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Détail de l'auteur
Auteur Wendy MACHALICEK |
Documents disponibles écrits par cet auteur (17)
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Using videoconferencing to support teachers to conduct preference assessments with students with autism and developmental disabilities / Wendy MACHALICEK in Research in Autism Spectrum Disorders, 3-1 (January 2009)
[article]
Titre : Using videoconferencing to support teachers to conduct preference assessments with students with autism and developmental disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Wendy MACHALICEK, Auteur ; Vanessa A. GREEN, Auteur ; Mandy RISPOLI, Auteur ; Audrey SORRELLS, Auteur ; Russell B. LANG, Auteur ; Jeffrey M. CHAN, Auteur ; Tonya N. DAVIS, Auteur ; Karrie A. SHOGREN, Auteur ; Giulio E. LANCIONI, Auteur ; Mark O'REILLY, Auteur ; Jeff SIGAFOOS, Auteur ; Paul LANGTHORNE, Auteur Année de publication : 2009 Article en page(s) : p.32-41 Langues : Anglais (eng) Mots-clés : Videoconferencing Preference assessment Teachers Index. décimale : PER Périodiques Résumé : We used widely available videoconferencing equipment to support teachers to conduct preference assessments for three students with autism and developmental disabilities. Supervisors located at a university used videoconferencing equipment to collect data on students’ choice of items, the fidelity of teacher implementation of the assessment protocol, and to provide feedback to the teachers. Preference assessment results suggested a number of potentially reinforcing items for each student. In a second phase of the study, the students were given a routine classroom task to complete (i.e., clean up). The students could choose to complete the clean up task and gain access to a neutral item or one of the highly preferred items identified in the prior preference assessment. All students predominantly chose to complete the task in order to access a preferred item identified in the preference assessment. The results of this classroom intervention validated the results of the preference assessments. The findings of this study provide preliminary support for the use of videoconferencing equipment when supporting teaching personnel during common educational assessments. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.03.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=647
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.32-41[article] Using videoconferencing to support teachers to conduct preference assessments with students with autism and developmental disabilities [Texte imprimé et/ou numérique] / Wendy MACHALICEK, Auteur ; Vanessa A. GREEN, Auteur ; Mandy RISPOLI, Auteur ; Audrey SORRELLS, Auteur ; Russell B. LANG, Auteur ; Jeffrey M. CHAN, Auteur ; Tonya N. DAVIS, Auteur ; Karrie A. SHOGREN, Auteur ; Giulio E. LANCIONI, Auteur ; Mark O'REILLY, Auteur ; Jeff SIGAFOOS, Auteur ; Paul LANGTHORNE, Auteur . - 2009 . - p.32-41.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.32-41
Mots-clés : Videoconferencing Preference assessment Teachers Index. décimale : PER Périodiques Résumé : We used widely available videoconferencing equipment to support teachers to conduct preference assessments for three students with autism and developmental disabilities. Supervisors located at a university used videoconferencing equipment to collect data on students’ choice of items, the fidelity of teacher implementation of the assessment protocol, and to provide feedback to the teachers. Preference assessment results suggested a number of potentially reinforcing items for each student. In a second phase of the study, the students were given a routine classroom task to complete (i.e., clean up). The students could choose to complete the clean up task and gain access to a neutral item or one of the highly preferred items identified in the prior preference assessment. All students predominantly chose to complete the task in order to access a preferred item identified in the preference assessment. The results of this classroom intervention validated the results of the preference assessments. The findings of this study provide preliminary support for the use of videoconferencing equipment when supporting teaching personnel during common educational assessments. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.03.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=647 Video self-modeling to teach classroom rules to two students with Asperger's / Russell B. LANG in Research in Autism Spectrum Disorders, 3-2 (April-june 2009)
[article]
Titre : Video self-modeling to teach classroom rules to two students with Asperger's Type de document : Texte imprimé et/ou numérique Auteurs : Russell B. LANG, Auteur ; Mark O'REILLY, Auteur ; Karrie A. SHOGREN, Auteur ; Wendy MACHALICEK, Auteur ; Mandy RISPOLI, Auteur ; Sonia BAKER, Auteur ; April REGESTER, Auteur Année de publication : 2009 Article en page(s) : p.483-488 Langues : Anglais (eng) Mots-clés : Asperger's Video-modeling Rules Index. décimale : PER Périodiques Résumé : Classroom rules are an integral part of classroom management. Children with Asperger's may require systematic instruction to learn classroom rules, but may be placed in classrooms in which the rules are not explicitly taught. A multiple baseline design across students with probes for maintenance after the intervention ceased was used to evaluate the effectiveness of a video self-modeling (VSM) intervention to teach classroom rules to two children with Asperger's. Results indicated that each of the children improved in their ability to recite classroom rules following the VSM intervention. These results were maintained for both students at 12 weeks post-intervention. The findings of this study suggest that VSM is an effective tool for teaching children with Asperger's classroom rules. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.10.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=709
in Research in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.483-488[article] Video self-modeling to teach classroom rules to two students with Asperger's [Texte imprimé et/ou numérique] / Russell B. LANG, Auteur ; Mark O'REILLY, Auteur ; Karrie A. SHOGREN, Auteur ; Wendy MACHALICEK, Auteur ; Mandy RISPOLI, Auteur ; Sonia BAKER, Auteur ; April REGESTER, Auteur . - 2009 . - p.483-488.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 3-2 (April-june 2009) . - p.483-488
Mots-clés : Asperger's Video-modeling Rules Index. décimale : PER Périodiques Résumé : Classroom rules are an integral part of classroom management. Children with Asperger's may require systematic instruction to learn classroom rules, but may be placed in classrooms in which the rules are not explicitly taught. A multiple baseline design across students with probes for maintenance after the intervention ceased was used to evaluate the effectiveness of a video self-modeling (VSM) intervention to teach classroom rules to two children with Asperger's. Results indicated that each of the children improved in their ability to recite classroom rules following the VSM intervention. These results were maintained for both students at 12 weeks post-intervention. The findings of this study suggest that VSM is an effective tool for teaching children with Asperger's classroom rules. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.10.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=709