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  1. Article ; Online: A comparison of two teaching procedures to establish generalized intraverbal-tacting in children with autism.

    Degli Espinosa, Francesca / Wolff, Kate / Hewett, Sophie

    Journal of applied behavior analysis

    2021  Volume 54, Issue 4, Page(s) 1468–1487

    Abstract: Previous research has investigated generalized intraverbal-tacting by teaching children with autism to respond using autoclitic frames. The present study compared the effectiveness and efficiency of a Frame and a No Frame procedure across counterbalanced ...

    Abstract Previous research has investigated generalized intraverbal-tacting by teaching children with autism to respond using autoclitic frames. The present study compared the effectiveness and efficiency of a Frame and a No Frame procedure across counterbalanced stimulus sets with 4 children with autism. In the Frame condition, children were taught to respond using autoclitic frames (e.g., "Shape square," "Number two," "Color green," "It's mummy," "S/he is drinking") corresponding to the verbal antecedent ("What shape?", "What number?", "What color?", "Who is it?", "What is s/he doing?"). In the No Frame condition, intraverbal-tacting was established without the autoclitic frame. Irrespective of stimuli employed, 2 children acquired intraverbal-tacting only in the Frame condition. The other 2 children acquired intraverbal-tacting in both conditions, with the Frame procedure requiring fewer teaching trials for 1 child and producing greater generalization for the other. Implications for clinical practice and the role of additive intraverbal stimulus control of autoclitic frames are discussed.
    MeSH term(s) Autistic Disorder ; Child ; Generalization, Psychological ; Humans ; Verbal Behavior
    Language English
    Publishing date 2021-07-21
    Publishing country United States
    Document type Journal Article
    ZDB-ID 218065-0
    ISSN 1938-3703 ; 0021-8855
    ISSN (online) 1938-3703
    ISSN 0021-8855
    DOI 10.1002/jaba.869
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  2. Article ; Online: Effects of time delay and requiring echoics on answering questions about visual stimuli.

    Meleshkevich, Olga / Axe, Judah B / Espinosa, Francesca Degli

    Journal of applied behavior analysis

    2020  Volume 54, Issue 2, Page(s) 725–743

    Abstract: An important communication skill for children with autism is answering multiple questions about visual stimuli (e.g., "What is it?" "What color is it?"). We targeted answering "What number?" and "What shape?" in the presence of numbers inside shapes, and ...

    Abstract An important communication skill for children with autism is answering multiple questions about visual stimuli (e.g., "What is it?" "What color is it?"). We targeted answering "What number?" and "What shape?" in the presence of numbers inside shapes, and "What is it?" and "What color?" in the presence of colored objects (e.g., a yellow cat) with 3 preschoolers with autism. In addition to a progressive time delay, we required the participants to answer the questions by echoing a keyword from the questions. For example, we taught them to answer, "What color?" with "color blue." In the context of a multiple-probe design across behaviors within a multiple-probe design across participants, the procedure was effective in increasing trained responses and producing within- and across-category generalization. The echoic may have facilitated the responses by increasing the salience of the auditory stimuli and strengthening intraverbals within autoclitic frames.
    MeSH term(s) Animals ; Autistic Disorder ; Cats ; Generalization, Psychological ; Verbal Behavior
    Language English
    Publishing date 2020-11-05
    Publishing country United States
    Document type Journal Article
    ZDB-ID 218065-0
    ISSN 1938-3703 ; 0021-8855
    ISSN (online) 1938-3703
    ISSN 0021-8855
    DOI 10.1002/jaba.790
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  3. Article: A Model of Support for Families of Children With Autism Living in the COVID-19 Lockdown: Lessons From Italy.

    Degli Espinosa, Francesca / Metko, Alma / Raimondi, Marta / Impenna, Michele / Scognamiglio, Elena

    Behavior analysis in practice

    2020  Volume 13, Issue 3, Page(s) 550–558

    Abstract: Italy has been the European country most affected by the COVID-19 pandemic to date and has been in social lockdown for the longest period of time compared to other countries outside China. Almost overnight, Italian behavior analysts were faced with the ... ...

