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Détail de l'auteur
Auteur Kara HUME |
Documents disponibles écrits par cet auteur (28)
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Use of Visual Supports with Young Children with Autism Spectrum Disorders / Kara HUME
Titre : Use of Visual Supports with Young Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Kara HUME, Auteur ; Connie S. WONG, Auteur ; Joshua B. PLAVNICK, Auteur ; Tia SCHULTZ, Auteur Année de publication : 2014 Importance : p.293-313 Langues : Anglais (eng) Mots-clés : Visual supports Visual schedules Visual cues Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=265 Use of Visual Supports with Young Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Kara HUME, Auteur ; Connie S. WONG, Auteur ; Joshua B. PLAVNICK, Auteur ; Tia SCHULTZ, Auteur . - 2014 . - p.293-313.
Langues : Anglais (eng)
Mots-clés : Visual supports Visual schedules Visual cues Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=265 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Using community-engaged methods to adapt virtual reality job-interview training for transition-age youth on the autism spectrum / Matthew J. SMITH in Research in Autism Spectrum Disorders, 71 (March 2020)
[article]
Titre : Using community-engaged methods to adapt virtual reality job-interview training for transition-age youth on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Matthew J. SMITH, Auteur ; Rogério M. PINTO, Auteur ; Leann S. DAWALT, Auteur ; J. D. SMITH, Auteur ; Kari SHERWOOD, Auteur ; Rashun MILES, Auteur ; Julie LOUNDS TAYLOR, Auteur ; Kara HUME, Auteur ; Tamara DAWKINS, Auteur ; Mary BAKER-ERICZEN, Auteur ; Thomas FRAZIER, Auteur ; Laura HUMM, Auteur ; Chris STEACY, Auteur Article en page(s) : p.101498 Langues : Anglais (eng) Mots-clés : Autism Transition-age youth Virtual reality Job interviewing Adaptation Implementation science Index. décimale : PER Périodiques Résumé : Background Virtual Reality Job-Interview Training (VR-JIT) is an efficacious Internet-based intervention for adults with severe mental illness (SMI). Evaluations of VR-JIT have shown improved interview skill and access to employment in several cohorts of adults with SMI and with autism spectrum disorders (ASD). VR-JIT trains participants how to fill out job applications and handle job interviews through e-learning content and applied practice. Trainees receive feedback through in-the-moment nonverbal cues, critiques, and recommendations for improving performance. Our study sought to adapt VR-JIT for transition-age youth with ASD (TAY-ASD). Methods We recruited TAY-ASD and adult stakeholders from public and charter schools, transition programs, and community service providers. Participants provided feedback on VR-JIT to enhance its applicability to TAY-ASD. We used community-engaged methods to process and analyze data from TAY-ASD and stakeholders, presented their quantitative and qualitative responses to community and scientific advisory boards for review and recommendations, and adapted the intervention design and content. Results Our adaptations included adding diversity (gender; race/ethnicity) to the virtual hiring manager; shortening the interview by reducing response options; increasing social storytelling to enhance engagement with VR-JIT core components; adding employment opportunities more relevant to younger workers; reducing the reading level; and making the e-learning content more accessible by adding bullet points, voiceover, and imagery/video; and adding new learning goals. Conclusions This study presents a rigorous and innovative community-engaged methodology for adapting VR-JIT to meet the needs of TAY-ASD. We review our engagement with TAY-ASD and stakeholders, and discuss the standardized coding scheme we used to adapt VR-JIT and the usefulness and limitations of employing this methodology in adapting other behavioral interventions. En ligne : https://doi.org/10.1016/j.rasd.2019.101498 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416
in Research in Autism Spectrum Disorders > 71 (March 2020) . - p.101498[article] Using community-engaged methods to adapt virtual reality job-interview training for transition-age youth on the autism spectrum [Texte imprimé et/ou numérique] / Matthew J. SMITH, Auteur ; Rogério M. PINTO, Auteur ; Leann S. DAWALT, Auteur ; J. D. SMITH, Auteur ; Kari SHERWOOD, Auteur ; Rashun MILES, Auteur ; Julie LOUNDS TAYLOR, Auteur ; Kara HUME, Auteur ; Tamara DAWKINS, Auteur ; Mary BAKER-ERICZEN, Auteur ; Thomas FRAZIER, Auteur ; Laura HUMM, Auteur ; Chris STEACY, Auteur . - p.101498.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 71 (March 2020) . - p.101498
