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The purpose of our study was to compare the effectiveness of tablet- and instructor-delivered teaching (i.e., prompting and reinforcement) on the receptive identification of one-word concepts in children with autism spectrum disorders (ASDs). To this end, we embedded a multielement design within a multiple probe design to compare the effectiveness of the two instructional modalities in seven participants. Two of the seven participants showed generalization on all concepts in fewer instructional trials following instructor-delivered teaching, whereas the remaining five participants had mixed results depending on the concept. In total, the participants showed more rapid generalization with the instructor for 14 of the 19 concepts taught. Our results suggest that tablets should not systematically replace instructor-delivered prompting and reinforcement, but that they may be used to provide supplementary teaching to children with ASD.

Given that children with autism spectrum disorders (ASDs) often require one-to-one individualized instruction, using tablets as teaching tools may represent an interesting option in classrooms with high student to teacher ratios. The purpose of our study was to extend research by evaluating the effects of tablet-based instruction on the generalization of skills in children with ASD. Specifically, we used multiple probe designs to assess the effectiveness of using an app to teach one-word receptive identification to five children with ASD between 4 and 11 years old. Our results indicated that three of the five children displayed generalization on at least two concepts following tablet-based instruction. The tablet-based app may promote generalization of learned concepts in some children with ASD, but our results suggest that it is not a one-size-fits-all solution. As such, our study underlines the importance of conducting individualized assessment prior to using tablet-based instruction with children with ASD.

Many children with autism spectrum disorder (ASD) engage in challenging behaviors, which may interfere with their daily functioning, development, and well-being. To address this issue, we conducted a four-week randomized waitlist control trial to examine the effects of a fully self-guided interactive web training (IWT) on (a) child engagement in challenging behaviors and (b) parental intervention. After 4 weeks, parents in the treatment group reported lower levels of challenging behaviors in their children and more frequent use of behavioral interventions than those in the waitlist groups. Furthermore, within-group analyses suggest that these changes persisted up to 12 weeks following completion of the IWT. Our results highlight the potential utility of web training, but our high attrition rate and potential side effects prevent us from recommending the training as a standalone treatment. [ABSTRACT FROM AUTHOR]

Health professionals often recommend the use of medical devices to assess the health, monitor the well‐being, or improve the quality of life of their patients. Children with autism may present challenges in these situations as their sensory peculiarities may increase refusals to wear such devices. To address this issue, we systematically replicated prior research by examining the effects of differential reinforcement of other behavior (DRO) to increase compliance with wearing a heart rate monitor in 2 children with autism. The intervention increased compliance to 100% for both participants when an edible reinforcer was delivered every 90 s. The results indicate that DRO does not require the implementation of extinction to increase compliance with wearing a medical device. More research is needed to examine whether the reinforcement schedule can be further thinned. [ABSTRACT FROM AUTHOR]

The purpose of our study was to compare the effectiveness of tablet- and instructor-delivered teaching (i.e., prompting and reinforcement) on the receptive identification of one-word concepts in children with autism spectrum disorders (ASDs). To this end, we embedded a multielement design within a multiple probe design to compare the effectiveness of the two instructional modalities in seven participants. Two of the seven participants showed generalization on all concepts in fewer instructional trials following instructor-delivered teaching, whereas the remaining five participants had mixed results depending on the concept. In total, the participants showed more rapid generalization with the instructor for 14 of the 19 concepts taught. Our results suggest that tablets should not systematically replace instructor-delivered prompting and reinforcement, but that they may be used to provide supplementary teaching to children with ASD. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of our study was to compare the effects of serial and concurrent training on the generalization of receptive identification in children with autism spectrum disorders (ASD). Methods: We taught one to three pairs of stimulus sets to nine children with ASD between the ages of three and six. One stimulus set within each pair was taught using concurrent training and the other using serial training. We alternated the training sessions within a multielement design and staggered the introduction of subsequent pairs for each participant as in a multiple baseline design. Results: Overall, six participants generalized at least one stimulus set more rapidly with concurrent training whereas two participants showed generalization more rapidly with serial training. Conclusions: Our results differ from other comparison studies on the topic and indicate that practitioners should consider assessing the effects of both procedures prior to teaching receptive identification to children with ASD. [ABSTRACT FROM AUTHOR]

