Documents disponibles écrits par cet auteur

Efficacy of Handheld Electronic Visual Supports to Enhance Vocabulary in Children With ASD / Jennifer B. GANZ in Focus on Autism and Other Developmental Disabilities, 29-1 (March 2014) 

Public ISBD [article]  in Focus on Autism and Other Developmental Disabilities > 29-1 (March 2014) . - p.3-12 Titre : Efficacy of Handheld Electronic Visual Supports to Enhance Vocabulary in Children With ASD Type de document : texte imprimé Auteurs : Jennifer B. GANZ, Auteur ; Margot B. BOLES, Auteur ; Fara D. GOODWYN, Auteur ; Margaret M. FLORES, Auteur Article en page(s) : p.3-12 Langues : Anglais (eng) Mots-clés : iPad®  handheld computer  autism  communication  vocabulary  intervention Index. décimale : PER Périodiques Résumé : Although electronic tools such as handheld computers have become increasingly common throughout society, implementation of such tools to improve skills in individuals with intellectual and developmental disabilities has lagged in the professional literature. However, the use of visual scripts for individuals with disabilities, particularly those with autism spectrum disorders, has been demonstrated to be effective, though frequently in static formats. Thus, this study involved the implementation of an alternating-treatment design to investigate the effects of tablet computer-based visual scripts on vocabulary use in three 8- to 14-year-old children with autism. Results indicated that all the participants showed increased use of verbs or nouns with the treatment materials, all the participants required less invasive prompts as the project progressed, and one participant had mixed results in the spontaneous use of nouns, increasing in their use in treatment and nontreatment conditions. En ligne : http://foa.sagepub.com/cgi/content/abstract/29/1/3 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2256 [article] Efficacy of Handheld Electronic Visual Supports to Enhance Vocabulary in Children With ASD [texte imprimé] / Jennifer B. GANZ, Auteur ; Margot B. BOLES, Auteur ; Fara D. GOODWYN, Auteur ; Margaret M. FLORES, Auteur . - p.3-12. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 29-1 (March 2014) . - p.3-12 Mots-clés : iPad®  handheld computer  autism  communication  vocabulary  intervention Index. décimale : PER Périodiques Résumé : Although electronic tools such as handheld computers have become increasingly common throughout society, implementation of such tools to improve skills in individuals with intellectual and developmental disabilities has lagged in the professional literature. However, the use of visual scripts for individuals with disabilities, particularly those with autism spectrum disorders, has been demonstrated to be effective, though frequently in static formats. Thus, this study involved the implementation of an alternating-treatment design to investigate the effects of tablet computer-based visual scripts on vocabulary use in three 8- to 14-year-old children with autism. Results indicated that all the participants showed increased use of verbs or nouns with the treatment materials, all the participants required less invasive prompts as the project progressed, and one participant had mixed results in the spontaneous use of nouns, increasing in their use in treatment and nontreatment conditions. En ligne : http://foa.sagepub.com/cgi/content/abstract/29/1/3 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2256

The effect of instructional use of an iPad® on challenging behavior and academic engagement for two students with autism / Leslie NEELY in Research in Autism Spectrum Disorders, 7-4 (April 2013) 

Public ISBD [article]  in Research in Autism Spectrum Disorders > 7-4 (April 2013) . - p.509-516 Titre : The effect of instructional use of an iPad® on challenging behavior and academic engagement for two students with autism Type de document : texte imprimé Auteurs : Leslie NEELY, Auteur ; Mandy RISPOLI, Auteur ; Siglia CAMARGO, Auteur ; Heather S. DAVIS, Auteur ; Margot B. BOLES, Auteur Article en page(s) : p.509-516 Langues : Anglais (eng) Mots-clés : iPad®  Autism spectrum disorder  Challenging behavior  Academic demand Index. décimale : PER Périodiques Résumé : iPads® are increasingly used in the education of children with autism spectrum disorder. However, few empirical studies have examined the effects of iPads® on student behaviors. The purpose of this study was to compare academic instruction delivered with an iPad® to instruction delivered through traditional materials for two students with autism spectrum disorder who engaged in escape-maintained challenging behavior. An ABAB reversal design was utilized in which academic instruction with an iPad® and academic instruction with traditional materials were compared. Both participants demonstrated lower levels of challenging behavior and higher levels of academic engagement in the iPad® condition and higher levels of challenging behavior with lower levels of academic engagement during the traditional materials condition. These results suggest that the use of an iPad® as a means of instructional delivery may reduce escape-maintained behavior for some children with autism. Suggestions for future research directions are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.12.004 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=1927 [article] The effect of instructional use of an iPad® on challenging behavior and academic engagement for two students with autism [texte imprimé] / Leslie NEELY, Auteur ; Mandy RISPOLI, Auteur ; Siglia CAMARGO, Auteur ; Heather S. DAVIS, Auteur ; Margot B. BOLES, Auteur . - p.509-516. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-4 (April 2013) . - p.509-516 Mots-clés : iPad®  Autism spectrum disorder  Challenging behavior  Academic demand Index. décimale : PER Périodiques Résumé : iPads® are increasingly used in the education of children with autism spectrum disorder. However, few empirical studies have examined the effects of iPads® on student behaviors. The purpose of this study was to compare academic instruction delivered with an iPad® to instruction delivered through traditional materials for two students with autism spectrum disorder who engaged in escape-maintained challenging behavior. An ABAB reversal design was utilized in which academic instruction with an iPad® and academic instruction with traditional materials were compared. Both participants demonstrated lower levels of challenging behavior and higher levels of academic engagement in the iPad® condition and higher levels of challenging behavior with lower levels of academic engagement during the traditional materials condition. These results suggest that the use of an iPad® as a means of instructional delivery may reduce escape-maintained behavior for some children with autism. Suggestions for future research directions are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.12.004 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=1927

