Cluster randomized trial of the classroom SCERTS intervention for elementary students with autism spectrum disorder.

Morgan, Lindee; Hooker, Jessica L.; Sparapani, Nicole; Reinhardt, Vanessa P.; Schatschneider, Christopher; Wetherby, Amy M.

doi:10.1037/ccp0000314

Cited by 41 publications

(66 citation statements)

References 53 publications

(78 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In total, 350 children with ASD, drawn from two larger studies, participated in the present study. A subsample of 154 participants ( M age = 6.78, SD = 1.00; range = 4–9 years old) were recruited from the larger, cluster randomized trial of the Classroom SCERTS Intervention [CSI; Morgan et al, ], a comprehensive intervention promoting the active engagement of elementary students with ASD in the classroom. Measures included in this study were attained at baseline, prior to the start of intervention.…”

Section: Methodsmentioning

confidence: 99%

Psychometric analysis of the repetitive behavior scale‐revised using confirmatory factor analysis in children with autism

et al. 2019

Self Cite

View full text Add to dashboard Cite

Research examining restricted and repetitive patterns of behavior or interests (RRB) in autism spectrum disorder (ASD) has increased our understanding of its contribution to diagnosis and its role in development. Advances in our knowledge of RRB are hindered by the inconsistencies in how RRB is measured. The present study examined the factor structure of the Repetitive Behavior Scale-Revised (RBS-R) in a sample of 350 children with ASD ages 2-9. Confirmatory factor analysis designed for items with categorical response types was implemented to examine six proposed structural models. The fivefactor model demonstrated the most parsimonious fit based on common overall fit indices that was further supported by examination of local model fit indicators, though, the four-and six-factor models evidenced adequate-to-good fit as well. Examination of RRB factor score approaches indicated only minor differences between summed item subscale scores and extracted factor scores with regard to associations with diagnostic measures. All RRB subtypes demonstrated significant associations with cognitive functioning and adaptive behavior. Implications for future research validating the RBS-R as a more extensive clinical measure of RRB in ASD are discussed.Lay Summary: Repetitive behaviors are one of the two main symptoms of autism spectrum disorder (ASD). To better understand the role of repetitive behaviors, we must establish effective ways of measuring them. This study assessed the measurement qualities of the Repetitive Behavior Scale-Revised (RBS-R) in a sample of 350 children with ASD ages 2-9. We found that the RBS-R measures multiple types of repetitive behaviors and that these behaviors are related to thinking ability and independence.

show abstract

Section: Methodsmentioning

confidence: 99%

Psychometric analysis of the repetitive behavior scale‐revised using confirmatory factor analysis in children with autism

et al. 2019

Self Cite

View full text Add to dashboard Cite

show abstract

“…Although the current research evidences vary in terms of methodology (e.g., randomized control trial, single-case experimental designs and case control, cross-sectional or longitudinal descriptive group research designs, etc. ), they generally support the treatment impact in one or more domains focused on in the SCERTS model (Morgan et al 2018;O'Neill et al 2010;Walworth et al 2009).…”

Section: Historical Backgroundmentioning

confidence: 66%

“…More recently, researchers reported a cluster randomized trial (CRT) that examined the effects of a SCERTS model-based intervention by classroom teachers in an elementary school setting in the United States (Morgan et al 2018). A total of 60 elementary schools with 197 students with ASD and 129 teachers were randomly assigned to either a classroom SCERTS model-based intervention group or a normal school-based education group with autism training modules group.…”

Section: Current Knowledgementioning

confidence: 99%

Effectiveness of a SCERTS Intervention

Yu¹,

Kang²

2019

Encyclopedia of Autism Spectrum Disorders

View full text Add to dashboard Cite

The SCERTS (social communication, emotional regulation, and transactional support) model is an evidence-based multidisciplinary educational approach developed by a team of professionals trained in different disciplines (Prizant et al. 2003). The model focuses on addressing the core challenges faced by children with autism spectrum disorders (ASD) and their families by enhancing competence in social communication, emotional regulation, and transactional support.

show abstract

“…Por lo que respecta a la metodología de las intervenciones, algo más de la mitad de los estudios, un 52'17%, ha optado por el ensayo controlado aleatorizado (Borgi et al, 2015;Chan et al, 2012;Chan et al, 2014;de Vries et al, 2015;Escolano et al, 2019;Kenworthy et al, 2014;Morgan et al, 2018;Naeeimi et al, 2013;Pan et al, 2017;Parladé et al, 2020;Phung y Goldberg, 2019;Tachibana et al, 2013;Tse et al, 2019). Esto denota un alto grado de fiabilidad sobre las evidencias científicas extraídas en cada uno de ellos.…”

Section: Discussionunclassified

Efectividad de las intervenciones en Funciones Ejecutivas en alumnado con Trastorno del Espectro Autista. Una revisión bibliográfica

Romero-Martínez¹

2021

ReiDoCrea: Revista Electrónica De Investigación Docencia Creativa

View full text Add to dashboard Cite

Resumen: El presente trabajo se trata de una revisión bibliográfica a través de la cual se pretende conocer la efectividad de diferentes programas de intervención destinados a potenciar las Funciones Ejecutivas (FE) en el alumnado con Trastorno del Espectro Autista. Se utilizaron varias bases de datos para la selección de los 23 artículos recientes que componen este estudio. La mayoría de los estudios muestran mejoras significativas en las diferentes dimensiones de las FE trabajadas. Aunque hay una cantidad considerable de recursos enfocados a desarrollar las Funciones Ejecutivas, convendría ampliar los estudios y reducir las limitaciones de estos con el fin de que los resultados se puedan universalizar y abarcar a mayor población por la importancia del desarrollo de las funciones ejecutivas para el alumnado con Trastorno del Espectro Autista. Palabra clave: Necesidades educacionales Effectiveness of interventions in Executive Functions in students with Autism Spectrum Disorder. A bibliographic review

show abstract

Cluster randomized trial of the classroom SCERTS intervention for elementary students with autism spectrum disorder.

Cited by 41 publications

References 53 publications

Psychometric analysis of the repetitive behavior scale‐revised using confirmatory factor analysis in children with autism

Psychometric analysis of the repetitive behavior scale‐revised using confirmatory factor analysis in children with autism

Effectiveness of a SCERTS Intervention

Efectividad de las intervenciones en Funciones Ejecutivas en alumnado con Trastorno del Espectro Autista. Una revisión bibliográfica

Contact Info

Product

Resources

About