Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Détail de l'auteur
Auteur Manya VAUPEL |
Documents disponibles écrits par cet auteur (1)
Faire une suggestion Affiner la recherche
Efficacy of TeachTown: Basics computer-assisted intervention for the Intensive Comprehensive Autism Program in Los Angeles Unified School District / Christina WHALEN in Autism, 14-3 (May 2010)
[article]
Titre : Efficacy of TeachTown: Basics computer-assisted intervention for the Intensive Comprehensive Autism Program in Los Angeles Unified School District Type de document : Texte imprimé et/ou numérique Auteurs : Christina WHALEN, Auteur ; Jennifer B. G. SYMON, Auteur ; Debbie MOSS, Auteur ; Aaron B. ILAN, Auteur ; Manya VAUPEL, Auteur ; Paul FIELDING, Auteur ; Kevin MACDONALD, Auteur ; Shannon CERNICH, Auteur Année de publication : 2010 Article en page(s) : p.179-197 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Computer Assisted Instruction (CAI) has shown increased popularity recently and there are many studies showing promise for this approach for children with Autism Spectrum Disorders (ASD). However, there are no between-subject studies to date assessing the efficacy of CAI with this population. In this study, 47 preschool and K-1 students in ASD classrooms participated from Los Angeles Unified School District. TeachTown: Basics, a CAI program which also includes supplementary off-computer activities, was implemented over 3 months for approximately 20 minutes per day on the computer and 20 minutes per day in supplementary TeachTown: Basics activities. Compared to the students in the control group, the TeachTown: Basics students showed more improvement overall on language and cognitive outcome measures. In addition, students who used TeachTown: Basics demonstrated significant progress overall in the software and those students who used the program for more time demonstrated larger gains within the software and in outcome measures. Although not conclusive, these findings offer possibilities for the use of CAI for remediating many deficits for children with ASD and other special needs. In addition, CAI may offer solutions to schools and parents with insufficient funds for more expensive treatments. En ligne : http://dx.doi.org/10.1177/1362361310363282 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=107
in Autism > 14-3 (May 2010) . - p.179-197[article] Efficacy of TeachTown: Basics computer-assisted intervention for the Intensive Comprehensive Autism Program in Los Angeles Unified School District [Texte imprimé et/ou numérique] / Christina WHALEN, Auteur ; Jennifer B. G. SYMON, Auteur ; Debbie MOSS, Auteur ; Aaron B. ILAN, Auteur ; Manya VAUPEL, Auteur ; Paul FIELDING, Auteur ; Kevin MACDONALD, Auteur ; Shannon CERNICH, Auteur . - 2010 . - p.179-197.
Langues : Anglais (eng)
in Autism > 14-3 (May 2010) . - p.179-197
Index. décimale : PER Périodiques Résumé : Computer Assisted Instruction (CAI) has shown increased popularity recently and there are many studies showing promise for this approach for children with Autism Spectrum Disorders (ASD). However, there are no between-subject studies to date assessing the efficacy of CAI with this population. In this study, 47 preschool and K-1 students in ASD classrooms participated from Los Angeles Unified School District. TeachTown: Basics, a CAI program which also includes supplementary off-computer activities, was implemented over 3 months for approximately 20 minutes per day on the computer and 20 minutes per day in supplementary TeachTown: Basics activities. Compared to the students in the control group, the TeachTown: Basics students showed more improvement overall on language and cognitive outcome measures. In addition, students who used TeachTown: Basics demonstrated significant progress overall in the software and those students who used the program for more time demonstrated larger gains within the software and in outcome measures. Although not conclusive, these findings offer possibilities for the use of CAI for remediating many deficits for children with ASD and other special needs. In addition, CAI may offer solutions to schools and parents with insufficient funds for more expensive treatments. En ligne : http://dx.doi.org/10.1177/1362361310363282 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=107