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Détail de l'auteur
Auteur Kelly J. BOUXSEIN |
Documents disponibles écrits par cet auteur (2)
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Developing Function-Based Reinforcement Procedures for Problem Behavior / Wayne FISHER
Titre : Developing Function-Based Reinforcement Procedures for Problem Behavior Type de document : Texte imprimé et/ou numérique Auteurs : Wayne FISHER, Auteur ; Kelly J. BOUXSEIN, Auteur Année de publication : 2011 Importance : p.335-347 Langues : Anglais (eng) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153 Developing Function-Based Reinforcement Procedures for Problem Behavior [Texte imprimé et/ou numérique] / Wayne FISHER, Auteur ; Kelly J. BOUXSEIN, Auteur . - 2011 . - p.335-347.
Langues : Anglais (eng)
Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Effects of computer-assisted instruction on correct responding and procedural integrity during early intensive behavioral intervention / Tiffany KODAK in Research in Autism Spectrum Disorders, 5-1 (January-March 2011)
[article]
Titre : Effects of computer-assisted instruction on correct responding and procedural integrity during early intensive behavioral intervention Type de document : Texte imprimé et/ou numérique Auteurs : Tiffany KODAK, Auteur ; Wayne FISHER, Auteur ; Andrea CLEMENTS, Auteur ; Kelly J. BOUXSEIN, Auteur Année de publication : 2011 Article en page(s) : p.640-647 Langues : Anglais (eng) Mots-clés : Computer-assisted-instruction Early-intensive-behavioral-intervention Generalization-training Procedural-integrity Staff-training Therapist-training Index. décimale : PER Périodiques Résumé : Computer-assisted instruction (CAI) is used to teach a variety of skills to children with developmental disabilities. However, it remains unclear whether CAI or direct instruction from a therapist produces better learning outcomes. In addition, no studies have evaluated the ease of training therapists to implement CAI versus direct instruction. In the first experiment, the current study compared acquisition of mastered and unmastered targets during generalization training with CAI or one-on-one instruction with a child diagnosed with autism. Although correct responding was similar across CAI and one-on-one instruction, independent responding was higher during CAI. In the second experiment, we compared procedural integrity during teaching trials conducted either via CAI or one-on-one instruction by three inexperienced therapists. The therapists read a protocol and asked questions prior to implementation of the instructional trials. Results indicated that each therapist implemented CAI with 90–100% accuracy by the second session, whereas procedural integrity levels were 60% or lower during one-on-one instruction. The advantages of using CAI to promote independent responding during generalization training and procedural integrity for inexperience therapists are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.07.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=112
in Research in Autism Spectrum Disorders > 5-1 (January-March 2011) . - p.640-647[article] Effects of computer-assisted instruction on correct responding and procedural integrity during early intensive behavioral intervention [Texte imprimé et/ou numérique] / Tiffany KODAK, Auteur ; Wayne FISHER, Auteur ; Andrea CLEMENTS, Auteur ; Kelly J. BOUXSEIN, Auteur . - 2011 . - p.640-647.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 5-1 (January-March 2011) . - p.640-647
Mots-clés : Computer-assisted-instruction Early-intensive-behavioral-intervention Generalization-training Procedural-integrity Staff-training Therapist-training Index. décimale : PER Périodiques Résumé : Computer-assisted instruction (CAI) is used to teach a variety of skills to children with developmental disabilities. However, it remains unclear whether CAI or direct instruction from a therapist produces better learning outcomes. In addition, no studies have evaluated the ease of training therapists to implement CAI versus direct instruction. In the first experiment, the current study compared acquisition of mastered and unmastered targets during generalization training with CAI or one-on-one instruction with a child diagnosed with autism. Although correct responding was similar across CAI and one-on-one instruction, independent responding was higher during CAI. In the second experiment, we compared procedural integrity during teaching trials conducted either via CAI or one-on-one instruction by three inexperienced therapists. The therapists read a protocol and asked questions prior to implementation of the instructional trials. Results indicated that each therapist implemented CAI with 90–100% accuracy by the second session, whereas procedural integrity levels were 60% or lower during one-on-one instruction. The advantages of using CAI to promote independent responding during generalization training and procedural integrity for inexperience therapists are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.07.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=112