    Abstract Italy has been the European country most affected by the COVID-19 pandemic to date and has been in social lockdown for the longest period of time compared to other countries outside China. Almost overnight, Italian behavior analysts were faced with the challenge of setting up remotely whole-family systems aimed at maintaining adaptive skills and low levels of challenging behavior to be carried out solely by caregivers. Given these extraordinary circumstances, the protocols available from the applied behavior-analytic, parent training, and autism literature did not appear to fully meet the needs of parents having to be with their children under extreme levels of stress in a confined space with limited reinforcers for 24 hr a day, 7 days a week. To meet this unprecedented challenge, we developed a dynamic and holistic protocol that extended to the full day and that recognized the need for sustainable intervention delivered solely by parents, who were often looking after more than one child. These practices are presented in this article, together with a discussion of lessons we have learned thus far, which may be useful for behavior analysts working in other regions in which the effects of the pandemic are not yet fully realized. Although somewhat unorthodox, we include some parent comments at the end with the goal of sharing the parent perspective in real time as this pandemic unfolds across the world.
    Keywords covid19
    Language English
    Publishing date 2020-06-02
    Publishing country Switzerland
    Document type Journal Article ; Review
    ZDB-ID 2583900-7
    ISSN 2196-8934 ; 1998-1929
    ISSN (online) 2196-8934
    ISSN 1998-1929
    DOI 10.1007/s40617-020-00438-7
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  4. Article ; Online: A Model of Support for Families of Children With Autism Living in the COVID-19 Lockdown

    degli Espinosa, Francesca / Metko, Alma / Raimondi, Marta / Impenna, Michele / Scognamiglio, Elena

    Behavior Analysis in Practice

    Lessons From Italy

    2020  Volume 13, Issue 3, Page(s) 550–558

    Keywords covid19
    Language English
    Publisher Springer Science and Business Media LLC
    Publishing country us
    Document type Article ; Online
    ZDB-ID 2583900-7
    ISSN 2196-8934 ; 1998-1929
    ISSN (online) 2196-8934
    ISSN 1998-1929
    DOI 10.1007/s40617-020-00438-7
    Database BASE - Bielefeld Academic Search Engine (life sciences selection)

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  5. Article: A Model of Support for Families of Children With Autism Living in the COVID-19 Lockdown: Lessons From Italy

    Degli Espinosa, Francesca / Metko, Alma / Raimondi, Marta / Impenna, Michele / Scognamiglio, Elena

    Behav Anal Pract

    Abstract: Italy has been the European country most affected by the COVID-19 pandemic to date and has been in social lockdown for the longest period of time compared to other countries outside China. Almost overnight, Italian behavior analysts were faced with the ... ...

    Abstract Italy has been the European country most affected by the COVID-19 pandemic to date and has been in social lockdown for the longest period of time compared to other countries outside China. Almost overnight, Italian behavior analysts were faced with the challenge of setting up remotely whole-family systems aimed at maintaining adaptive skills and low levels of challenging behavior to be carried out solely by caregivers. Given these extraordinary circumstances, the protocols available from the applied behavior-analytic, parent training, and autism literature did not appear to fully meet the needs of parents having to be with their children under extreme levels of stress in a confined space with limited reinforcers for 24 hr a day, 7 days a week. To meet this unprecedented challenge, we developed a dynamic and holistic protocol that extended to the full day and that recognized the need for sustainable intervention delivered solely by parents, who were often looking after more than one child. These practices are presented in this article, together with a discussion of lessons we have learned thus far, which may be useful for behavior analysts working in other regions in which the effects of the pandemic are not yet fully realized. Although somewhat unorthodox, we include some parent comments at the end with the goal of sharing the parent perspective in real time as this pandemic unfolds across the world.
    Keywords covid19
    Publisher WHO
    Document type Article
    Note WHO #Covidence: #459499
    Database COVID19

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  6. Book ; Online: A Model of Support for Families of Children with Autism Living in the COVID-19 Lockdown

    Espinosa, Francesca degli / Metko, Alma / Raimondi, Marta / Impenna, MIchele / Scognamiglio, Elena

    Lessons from Italy

    2020  

    Abstract: Italy has been the European country most affected by the COVID-19 pandemic to date and has been in social lockdown for the longest period of time compared to other countries outside China. Almost overnight, Italian behavior analysts were faced with the ... ...

