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Fedewa MP, Watkins L, Carden K, Grbac G. Effects of a Teacher-Facilitated Peer-Mediated Intervention on Social Play of Preschoolers with Autism. J Autism Dev Disord 2024:10.1007/s10803-024-06320-7. [PMID: 38609575 DOI: 10.1007/s10803-024-06320-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/08/2024] [Indexed: 04/14/2024]
Abstract
Children with autism often display differences in functional and symbolic play and may experience barriers to social inclusion with peers in preschool settings. Therefore, interventions supporting social play between children with autism and their peers that can be feasibly implemented by teachers in inclusive settings are needed. A teacher-implemented peer-mediated Stay Play Talk (SPT; Goldstein et al. in Top Lang Disord 27(2):182-199, 2007) intervention package targeting the type of play children with autism engage in with peers was implemented using a concurrent multiple baseline design across four participant/peer dyads. Using a cascading coaching model with behavioral skills training, a teacher was trained in intervention strategies and then taught and supported four peers to implement the intervention. In addition to visual analysis, to statistically analyze effects, we calculated effect sizes using the parametric measure standardized mean difference. A functional relation between the intervention and increases in interactive play and initiations and decreases in solitary play was demonstrated across all dyads. Results generalized to novel settings and maintained following withdrawal of teacher support. Results suggest that SPT can be effectively implemented by a teacher to support interactive play between children with and without autism in an inclusive classroom. Implications for future research and clinical practice are discussed.
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Affiliation(s)
- Megan P Fedewa
- Department of Special Education and Multiple Abilities, College of Education, The University of Alabama, 902 University Blvd, Tuscaloosa, AL, 35401, USA.
| | - Laci Watkins
- Department of Educational Psychology, Texas A&M University, College Station, TX, USA
| | - Kameron Carden
- Department of Psychology, The University of Alabama, Tuscaloosa, AL, USA
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Hozella W, Garcia YA, Ackerlund Brandt JA, Mahoney A. Using joint control to teach activities of daily living and vocational tasks to students with autism. BEHAVIORAL INTERVENTIONS 2021. [DOI: 10.1002/bin.1850] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Willow Hozella
- The Chicago School of Professional Psychology Chicago, Illinois USA
| | | | | | - Amanda Mahoney
- The Chicago School of Professional Psychology Chicago, Illinois USA
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Jaramillo C, Nohelty K. Guidance for Behavior Analysts in Addressing Racial Implicit Bias. Behav Anal Pract 2021; 15:1170-1183. [PMID: 36605160 PMCID: PMC9744986 DOI: 10.1007/s40617-021-00631-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/13/2021] [Indexed: 01/09/2023] Open
Abstract
In the practice of applied behavior analysis (ABA) treatment, implicit bias, which can be defined in behavioral terms, needs to be addressed because it may inadvertently lead to overt forms of discrimination on the basis of race. Although little research has been conducted within the field of ABA on racial implicit bias, information gathered from related fields can provide insight as to how behavior analysts can promote positive change in this area. Drawing from existing literature, recommendations are provided regarding assessment and administration of interventions to reduce racial implicit bias for clinicians. The purpose of this article is to provide strategies that behavior analysts can implement to assess and reduce behaviors related to implicit bias exhibited by practitioners, thereby reducing racial discrimination with clients and staff.
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Affiliation(s)
- Catherine Jaramillo
- Center for Autism and Related Disorders, 21600 Oxnard Street, Suite 1800, Woodland Hills, CA 91367 USA
| | - Karen Nohelty
- Center for Autism and Related Disorders, 21600 Oxnard Street, Suite 1800, Woodland Hills, CA 91367 USA
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Nohelty K, Hirschfeld L, Miyake CJ. A Measure for Supporting Implementation of Telehealth Direct Therapy With Treatment Integrity. Behav Anal Pract 2021; 14:422-433. [PMID: 33841747 PMCID: PMC8023556 DOI: 10.1007/s40617-020-00543-7] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/11/2020] [Indexed: 11/21/2022] Open
Abstract
As telehealth direct therapy sessions are being increasingly provided for safety reasons during the COVID-19 pandemic, it is critical to ensure that sessions are implemented with integrity by direct service providers. Although existing research addresses the efficacy of the telehealth model, there is no literature on integrity measures tied to this service model. Without a framework or point of reference, clinicians new to the field of telehealth direct therapy may not be able or willing to attempt to implement it. The Telehealth Therapy Treatment Integrity Measure is designed to delineate components of effective telehealth direct therapy, including aspects of both instruction that should be generalized from in-person sessions to telehealth direct therapy sessions and new elements that are unique to telehealth direct therapy. A description of how the measure can be used to support the training, both initial and ongoing, of direct service providers is included. This measure can support clinicians in ensuring that direct service providers are working within their scope of competence when providing telehealth direct therapy.