Given that children with autism spectrum disorders (ASDs) often require one-to-one individualized instruction, using tablets as teaching tools may represent an interesting option in classrooms with high student to teacher ratios. The purpose of our study was to extend research by evaluating the effects of tablet-based instruction on the generalization of skills in children with ASD. Specifically, we used multiple probe designs to assess the effectiveness of using an app to teach one-word receptive identification to five children with ASD between 4 and 11 years old. Our results indicated that three of the five children displayed generalization on at least two concepts following tablet-based instruction. The tablet-based app may promote generalization of learned concepts in some children with ASD, but our results suggest that it is not a one-size-fits-all solution. As such, our study underlines the importance of conducting individualized assessment prior to using tablet-based instruction with children with ASD. [ABSTRACT FROM AUTHOR]

Objective: To compare trends in coverage of empirically supported and alternative autism treatments in Canadian newspapers during a 10-year period and to examine whether the portrayal of empirically supported and alternative treatments differed. Method: We searched a sample of 10 daily local and national Canadian newspapers using the word autism combined with intervention or treatment in the Proquest Canadian Newsstand and Eureka.cc databases, which yielded a total of 857 articles published between 2004 and 2013. In our subsequent analyses, we only included articles whose main topic was autism and that referred to at least one treatment. We then categorized the 137 remaining articles by treatment and rated whether each treatment category was portrayed in a favourable, unfavourable, or neutral manner. Results: In total, 46% of the articles discussed at least 1 empirically supported treatment, 53% at least 1 alternative treatment, and 12% at least 1 uncategorized treatment. Newspaper articles provided favourable, unfavourable, and neutral portrayals of empirically supported treatments in 75%, 10%, and 16% of cases, respectively. In contrast, alternative treatments were portrayed favourably in 52%, unfavourably in 32%, and neutrally in 16% of cases. Our analyses indicated that empirically supported treatments were portrayed more favourably than alternative treatments (x2 = 10.42, df = 2, P = 0.005). Conclusions: Despite some encouraging trends, our study has shown that researchers and clinicians must continue to clarify misconceptions about autism treatment. Families of people with autism spectrum disorders should be directed toward more reliable and accurate sources of information. [ABSTRACT FROM AUTHOR]

The provision of services that improve the functioning, social participation and quality of life of individuals with behavioral or mental health problems is a common denominator amongst psychosocial professionals in Quebec, including social workers, psychologists and psychoeducators. One intervention that has gained empirical support as an intervention tool is physical activity. In fact, numerous studies have demonstrated the benefits of physical activity for many populations with whom psychosocial professionals work. Objectives Thus, the primary objective of this study was to understand the role physical activity plays in psychosocial intervention, specifically in the field of psychoeducation. The specific objectives of this study are (1) to assess how physical activity spans out in the academic and continuing education of psychoeducators, (2) establish the use of physical activity, and (3) to explore whether certain variables influence the use of physical activity by psychoeducators. Method A total of 150 psychoeducators across Quebec (years of experience: M = 11.2; SD = 9.1) completed an online survey. Descriptive statistics, conditional probability, chi-square, analyses, and logistic regression were performed. Results The results suggest that physical activity is an intervention tool used by psychoeducators, with just over 75% of professionals reporting having used physical activity in their practice. However, very few psychoeducators have received academic or continuing education pertaining to this intervention tool. The use of physical activity was not found to differ across clienteles with whom psychoeducators worked, but was positively and significantly predicted by the number of years of experience of the professionals. Conclusion Considering the numerous benefits associated with physical activity, the results of the present study emphasize the need to reflect on physical activity in psychosocial intervention and on the training offered to professionals in relation to the use of this tool. Taken together, the results of the scientific literature and our study highlight that physical activity can be used as an intervention tool by psychosocial professionals. However, in order to avoid iatrogenic outcomes resulting from inappropriate use of physical activity, further research is needed to ensure that professionals have the necessary training and supervision for safe and effective implementation.