    Abstract Italy has been the European country most affected by the COVID-19 pandemic to date and has been in social lockdown for the longest period of time compared to other countries outside China. Almost overnight, Italian behavior analysts were faced with the challenge of setting up remotely whole-family systems aimed at maintaining adaptive skills and low levels of challenging behavior carried out solely by caregivers. Given these extraordinary circumstances, the protocols available from the applied behavior analytic, parent training, and autism literature did not appear fully to meet the need of parents having to be with their child under extreme levels of stress in a confined space with limited reinforcers for 24 hours a day, 7 days a week. To meet this unprecedented challenge, we developed a dynamic and holistic protocol that extended to the full day and that recognized the need for sustainable intervention delivered solely by parents who were often looking after more than one child. These practices are presented in this paper, together with a discussion of lessons we have learned thus far, which may be useful for behavior analysts working in other regions in which the effects of the pandemic are not yet fully realized. Although somewhat unorthodox, we include some parent comments at the end with the goal of sharing the parent perspective in real time as this pandemic unfolds across the world.
    Keywords covid19
    Publisher Center for Open Science
    Publishing country us
    Document type Book ; Online
    DOI 10.31234/osf.io/48cme
    Database BASE - Bielefeld Academic Search Engine (life sciences selection)

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  7. Article: Systems analysis of stress and positive perceptions in mothers and fathers of pre-school children with autism.

    Hastings, Richard P / Kovshoff, Hanna / Ward, Nicholas J / degli Espinosa, Francesca / Brown, Tony / Remington, Bob

    Journal of autism and developmental disorders

    2005  Volume 35, Issue 5, Page(s) 635–644

    Abstract: Systemic analyses of psychological functioning in families of children with autism have typically shown that parents report different experiences (e.g., stress) and that siblings may also be affected. The purpose of the present research was more ... ...

    Abstract Systemic analyses of psychological functioning in families of children with autism have typically shown that parents report different experiences (e.g., stress) and that siblings may also be affected. The purpose of the present research was more explicitly to address relationships between child, partner, and parent variables. Parents of 48 children with autism (41 mother-father pairs) reported on child characteristics, and their own stress and mental health. Mothers were found to report both more depression and more positive perceptions than fathers. Regression analyses revealed that paternal stress and positive perceptions were predicted by maternal depression; maternal stress was predicted by their children's behavior problems (not adaptive behavior or autism symptoms) and by their partner's depression. The future testing of the mechanisms underlying these results is discussed. In addition, the need is emphasized for more systemic analyses to understand the psychological functioning of children with autism and their siblings and parents.
    MeSH term(s) Adult ; Affect ; Attitude ; Autistic Disorder/epidemiology ; Child Behavior Disorders/epidemiology ; Child, Preschool ; Depression/diagnosis ; Depression/epidemiology ; Family/psychology ; Fathers/psychology ; Fathers/statistics & numerical data ; Female ; Humans ; Male ; Mothers/psychology ; Mothers/statistics & numerical data ; Observer Variation ; Stress, Psychological/psychology ; Surveys and Questionnaires
    Language English
    Publishing date 2005-10
    Publishing country United States
    Document type Journal Article ; Research Support, Non-U.S. Gov't
    ZDB-ID 391999-7
    ISSN 1573-3432 ; 0162-3257
    ISSN (online) 1573-3432
    ISSN 0162-3257
    DOI 10.1007/s10803-005-0007-8
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    Zs.A 765: Show issues Location:
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  8. Article: Early intensive behavioral intervention: outcomes for children with autism and their parents after two years.

    Remington, Bob / Hastings, Richard P / Kovshoff, Hanna / degli Espinosa, Francesca / Jahr, Erik / Brown, Tony / Alsford, Paula / Lemaic, Monika / Ward, Nicholas

    American journal of mental retardation : AJMR

    2007  Volume 112, Issue 6, Page(s) 418–438

    Abstract: An intervention group (n=23) of preschool children with autism was identified on the basis of parent preference for early intensive behavioral intervention and a comparison group (n=21) identified as receiving treatment as usual. Prospective assessment ... ...

