[article]
| Titre : |
Initiation and Generalization of Self-Instructional Skills in Adolescents with Autism and Intellectual Disability |
| Type de document : |
texte imprimé |
| Auteurs : |
Katherine A. SMITH, Auteur ; Kevin A. AYRES, Auteur ; Jennifer L. ALEXANDER, Auteur ; Jennifer R. LEDFORD, Auteur ; Collin SHEPLEY, Auteur ; Sally B. SHEPLEY, Auteur |
| Année de publication : |
2016 |
| Article en page(s) : |
p.1196-1209 |
| Langues : |
Anglais (eng) |
| Mots-clés : |
Video modeling Self-instruction Intellectual disability Autism Daily living skills Vocational skills |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Self-instruction using videos or other supports on a mobile device is a pivotal skill and can increase independence for individuals with disabilities by decreasing a need for adult supports. This study evaluated the effects of progressive time delay (PTD) to teach four adolescents with autism and intellectual disability how to initiate self-instruction in the presence of a task direction for an untrained task. Participants were screened for imitating video models prior to the study and were taught to navigate to videos on an iPhone® in history training. A multiple probe design across settings embedded in a multiple probe design across participants was used to evaluate the effects of PTD on initiation of self-instruction. All participants learned to self-instruct. Two participants generalized self-instruction to two novel settings. Two participants required instruction in two settings before generalizing to the third. Three participants generalized self-instruction in the presence of a task direction from the researcher to a task direction from their classroom teacher in all three settings. One participant generalized to a task direction presented by the classroom teacher in one setting, but not in the other two. All participants maintained self-instruction behaviors assessed 1 week after all participants met criteria in all settings. Self-instruction using videos or other supports on a mobile device is a pivotal skill and can increase independence for individuals with disabilities by decreasing a need for adult supports. |
| En ligne : |
http://dx.doi.org/10.1007/s10803-015-2654-8 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=284 |
in Journal of Autism and Developmental Disorders > 46-4 (April 2016) . - p.1196-1209
[article] Initiation and Generalization of Self-Instructional Skills in Adolescents with Autism and Intellectual Disability [texte imprimé] / Katherine A. SMITH, Auteur ; Kevin A. AYRES, Auteur ; Jennifer L. ALEXANDER, Auteur ; Jennifer R. LEDFORD, Auteur ; Collin SHEPLEY, Auteur ; Sally B. SHEPLEY, Auteur . - 2016 . - p.1196-1209. Langues : Anglais ( eng) in Journal of Autism and Developmental Disorders > 46-4 (April 2016) . - p.1196-1209
| Mots-clés : |
Video modeling Self-instruction Intellectual disability Autism Daily living skills Vocational skills |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Self-instruction using videos or other supports on a mobile device is a pivotal skill and can increase independence for individuals with disabilities by decreasing a need for adult supports. This study evaluated the effects of progressive time delay (PTD) to teach four adolescents with autism and intellectual disability how to initiate self-instruction in the presence of a task direction for an untrained task. Participants were screened for imitating video models prior to the study and were taught to navigate to videos on an iPhone® in history training. A multiple probe design across settings embedded in a multiple probe design across participants was used to evaluate the effects of PTD on initiation of self-instruction. All participants learned to self-instruct. Two participants generalized self-instruction to two novel settings. Two participants required instruction in two settings before generalizing to the third. Three participants generalized self-instruction in the presence of a task direction from the researcher to a task direction from their classroom teacher in all three settings. One participant generalized to a task direction presented by the classroom teacher in one setting, but not in the other two. All participants maintained self-instruction behaviors assessed 1 week after all participants met criteria in all settings. Self-instruction using videos or other supports on a mobile device is a pivotal skill and can increase independence for individuals with disabilities by decreasing a need for adult supports. |
| En ligne : |
http://dx.doi.org/10.1007/s10803-015-2654-8 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=284 |
|  |
Initiation and Generalization of Self-Instructional Skills in Adolescents with Autism and Intellectual Disability in Journal of Autism and Developmental Disorders, 46-4 (April 2016)
