The Effectiveness Of Parent Training A Mothers Of Children With Autism Use Of Mand Model Techniques

Aktaş, Burcu; Ciftci-Tekinarslan, Ilknur

doi:10.20489/intjecse.512378

Cited by 7 publications

(5 citation statements)

References 30 publications

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“…Aktas [27] studied the impact of teaching mothers of children with ASD the use of mand model technique to improve language skills in children.…”

Section: Resultsmentioning

confidence: 99%

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Systematic Review on Impact of Training Programs on Parents of Children with Autism Spectrum Disorder

Hussain¹,

Vallikad²

2021

YMER

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This article examined studies published in the years January 2016 to December 2020 in order to conduct a systematic review of articles related to parent training programs or interventions conducted on parents of children with autism spectrum disorder (ASD) and its effect on improving child outcomes and parent outcomes in day to day life. A total of 14 articles were selected from 589 abstracts which matched the inclusion criteria. The systematic analysis showed that results of these studies were mostly inconclusive as more work needed to be done in the form of using structured parent training programs or interventions. Though the need for parent training programs or interventions have been recognized more research needs to be done in this field. Recommendations from the study are that more importance should be given to improving parental outcomes in order to improve child outcomes and this should be the focus of all pediatric as well as other professionals working with children on the spectrum

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“…Aktas [27] studied the impact of teaching mothers of children with ASD the use of mand model technique to improve language skills in children.…”

Section: Resultsmentioning

confidence: 99%

“…The content of the intervention or training programs differed, most of them concentrated on enhancing communication between the parent / caregiver and the child [27], decreasing maladaptive behaviors in the child, and establishment of daily routines. Psycho-education of ASD was the most common component found across studies.…”

Section: Study Themesmentioning

confidence: 99%

Systematic Review on Impact of Training Programs on Parents of Children with Autism Spectrum Disorder

Hussain¹,

Vallikad²

2021

YMER

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“…Results revealed that the interventions significantly increased the mand repertoire of both children and that the technological solution facilitated the collection of reliable data not only by experienced therapists but also by caregivers in the home contest. As pointed out in the literature ( Aktaş and Ciftci-Tekinarslan, 2018 ), this generalization seems to have been facilitated by the active participation of the carers, trained through careful parent training both to implement the procedure and to record the data with BEHAVE application, which made their collection easier. The BEHAVE application has facilitated the gathering of data in various contexts and the sharing of the results between the various figures involved.…”

Section: Discussionmentioning

confidence: 99%

The BEHAVE application as a tool to monitor inclusive interventions for subjects with neurodevelopmental disorders

et al. 2023

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In the last few years, many educational and therapeutic interventions for young people with neurodevelopmental disorders are based on systematic monitoring of the outcomes. These interventions are typically conducted using single-case experimental designs, (SCEDs) a set of methods aimed at testing the effect of an intervention on a single subject or a small number of subjects. In SCEDs, an effective process of decision-making needs accurate, precise, and reliable data but also that caregivers and health professionals can gather information with minimal effort. The use of Information Communication Technologies in SCEDs can support the process of data collection and analysis, facilitating the collection of accurate and reliable data, providing reports accessible also by non-experts, and promoting interactions and sharing among clinicians, educators, and caregivers. The present paper introduces the BEHAVE application, a web-based highly customizable application, designed to implement SCEDs, supporting both data collection and automatic analysis of the datasets. Moreover, the paper will describe two case studies of kindergarten children with neurodevelopmental disorders, highlighting how the BEHAVE application supported the entire process, from data collection in multiple contexts to decision-making based on the analysis provided by the system. In particular, the paper describes the case studies of Carlo and Dario, two children with severe language and communication impairments, and the inclusive education interventions carried out to maximize their participation in a typical home and school setting increasing their mand repertoire. Results revealed an increase in the mand repertoire in both children who become able to generalize the outcomes to multiple life contexts. The active participation of the caregivers played a crucial role in the ability of children to use the learned skills in settings different from the ones they were learned in.

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“…Em 87 % dos estudos (n = 15) que avaliaram a aprendizagem de aplicadores de ensino de mando, as intervenções foram totalmente efetivas (e.g., Loughrey et al, 2014). As intervenções também se mostraram totalmente efetivas em: (1) dois de três estudos que avaliaram a manutenção das respostas adquiridas (Aktas & Ciftci-Tekinarslan, 2018;McCulloch & Noonan, 2013); e (2) no único estudo em que foi identificada avaliação de generalização do repertório aprendido (Nigro-Bruzzi & Sturmey, 2010).…”

Section: Avaliação Da Efetividade Das Intervençõesunclassified

Ensino de mandos para pessoas com TEA: uma revisão sistemática

Martins

Souza

2022

Av. Psicol. Latinoam.

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O ensino de mando para pessoas com Transtorno do Espectro Autista (TEA) tem sido tema frequente de investigações analítico-comportamentais. Algumas revisões conceituais e sistemáticas sobre o ensino de mando foram realizadas, mas elas apresentam limitações que o presente estudo buscou superar. A presente revisão sistemática analisou estudos experimentais sobre o ensino de mandos para pessoas com TEA buscando identificar: (a) características dos participantes, ambientes experimentais, variáveis independente (VI) e dependente (VD), e resultados obtidos; e (b) investigar possíveis relações entre as categorias analisadas. Uma busca nas bases de dados SCOPUS, Web of Science e PUBMED utilizando o termo “mand*”, combinado com os termos “autism”, “developmental disabilit*” ou “intellectual disabilit*”, resultou, após a aplicação dos critérios de inclusão/exclusão, na identificação de 176 artigos publicados até setembro de 2020. A maioria dos estudos foi realizada em escolas, com crianças com repertório verbal pré-existente. As VIS e VDS mais comuns foram reforçamento diferencial e fornecimento de ajuda e manipulação da operação motivadora para o ensino de mando por item/informação, e treino de comunicação funcional para redução de comportamentos-problema. A maioria dos procedimentos de ensino mostrou-se pelo menos parcialmente eficaz para todas as VDS avaliadas, sendo importante a realização de análises mais detalhadas da variação desses resultados com relação aos repertórios pré-intervenções dos participantes. Sugere-se a necessidade de mais investigações com pessoas com comportamento verbal ausente ou limitado, e em jovens e adultos com TEA.

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The Effectiveness Of Parent Training A Mothers Of Children With Autism Use Of Mand Model Techniques

Cited by 7 publications

References 30 publications

Systematic Review on Impact of Training Programs on Parents of Children with Autism Spectrum Disorder

Systematic Review on Impact of Training Programs on Parents of Children with Autism Spectrum Disorder

The BEHAVE application as a tool to monitor inclusive interventions for subjects with neurodevelopmental disorders

Ensino de mandos para pessoas com TEA: uma revisão sistemática

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