Video-based modeling: Differential effects due to treatment protocol / Rose A. MASON in Research in Autism Spectrum Disorders, 7-1 (January 2013) 

Public ISBD [article]  in Research in Autism Spectrum Disorders > 7-1 (January 2013) . - p.120-31 Titre : Video-based modeling: Differential effects due to treatment protocol Type de document : texte imprimé Auteurs : Rose A. MASON, Auteur ; Jennifer B. GANZ, Auteur ; Richard I. PARKER, Auteur ; Margot B. BOLES, Auteur ; Heather S. DAVIS, Auteur ; Mandy RISPOLI, Auteur Année de publication : 2013 Article en page(s) : p.120-31 Langues : Anglais (eng) Catégories : AUTISME EDUCATION SPECIALISEE INTERVENTION TROUBLE DU DEVELOPPEMENT Mots-clés : Video modeling  Special education  Developmental disabilities  Autism spectrum disorders  Meta-analysis  Improvement rate difference  Intervention Index. décimale : PER Périodiques Résumé : Identifying evidence-based practices for individuals with disabilities requires specification of procedural implementation. Video-based modeling (VBM), consisting of both video self-modeling and video modeling with others as model (VMO), is one class of interventions that has frequently been explored in the literature. However, current information related to differential effects that occur based on variations in procedural implementation is not available. The purpose of this study was to analyze VBM with individuals with disabilities using improvement rate difference meta-analytic procedures. The impact of type of VBM and type of model was investigated as well as the differential effects that occur when VBM is implemented alone or as a component of a package. In addition, the quality of research is assessed. Results yielded an overall large effect size of .81 CI.834 [.80, .82] with a range from −.26 to .96. No statistically significant differences were found based on type of VBM. However, when disaggregated by model, differential effects were indicated with VMO with adult as model demonstrating the greatest magnitude of change. Additionally, VMO with reinforcement demonstrated greater effects then when delivered alone or as part of a package. Implications for practice and future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.08.003 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=1799 [article] Video-based modeling: Differential effects due to treatment protocol [texte imprimé] / Rose A. MASON, Auteur ; Jennifer B. GANZ, Auteur ; Richard I. PARKER, Auteur ; Margot B. BOLES, Auteur ; Heather S. DAVIS, Auteur ; Mandy RISPOLI, Auteur . - 2013 . - p.120-31. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-1 (January 2013) . - p.120-31 Catégories : AUTISME EDUCATION SPECIALISEE INTERVENTION TROUBLE DU DEVELOPPEMENT Mots-clés : Video modeling  Special education  Developmental disabilities  Autism spectrum disorders  Meta-analysis  Improvement rate difference  Intervention Index. décimale : PER Périodiques Résumé : Identifying evidence-based practices for individuals with disabilities requires specification of procedural implementation. Video-based modeling (VBM), consisting of both video self-modeling and video modeling with others as model (VMO), is one class of interventions that has frequently been explored in the literature. However, current information related to differential effects that occur based on variations in procedural implementation is not available. The purpose of this study was to analyze VBM with individuals with disabilities using improvement rate difference meta-analytic procedures. The impact of type of VBM and type of model was investigated as well as the differential effects that occur when VBM is implemented alone or as a component of a package. In addition, the quality of research is assessed. Results yielded an overall large effect size of .81 CI.834 [.80, .82] with a range from −.26 to .96. No statistically significant differences were found based on type of VBM. However, when disaggregated by model, differential effects were indicated with VMO with adult as model demonstrating the greatest magnitude of change. Additionally, VMO with reinforcement demonstrated greater effects then when delivered alone or as part of a package. Implications for practice and future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.08.003 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=1799