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Affiliation(s)
- Karen Nohelty
- Center for Autism and Related Disorders, 21600 Oxnard St., Suite 1800, Woodland Hills, CA 91367 USA
| | - Leah Hirschfeld
- Center for Autism and Related Disorders, 21600 Oxnard St., Suite 1800, Woodland Hills, CA 91367 USA
| | - CJ Miyake
- Center for Autism and Related Disorders, 21600 Oxnard St., Suite 1800, Woodland Hills, CA 91367 USA
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Piazza JL, Leaf JB, Lanier LL. Effective remote staff training of objective session notes. J Appl Behav Anal 2020; 54:25-37. [PMID: 33145754 DOI: 10.1002/jaba.793] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/13/2020] [Revised: 10/13/2020] [Accepted: 10/15/2020] [Indexed: 11/11/2022]
Abstract
Session notes are a required component of documenting behavior analytic sessions. The direct training of writing objective session notes is important to the success of direct line staff completing adequate documentation and meeting requirements set forth by agencies, certification boards, and insurance funders. However, in-person training is not always immediately available due to contextual restrictions. This study evaluated the effectiveness of implementing the teaching interaction procedure when training staff remotely to objectively document client progress within session notes. Three Registered Behavior Technicians™ (RBT®s) were trained via telehealth to complete session notes objectively. Results showed that all 3 participants met the mastery criterion during probes measuring the objective documentation of home-based behavior analytic sessions. These findings suggest that a training package, such as the teaching interaction procedure, can be effectively implemented remotely when conducting staff training.
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Affiliation(s)
| | - Justin B Leaf
- Institute for Applied Behavioral Science, Endicott College.,Autism Partnership Foundation
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Ferguson EF, Drapalik KN, Liang J, Hua K, Feerst H, Mallory AB, Vernon TW. Social Interaction Skill Intervention for Autistic Adults with Intellectual Disability and Limited Language: A Pilot of the SKILL Program. J Autism Dev Disord 2020; 51:1641-1657. [PMID: 32812191 DOI: 10.1007/s10803-020-04659-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
There is a dearth of research that focuses on social intervention efforts for adults on the autism spectrum with intellectual disability and limited conversational language. Using a multiple baseline experimental design, this pilot investigation of the Socialization Knowledge for Individuals with Limited Language (SKILL) program evaluated a novel peer-facilitated group program specifically designed to target social interaction skills for this population. Findings from five pilot participants yielded evidence of social improvements across specific verbal skills (on-topic conversational contributions and responses) and nonverbal behaviors (eye-contact, active listening), as evidenced by coded social conversation probes and parent-report measures. These findings demonstrate the promise of a socialization intervention for a population that has historically been neglected in the social intervention research literature.
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Affiliation(s)
- Emily F Ferguson
- Koegel Autism Center, University of California Santa Barbara, Santa Barbara, CA, USA.
| | - Krista N Drapalik
- Koegel Autism Center, University of California Santa Barbara, Santa Barbara, CA, USA
- Yale Child Study Center, New Haven, CT, USA
| | - Jeffrey Liang
- Koegel Autism Center, University of California Santa Barbara, Santa Barbara, CA, USA
| | - Klaire Hua
- Koegel Autism Center, University of California Santa Barbara, Santa Barbara, CA, USA
| | - Harrison Feerst
- Koegel Autism Center, University of California Santa Barbara, Santa Barbara, CA, USA
| | - Alice B Mallory
- Koegel Autism Center, University of California Santa Barbara, Santa Barbara, CA, USA
| | - Ty W Vernon
- Koegel Autism Center, University of California Santa Barbara, Santa Barbara, CA, USA
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The Teaching Interaction Procedure as a Staff Training Tool. Behav Anal Pract 2020; 13:421-433. [DOI: 10.1007/s40617-019-00357-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022] Open
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8
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A Meta-analysis of School-Based Social Interaction Interventions for Adolescents with Autism Spectrum Disorder. REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS 2017. [DOI: 10.1007/s40489-017-0113-5] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
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Leaf JA, Leaf JB, Milne C, Townley-Cochran D, Oppenheim-Leaf ML, Cihon JH, Taubman M, McEachin J, Leaf R. The Effects of the Cool Versus Not Cool Procedure to Teach Social Game Play to Individuals Diagnosed with Autism Spectrum Disorder. Behav Anal Pract 2016; 9:34-49. [PMID: 27606237 PMCID: PMC4788648 DOI: 10.1007/s40617-016-0112-5] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022] Open
Abstract
This study evaluated the utility of the cool versus not cool procedure for teaching three structured indoor games to eight children diagnosed with autism spectrum disorder (ASD). The study took place as part of a social skills group for individuals diagnosed with ASD, and this study was one component of that group. The cool versus not cool procedure consisted of the teacher demonstrating each game the cool (i.e., appropriate) and not cool (i.e., inappropriate) way and having the participants provide a rationale as to why the demonstration was either cool or not cool. This was followed by giving the participants the opportunity to role-play the game in front of the group. The teachers utilized unprompted performance probes with no programmed reinforcement to create opportunities for the participants to display the targeted behavior (s). A multiple baseline design across behaviors and replicated across participants was utilized. The results indicated that seven of the eight participants mastered each of the games taught.
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Affiliation(s)
- Jeremy A. Leaf
- Autism Partnership Foundation, 200 Marina Drive, Seal Beach, CA 90740 USA
| | - Justin B. Leaf
- Autism Partnership Foundation, 200 Marina Drive, Seal Beach, CA 90740 USA
| | - Christine Milne
- Autism Partnership Foundation, 200 Marina Drive, Seal Beach, CA 90740 USA
| | | | | | - Joseph H. Cihon
- Autism Partnership Foundation, 200 Marina Drive, Seal Beach, CA 90740 USA
| | - Mitchell Taubman
- Autism Partnership Foundation, 200 Marina Drive, Seal Beach, CA 90740 USA
| | - John McEachin
- Autism Partnership Foundation, 200 Marina Drive, Seal Beach, CA 90740 USA
| | - Ronald Leaf
- Autism Partnership Foundation, 200 Marina Drive, Seal Beach, CA 90740 USA
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