation of functional communication (FC) on each modality. Findings indicated FC responses with the picture-based communication system and the SGD were acquired with similar rates by both participants. Furthermore, both participants demonstrated a consistent preference for the SGD as compared with the picture-based communication system. Both participants generalized the preferred FCT mode (i.e., SGD) to their classroom setting with their classroom teacher. Results indicate it is important to assess both acquisition efficiency and preference when selecting AAC systems for individuals with autism.
{"title":"Comparing Response Modes During Functional Communication Training: Efficacy of Acquisition and Preference for Students with Autism","authors":"Keri S. Bethune, J. Boyle","doi":"10.1177/10883576221121276","DOIUrl":"https://doi.org/10.1177/10883576221121276","url":null,"abstract":"This study evaluated acquisition, preference, and generalization of two forms of augmentative and alternative communication (AAC) during functional communication training (FCT) with two students with autism spectrum disorder (ASD). Acquisition of FCT responses, using a picture-based communication system and speech-generating device (SGD; Apple iPod Touch with the Proloquo2Go), was compared. Following acquisition, preference of response mode was evaluated for each participant. Both AAC systems were made available simultaneously during FCT sessions, and data were collected on participants’ initiation of functional communication (FC) on each modality. Findings indicated FC responses with the picture-based communication system and the SGD were acquired with similar rates by both participants. Furthermore, both participants demonstrated a consistent preference for the SGD as compared with the picture-based communication system. Both participants generalized the preferred FCT mode (i.e., SGD) to their classroom setting with their classroom teacher. Results indicate it is important to assess both acquisition efficiency and preference when selecting AAC systems for individuals with autism.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"38 1","pages":"101 - 112"},"PeriodicalIF":2.0,"publicationDate":"2022-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41481268","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}
Pub Date : 2022-07-21DOI: 10.1177/10883576221110158
Mi-na Park, Emily Moulton, E. Laugeson
The establishment of reciprocal friendships is a challenge for many individuals with autism spectrum disorder (ASD). Social interaction difficulties emerge early, persist throughout development, and have widespread functional impact. As such, interventions focused on social functioning are needed in early intervention programs. This two-part study evaluated the outcomes of a parent-assisted social skills training (SST) program for young children with ASD. The intervention is a downward extension of the Program for the Education and Enrichment of Relational Skills (PEERS(R)), which is one of the few evidence-based SST programs for adolescents and young adults with ASD. Modifications included developmentally appropriate social skills, greater parent involvement, and behavioral strategies embedded in play-based activities. Results reveal improvements in parent ratings of social responsiveness, social cognition, and social motivation, as well as decreased (a) restricted/repetitive behaviors and interests and (b) problem behaviors. Results are promising and encourage further evaluation of this SST curriculum.
{"title":"Parent-Assisted Social Skills Training for Children With Autism Spectrum Disorder: PEERS for Preschoolers","authors":"Mi-na Park, Emily Moulton, E. Laugeson","doi":"10.1177/10883576221110158","DOIUrl":"https://doi.org/10.1177/10883576221110158","url":null,"abstract":"The establishment of reciprocal friendships is a challenge for many individuals with autism spectrum disorder (ASD). Social interaction difficulties emerge early, persist throughout development, and have widespread functional impact. As such, interventions focused on social functioning are needed in early intervention programs. This two-part study evaluated the outcomes of a parent-assisted social skills training (SST) program for young children with ASD. The intervention is a downward extension of the Program for the Education and Enrichment of Relational Skills (PEERS(R)), which is one of the few evidence-based SST programs for adolescents and young adults with ASD. Modifications included developmentally appropriate social skills, greater parent involvement, and behavioral strategies embedded in play-based activities. Results reveal improvements in parent ratings of social responsiveness, social cognition, and social motivation, as well as decreased (a) restricted/repetitive behaviors and interests and (b) problem behaviors. Results are promising and encourage further evaluation of this SST curriculum.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"38 1","pages":"80 - 89"},"PeriodicalIF":2.0,"publicationDate":"2022-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49033957","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}
Pub Date : 2022-07-13DOI: 10.1177/10883576221110170
Justin B. Leaf, Joseph H. Cihon, J. L. Ferguson, Christine M. Milne, Ronald Leaf, J. Mceachin
To ensure the quality of training, skills developed and maintained, and expected standards for behavior analysts, several systems have been put into place across the years. Of these systems, perhaps the most widespread was the development of the Behavior Analyst Certification Board in 1998. Once all requirements are met, the final determinative step in obtaining certification is a multiple-choice examination. The use of a multiple-choice examination as the final determinative step in obtaining behavior analytic certification may create some concerns for behavior analysts. Identification of a positive correlation between the multiple-choice examination and performance may help ameliorate these concerns. The purpose of this study was to evaluate any potential correlations between scores on a popular commercially available prep examination and basic applied behavior analysis (ABA)–based autism intervention procedures with 25 professionals. Overall, the results indicated that multiple-choice examination scores were not significantly correlated with any assessments of performance.
