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 Patrick R. PROGAR |
Documents disponibles écrits par cet auteur (1)
Faire une suggestion Affiner la recherche
Teaching adolescents with autism to describe a problem and request assistance during simulated vocational tasks / Kim M. DOTTO-FOJUT in Research in Autism Spectrum Disorders, 5-2 (April-June 2011)
[article]
Titre : Teaching adolescents with autism to describe a problem and request assistance during simulated vocational tasks Type de document : Texte imprimé et/ou numérique Auteurs : Kim M. DOTTO-FOJUT, Auteur ; Kenneth F. REEVE, Auteur ; Dawn BUFFINGTON TOWNSEND, Auteur ; Patrick R. PROGAR, Auteur Année de publication : 2011 Article en page(s) : p.826-833 Langues : Anglais (eng) Mots-clés : Autism Graduated guidance Scripts Script fading Vocational skills Index. décimale : PER Périodiques Résumé : Previous research suggests that vocational skills training for individuals with autism may increase the likelihood that they may be effectively employed. In the present study, a multiple-baseline-across-participants design was used to assess the effects of graduated guidance, scripts, and script fading to teach four adolescents with autism in a simulated vocational setting to approach an instructor, describe a work-related problem, and request assistance. Although none of the participants emitted these skills during baseline, the introduction of the teaching procedure resulted in all participants learning these skills. Generalization measures indicated that the participants also learned to emit the target skills in the presence of work-related materials not directly associated with training. In addition, pre- and post-treatment measures showed that the participants learned to emit the target skills in a different setting not associated with training. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.09.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114
in Research in Autism Spectrum Disorders > 5-2 (April-June 2011) . - p.826-833[article] Teaching adolescents with autism to describe a problem and request assistance during simulated vocational tasks [Texte imprimé et/ou numérique] / Kim M. DOTTO-FOJUT, Auteur ; Kenneth F. REEVE, Auteur ; Dawn BUFFINGTON TOWNSEND, Auteur ; Patrick R. PROGAR, Auteur . - 2011 . - p.826-833.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 5-2 (April-June 2011) . - p.826-833
Mots-clés : Autism Graduated guidance Scripts Script fading Vocational skills Index. décimale : PER Périodiques Résumé : Previous research suggests that vocational skills training for individuals with autism may increase the likelihood that they may be effectively employed. In the present study, a multiple-baseline-across-participants design was used to assess the effects of graduated guidance, scripts, and script fading to teach four adolescents with autism in a simulated vocational setting to approach an instructor, describe a work-related problem, and request assistance. Although none of the participants emitted these skills during baseline, the introduction of the teaching procedure resulted in all participants learning these skills. Generalization measures indicated that the participants also learned to emit the target skills in the presence of work-related materials not directly associated with training. In addition, pre- and post-treatment measures showed that the participants learned to emit the target skills in a different setting not associated with training. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.09.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114