Results 1 -
6 of
6
BRIEF REPORT Brief Report: Pilot Randomized Controlled Trial of Reciprocal Imitation Training for Teaching Elicited and Spontaneous Imitation to Children with Autism
"... Abstract Children with autism exhibit significant deficits in imitation skills. Reciprocal Imitation Training (RIT), a naturalistic imitation intervention, was developed to teach young children with autism to imitate during play. This study used a randomized controlled trial to evaluate the efficacy ..."
Abstract
- Add to MetaCart
(Show Context)
Abstract Children with autism exhibit significant deficits in imitation skills. Reciprocal Imitation Training (RIT), a naturalistic imitation intervention, was developed to teach young children with autism to imitate during play. This study used a randomized controlled trial to evaluate the efficacy of RIT on elicited and spontaneous imitation skills in 21 young children with autism. Results found that children in the treatment group made significantly more gains in elicited and spontaneous imitation, replicating previous single-subject design studies. Number of sponta-neous play acts at pre-treatment was related to improve-ments in imitation during the intervention, suggesting that children with a greater play repertoire make greater gains during RIT.
Simultaneous treatment of
"... grammatical and speech-comprehensibility deficits in children with Down syndrome ..."
Abstract
- Add to MetaCart
grammatical and speech-comprehensibility deficits in children with Down syndrome
unknown title
"... Response to early intervention programs in autism is variable. However, the factors asso-ciated with positive versus poor treatment outcomes remain unknown. Hence the issue of which intervention/s should be chosen for an individual child remains a common dilemma. We argue that lack of knowledge on “ ..."
Abstract
- Add to MetaCart
(Show Context)
Response to early intervention programs in autism is variable. However, the factors asso-ciated with positive versus poor treatment outcomes remain unknown. Hence the issue of which intervention/s should be chosen for an individual child remains a common dilemma. We argue that lack of knowledge on “what works for whom and why ” in autism reflects a number of issues in current approaches to outcomes research, and we provide rec-ommendations to address these limitations. These include: a theory-driven selection of putative predictors; the inclusion of proximal measures that are directly relevant to the learning mechanisms demanded by the specific educational strategies; the consideration of family characteristics. Moreover, all data on associations between predictor and outcome variables should be reported in treatment studies.
Research Article Measuring Outcome in an Early Intervention Program for Toddlers with Autism Spectrum Disorder: Use of a Curriculum-Based Assessment
"... License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Measuring progress of children with autism spectrum disorder (ASD) during intervention programs is a challenge faced by researchers and clinicians. Typically, standard ..."
Abstract
- Add to MetaCart
(Show Context)
License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Measuring progress of children with autism spectrum disorder (ASD) during intervention programs is a challenge faced by researchers and clinicians. Typically, standardized assessments of child development are used within research settings to measure the effects of early intervention programs. However, the use of standardized assessments is not without limitations, including lack of sensitivity of some assessments to measure small or slow progress, testing constraints that may affect the child’s performance, and the lack of information provided by the assessments that can be used to guide treatment planning. The utility of a curriculum-based assessment is discussed in comparison to the use of standardized assessments to measure child functioning and progress throughout an early intervention program for toddlers with risk for ASD. Scores derived from the curriculum-based assessment were positively correlated with standardized assessments, captured progress masked by standardized assessments, and early scores were predictive of later outcomes.These results support the use of a curriculum-based assessment as an additional and appropriate
sagepub.com Predictors of Response to Intervention of Word Reading Fluency in Dutch
"... The objective of this study was to investigate the contribution of rapid digit naming, phonological memory, letter sound naming, and orthographic knowledge to the prediction of responsiveness to a school-based, individual intervention of word reading fluency problems of 122 Dutch second and third gr ..."
Abstract
- Add to MetaCart
The objective of this study was to investigate the contribution of rapid digit naming, phonological memory, letter sound naming, and orthographic knowledge to the prediction of responsiveness to a school-based, individual intervention of word reading fluency problems of 122 Dutch second and third graders whose reading scores were below the 10th percentile in comparison with the normative group. Degree of responsiveness was determined by comparison of a pre- and posttest measure of word reading fluency with a 6-month interval. At posttest, 38 % of the children had improved their reading scores above the 10th percentile. Maintenance scores revealed no significant growth on average, confirming that word reading fluency skills of poor readers are hard to remediate. Except rapid digit naming, none of the measures predicted responsiveness after controlling for the autoregressive effect of initial performance on fluency of word reading. A large part of the variance remained unexplained, supporting the advantage of a response-to-intervention approach above traditional psychometric testing to identify severe reading disabilities. Keywords
sagepub.com Predictors of Response to Intervention of Word Reading Fluency in Dutch
"... The objective of this study was to investigate the contribution of rapid digit naming, phonological memory, letter sound naming, and orthographic knowledge to the prediction of responsiveness to a school-based, individual intervention of word reading fluency problems of 122 Dutch second and third gr ..."
Abstract
- Add to MetaCart
The objective of this study was to investigate the contribution of rapid digit naming, phonological memory, letter sound naming, and orthographic knowledge to the prediction of responsiveness to a school-based, individual intervention of word reading fluency problems of 122 Dutch second and third graders whose reading scores were below the 10th percentile in comparison with the normative group. Degree of responsiveness was determined by comparison of a pre- and posttest measure of word reading fluency with a 6-month interval. At posttest, 38 % of the children had improved their reading scores above the 10th percentile. Maintenance scores revealed no significant growth on average, confirming that word reading flu-ency skills of poor readers are hard to remediate. Except rapid digit naming, none of the measures predicted responsiveness after controlling for the autoregressive effect of initial performance on fluency of word reading. A large part of the variance remained unexplained, supporting the advantage of a response-to-intervention approach above traditional psychometric testing to identify severe reading disabilities. Keywords