Mots-clés : Autism Transition-age youth Virtual reality Job interviewing Adaptation Implementation science Index. décimale : PER Périodiques Résumé : Background Virtual Reality Job-Interview Training (VR-JIT) is an efficacious Internet-based intervention for adults with severe mental illness (SMI). Evaluations of VR-JIT have shown improved interview skill and access to employment in several cohorts of adults with SMI and with autism spectrum disorders (ASD). VR-JIT trains participants how to fill out job applications and handle job interviews through e-learning content and applied practice. Trainees receive feedback through in-the-moment nonverbal cues, critiques, and recommendations for improving performance. Our study sought to adapt VR-JIT for transition-age youth with ASD (TAY-ASD). Methods We recruited TAY-ASD and adult stakeholders from public and charter schools, transition programs, and community service providers. Participants provided feedback on VR-JIT to enhance its applicability to TAY-ASD. We used community-engaged methods to process and analyze data from TAY-ASD and stakeholders, presented their quantitative and qualitative responses to community and scientific advisory boards for review and recommendations, and adapted the intervention design and content. Results Our adaptations included adding diversity (gender; race/ethnicity) to the virtual hiring manager; shortening the interview by reducing response options; increasing social storytelling to enhance engagement with VR-JIT core components; adding employment opportunities more relevant to younger workers; reducing the reading level; and making the e-learning content more accessible by adding bullet points, voiceover, and imagery/video; and adding new learning goals. Conclusions This study presents a rigorous and innovative community-engaged methodology for adapting VR-JIT to meet the needs of TAY-ASD. We review our engagement with TAY-ASD and stakeholders, and discuss the standardized coding scheme we used to adapt VR-JIT and the usefulness and limitations of employing this methodology in adapting other behavioral interventions. En ligne : https://doi.org/10.1016/j.rasd.2019.101498 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416 Using the Language Environment Analysis (LENA) system in preschool classrooms with children with autism spectrum disorders / Jessica R. DYKSTRA in Autism, 17-5 (September 2013)
[article]
Titre : Using the Language Environment Analysis (LENA) system in preschool classrooms with children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Jessica R. DYKSTRA, Auteur ; Maura SABATOS-DEVITO, Auteur ; Dwight W. IRVIN, Auteur ; Brian A. BOYD, Auteur ; Kara HUME, Auteur ; Samuel L ODOM, Auteur Article en page(s) : p.582-594 Langues : Anglais (eng) Mots-clés : autism spectrum disorders preschool language natural environment LENA system Index. décimale : PER Périodiques Résumé : This study describes the language environment of preschool programs serving children with autism spectrum disorders (ASDs) and examines relationships between child characteristics and an automated measure of adult and child language in the classroom. The Language Environment Analysis (LENA) system was used with 40 children with ASD to collect data on adult and child language. Standardized assessments were administered to obtain language, cognitive, and autism severity scores for participants. With a mean of over 5 hours of recording across two days several months apart, there was a mean of 3.6 child vocalizations per minute, 1.0 conversational turns (in which either the adult or child respond to the other within 5 seconds) per minute, and 29.2 adult words per minute. Two of the three LENA variables were significantly correlated with language age-equivalents. Cognitive age-equivalents were also significantly correlated with two LENA variables. Autism Diagnostic Observation Schedule severity scores and LENA variables were not significantly correlated. Implications for using the LENA system with children with ASD in the school environment are discussed. En ligne : http://dx.doi.org/10.1177/1362361312446206 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211
in Autism > 17-5 (September 2013) . - p.582-594[article] Using the Language Environment Analysis (LENA) system in preschool classrooms with children with autism spectrum disorders [Texte imprimé et/ou numérique] / Jessica R. DYKSTRA, Auteur ; Maura SABATOS-DEVITO, Auteur ; Dwight W. IRVIN, Auteur ; Brian A. BOYD, Auteur ; Kara HUME, Auteur ; Samuel L ODOM, Auteur . - p.582-594.
Langues : Anglais (eng)
in Autism > 17-5 (September 2013) . - p.582-594
Mots-clés : autism spectrum disorders preschool language natural environment LENA system Index. décimale : PER Périodiques Résumé : This study describes the language environment of preschool programs serving children with autism spectrum disorders (ASDs) and examines relationships between child characteristics and an automated measure of adult and child language in the classroom. The Language Environment Analysis (LENA) system was used with 40 children with ASD to collect data on adult and child language. Standardized assessments were administered to obtain language, cognitive, and autism severity scores for participants. With a mean of over 5 hours of recording across two days several months apart, there was a mean of 3.6 child vocalizations per minute, 1.0 conversational turns (in which either the adult or child respond to the other within 5 seconds) per minute, and 29.2 adult words per minute. Two of the three LENA variables were significantly correlated with language age-equivalents. Cognitive age-equivalents were also significantly correlated with two LENA variables. Autism Diagnostic Observation Schedule severity scores and LENA variables were not significantly correlated. Implications for using the LENA system with children with ASD in the school environment are discussed. En ligne : http://dx.doi.org/10.1177/1362361312446206 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211