{"title":"Evaluating the Relationship Between Performance on a Multiple-Choice Examination and Common ABA-Based Procedures","authors":"Justin B. Leaf, Joseph H. Cihon, J. L. Ferguson, Christine M. Milne, Ronald Leaf, J. Mceachin","doi":"10.1177/10883576221110170","DOIUrl":"https://doi.org/10.1177/10883576221110170","url":null,"abstract":"To ensure the quality of training, skills developed and maintained, and expected standards for behavior analysts, several systems have been put into place across the years. Of these systems, perhaps the most widespread was the development of the Behavior Analyst Certification Board in 1998. Once all requirements are met, the final determinative step in obtaining certification is a multiple-choice examination. The use of a multiple-choice examination as the final determinative step in obtaining behavior analytic certification may create some concerns for behavior analysts. Identification of a positive correlation between the multiple-choice examination and performance may help ameliorate these concerns. The purpose of this study was to evaluate any potential correlations between scores on a popular commercially available prep examination and basic applied behavior analysis (ABA)–based autism intervention procedures with 25 professionals. Overall, the results indicated that multiple-choice examination scores were not significantly correlated with any assessments of performance.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"38 1","pages":"113 - 123"},"PeriodicalIF":2.0,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45168855","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}
Pub Date : 2022-07-08DOI: 10.1177/10883576221108110
Ayşe Kübra Şahan, Nazan Ozturk, E. Calik-Kutukcu, H. Aksu, Mustafa Tolga Tunagur, H. Arikan
The aim of this study was to compare physical fitness-related parameters in Turkish children with mild to moderate autism and their typically developing (TD) peers to determine maternal anxiety level and quality of life. Children with autism had significantly worse scores for all Munich Fitness Test (MFT) parameters except step test heart rate and had lower physical activity levels compared to the TD children (p < .05). There was no difference between groups in terms of postural deviations or maternal anxiety scores (p > .05). The MFT total score was associated with higher maternal quality of life scores (r = .605, p = .006). This study showed that despite participating in a regular physical activity program, children with mild to moderate autism have lower physical fitness and activity levels compared to their TD peers, whereas better physical fitness in children with autism has a positive effect on their mothers’ quality of life.
本研究的目的是比较土耳其轻度至中度自闭症儿童及其典型发育(TD)同龄人的身体健康相关参数，以确定母亲的焦虑水平和生活质量。自闭症儿童在慕尼黑体能测试(MFT)的所有参数得分(除步数测试心率外)均显著低于TD儿童(p < 0.05)。在体位偏差和母亲焦虑评分方面，两组间无差异(p < 0.05)。MFT总分与较高的产妇生活质量评分相关(r = .605, p = .006)。这项研究表明，尽管参加了定期的体育活动计划，轻度至中度自闭症儿童的身体健康和活动水平比他们的TD同龄人要低，而自闭症儿童更好的身体健康对他们母亲的生活质量有积极的影响。
{"title":"Physical Fitness and Maternal Psychosocial Status in Children With Autism Attending a Regular Physical Activity Program","authors":"Ayşe Kübra Şahan, Nazan Ozturk, E. Calik-Kutukcu, H. Aksu, Mustafa Tolga Tunagur, H. Arikan","doi":"10.1177/10883576221108110","DOIUrl":"https://doi.org/10.1177/10883576221108110","url":null,"abstract":"The aim of this study was to compare physical fitness-related parameters in Turkish children with mild to moderate autism and their typically developing (TD) peers to determine maternal anxiety level and quality of life. Children with autism had significantly worse scores for all Munich Fitness Test (MFT) parameters except step test heart rate and had lower physical activity levels compared to the TD children (p < .05). There was no difference between groups in terms of postural deviations or maternal anxiety scores (p > .05). The MFT total score was associated with higher maternal quality of life scores (r = .605, p = .006). This study showed that despite participating in a regular physical activity program, children with mild to moderate autism have lower physical fitness and activity levels compared to their TD peers, whereas better physical fitness in children with autism has a positive effect on their mothers’ quality of life.","PeriodicalId":12133,"journal":{"name":"Focus on Autism and Other Developmental Disabilities","volume":"37 1","pages":"257 - 266"},"PeriodicalIF":2.0,"publicationDate":"2022-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48050612","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}
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