    Abstract An intervention group (n=23) of preschool children with autism was identified on the basis of parent preference for early intensive behavioral intervention and a comparison group (n=21) identified as receiving treatment as usual. Prospective assessment was undertaken before treatment, after 1 year of treatment, and again after 2 years. Groups did not differ on assessments at baseline but after 2 years, robust differences favoring intensive behavioral intervention were observed on measures of intelligence, language, daily living skills, positive social behavior, and a statistical measure of best outcome for individual children. Measures of parental well-being, obtained at the same three time points, produced no evidence that behavioral intervention created increased problems for either mothers or fathers of children receiving it.
    MeSH term(s) Adult ; Age Factors ; Autistic Disorder/diagnosis ; Autistic Disorder/psychology ; Autistic Disorder/therapy ; Behavior Therapy/methods ; Behavior Therapy/statistics & numerical data ; Child ; Demography ; Female ; Humans ; Intelligence ; Intelligence Tests ; Male ; Parent-Child Relations ; Parents ; Periodicity ; Severity of Illness Index
    Language English
    Publishing date 2007-11
    Publishing country United States
    Document type Journal Article ; Research Support, Non-U.S. Gov't
    ZDB-ID 625295-3
    ISSN 0895-8017 ; 0002-9351
    ISSN 0895-8017 ; 0002-9351
    DOI 10.1352/0895-8017(2007)112[418:EIBIOF]2.0.CO;2
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  9. Article: Coping strategies in mothers and fathers of preschool and school-age children with autism.

    Hastings, Richard P / Kovshoff, Hanna / Brown, Tony / Ward, Nicholas J / Espinosa, Francesca Degli / Remington, Bob

    Autism : the international journal of research and practice

    2005  Volume 9, Issue 4, Page(s) 377–391

    Abstract: Despite the theoretical and demonstrated empirical significance of parental coping strategies for the wellbeing of families of children with disabilities, relatively little research has focused explicitly on coping in mothers and fathers of children with ...

    Abstract Despite the theoretical and demonstrated empirical significance of parental coping strategies for the wellbeing of families of children with disabilities, relatively little research has focused explicitly on coping in mothers and fathers of children with autism. In the present study, 89 parents of preschool children and 46 parents of school-age children completed a measure of the strategies they used to cope with the stresses of raising their child with autism. Factor analysis revealed four reliable coping dimensions: active avoidance coping, problem-focused coping, positive coping, and religious/denial coping. Further data analysis suggested gender differences on the first two of these dimensions but no reliable evidence that parental coping varied with the age of the child with autism. Associations were also found between coping strategies and parental stress and mental health. Practical implications are considered including reducing reliance on avoidance coping and increasing the use of positive coping strategies.
    MeSH term(s) Adaptation, Psychological ; Adult ; Autistic Disorder/psychology ; Caregivers/psychology ; Child ; Child, Preschool ; Father-Child Relations ; Female ; Humans ; Male ; Middle Aged ; Mother-Child Relations ; Problem Solving ; Religion
    Language English
    Publishing date 2005-10
    Publishing country England
    Document type Journal Article ; Research Support, Non-U.S. Gov't
    ZDB-ID 1338513-6
    ISSN 1362-3613
    ISSN 1362-3613
    DOI 10.1177/1362361305056078
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  10. Article: Research into early intervention for children with autism and related disorders: methodological and design issues. Report on a workshop funded by the Wellcome Trust, Institute of Child Health, London, UK, November 2001.

    Charman, Tony / Howlin, Patricia / Aldred, Catherine / Baird, Gillian / Degli Espinosa, Francesca / Diggle, Tim / Kovshoff, Hanna / Law, James / Le Couteur, Ann / MacNiven, Jamie / Magiati, Iliana / Martin, Neil / McConachie, Helen / Peacock, Samantha / Pickles, Andrew / Randle, Val / Slonims, Vicky / Wolke, Dieter

    Autism : the international journal of research and practice

    2003  Volume 7, Issue 2, Page(s) 217–225

    MeSH term(s) Autistic Disorder/diagnosis ; Autistic Disorder/therapy ; Child ; Child Development Disorders, Pervasive/diagnosis ; Child Development Disorders, Pervasive/therapy ; Child, Preschool ; Cognition ; Early Intervention (Education)/standards ; Humans ; Language Tests ; Outcome Assessment (Health Care) ; Research Design
    Language English
    Publishing date 2003-04-22
    Publishing country England
    Document type Congress ; Research Support, Non-U.S. Gov't
    ZDB-ID 1338513-6
    ISSN 1362-3613
    ISSN 1362-3613
    DOI 10.1177/1362361303007002008
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