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Détail de l'auteur
Auteur Trina D. SPENCER |
Documents disponibles écrits par cet auteur (2)
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Christopher Kliewer: Seeing All Kids as Readers: A New Vision for Literacy in the Inclusive Early Childhood Classroom / Trina D. SPENCER in Journal of Autism and Developmental Disorders, 41-4 (April 2011)
[article]
Titre : Christopher Kliewer: Seeing All Kids as Readers: A New Vision for Literacy in the Inclusive Early Childhood Classroom Type de document : Texte imprimé et/ou numérique Auteurs : Trina D. SPENCER, Auteur Année de publication : 2011 Article en page(s) : p.530-531 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-010-0985-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119
in Journal of Autism and Developmental Disorders > 41-4 (April 2011) . - p.530-531[article] Christopher Kliewer: Seeing All Kids as Readers: A New Vision for Literacy in the Inclusive Early Childhood Classroom [Texte imprimé et/ou numérique] / Trina D. SPENCER, Auteur . - 2011 . - p.530-531.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 41-4 (April 2011) . - p.530-531
Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-010-0985-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119 Using Transfer of Stimulus Control Technology to Promote Generalization and Spontaneity of Language / Trina D. SPENCER in Focus on Autism and Other Developmental Disabilities, 27-4 (December 2012)
[article]
Titre : Using Transfer of Stimulus Control Technology to Promote Generalization and Spontaneity of Language Type de document : Texte imprimé et/ou numérique Auteurs : Trina D. SPENCER, Auteur ; Thomas S. HIGBEE, Auteur Article en page(s) : p.225-236 Langues : Anglais (eng) Mots-clés : script training generalization language autism conversation Index. décimale : PER Périodiques Résumé : Children with autism often use newly acquired language in restricted contexts and with limited variability. Instructional tactics that embed generalization technology have shown promise for increasing spontaneity, response variation, and the generalized use of language across settings, people, and materials. In this study, we explored the integration of textual scripts and explicit engineering of transfer of stimulus control procedures to facilitate functional conversation skills of a young girl with autism. The generalized use of prepositions, coordinating conjunctions, and subordinating conjunctions was assessed within the context of natural conversation with teachers, parents, and peers. The intentional programming of training contexts has the potential to affect language spontaneity, generalization, and variability without relying on script-fading conventions. En ligne : http://dx.doi.org/10.1177/1088357612460274 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184
in Focus on Autism and Other Developmental Disabilities > 27-4 (December 2012) . - p.225-236[article] Using Transfer of Stimulus Control Technology to Promote Generalization and Spontaneity of Language [Texte imprimé et/ou numérique] / Trina D. SPENCER, Auteur ; Thomas S. HIGBEE, Auteur . - p.225-236.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 27-4 (December 2012) . - p.225-236
Mots-clés : script training generalization language autism conversation Index. décimale : PER Périodiques Résumé : Children with autism often use newly acquired language in restricted contexts and with limited variability. Instructional tactics that embed generalization technology have shown promise for increasing spontaneity, response variation, and the generalized use of language across settings, people, and materials. In this study, we explored the integration of textual scripts and explicit engineering of transfer of stimulus control procedures to facilitate functional conversation skills of a young girl with autism. The generalized use of prepositions, coordinating conjunctions, and subordinating conjunctions was assessed within the context of natural conversation with teachers, parents, and peers. The intentional programming of training contexts has the potential to affect language spontaneity, generalization, and variability without relying on script-fading conventions. En ligne : http://dx.doi.org/10.1177/1088357612460274 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184