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Détail de l'auteur
Auteur Kara HUME |
Documents disponibles écrits par cet auteur (28)
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Increasing Independence in Autism Spectrum Disorders: A Review of Three Focused Interventions / Kara HUME in Journal of Autism and Developmental Disorders, 39-9 (September 2009)
[article]
Titre : Increasing Independence in Autism Spectrum Disorders: A Review of Three Focused Interventions Type de document : Texte imprimé et/ou numérique Auteurs : Kara HUME, Auteur ; Rachel L. LOFTIN, Auteur ; Johanna F. LANTZ, Auteur Année de publication : 2009 Article en page(s) : p.1329-1338 Langues : Anglais (eng) Mots-clés : Autism Independence Executive-function Self-monitoring Video-modeling Work-system Index. décimale : PER Périodiques Résumé : The features of autism that inhibit the independent demonstration of skills, as well as three effective interventions for increasing independence, are explored in this review article. Independent performance may prove difficult for individuals with autism spectrum disorders (ASD) due to the core deficits of the disability, as well as executive function deficits that impact initiation and generalization. These difficulties, coupled with intervention strategies that encourage over-reliance on adult support, contribute to poor long term outcomes for adults with ASD in employment, housing, and relationship development. Self-monitoring, video modeling, and individual work systems each emphasize a shift in stimulus control from continuous adult management to an alternative stimulus and have proven successful in addressing executive function deficits and increasing independence. En ligne : http://dx.doi.org/10.1007/s10803-009-0751-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=814
in Journal of Autism and Developmental Disorders > 39-9 (September 2009) . - p.1329-1338[article] Increasing Independence in Autism Spectrum Disorders: A Review of Three Focused Interventions [Texte imprimé et/ou numérique] / Kara HUME, Auteur ; Rachel L. LOFTIN, Auteur ; Johanna F. LANTZ, Auteur . - 2009 . - p.1329-1338.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 39-9 (September 2009) . - p.1329-1338
Mots-clés : Autism Independence Executive-function Self-monitoring Video-modeling Work-system Index. décimale : PER Périodiques Résumé : The features of autism that inhibit the independent demonstration of skills, as well as three effective interventions for increasing independence, are explored in this review article. Independent performance may prove difficult for individuals with autism spectrum disorders (ASD) due to the core deficits of the disability, as well as executive function deficits that impact initiation and generalization. These difficulties, coupled with intervention strategies that encourage over-reliance on adult support, contribute to poor long term outcomes for adults with ASD in employment, housing, and relationship development. Self-monitoring, video modeling, and individual work systems each emphasize a shift in stimulus control from continuous adult management to an alternative stimulus and have proven successful in addressing executive function deficits and increasing independence. En ligne : http://dx.doi.org/10.1007/s10803-009-0751-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=814 Learning Supports for Students on the Autism Spectrum / Ann M. SAM
Titre : Learning Supports for Students on the Autism Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Ann M. SAM, Auteur ; Kara HUME, Auteur Année de publication : 2019 Importance : p.236-248 Langues : Anglais (eng) 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=417 Learning Supports for Students on the Autism Spectrum [Texte imprimé et/ou numérique] / Ann M. SAM, Auteur ; Kara HUME, Auteur . - 2019 . - p.236-248.
Langues : Anglais (eng)
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=417 Exemplaires
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[article]
Titre : Multi-informant assessment of transition-related skills and skill importance in adolescents with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Kara HUME, Auteur ; Jessica Dykstra STEINBRENNER, Auteur ; John SIDERIS, Auteur ; Leann SMITH, Auteur ; Suzanne KUCHARCZYK, Auteur ; Kate SZIDON, Auteur Article en page(s) : p.40-50 Langues : Anglais (eng) Mots-clés : adolescent,autism,Secondary School Success Checklist,skill importance,transition Index. décimale : PER Périodiques Résumé : Adolescents with autism spectrum disorder have limited participation in the transition planning process, despite the link between active participation and an improvement in postsecondary education and employment outcomes. The Secondary School Success Checklist was designed to support transition planning for adolescents with autism spectrum disorder by incorporating their own assessments of strengths, skill deficits, and prioritization for instruction along with those of their parents and teachers across multiple skill domains. Findings from more than 500 adolescents with autism spectrum disorder across the United States indicate discrepancies between adolescent, teacher, and parent ratings of skills highlighting the importance of the inclusion of multiple perspectives in transition planning. Although ratings varied, agreement between adolescents with autism spectrum disorder, parents, and teachers across the highest and lowest rated skills suggests the need to broaden the focus on critical transition skills to include problem-solving, planning for life after high school, and self-advocacy. En ligne : https://doi.org/10.1177/1362361317722029 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=335
in Autism > 22-1 (January 2018) . - p.40-50[article] Multi-informant assessment of transition-related skills and skill importance in adolescents with autism spectrum disorder [Texte imprimé et/ou numérique] / Kara HUME, Auteur ; Jessica Dykstra STEINBRENNER, Auteur ; John SIDERIS, Auteur ; Leann SMITH, Auteur ; Suzanne KUCHARCZYK, Auteur ; Kate SZIDON, Auteur . - p.40-50.
Langues : Anglais (eng)
in Autism > 22-1 (January 2018) . - p.40-50
Mots-clés : adolescent,autism,Secondary School Success Checklist,skill importance,transition Index. décimale : PER Périodiques Résumé : Adolescents with autism spectrum disorder have limited participation in the transition planning process, despite the link between active participation and an improvement in postsecondary education and employment outcomes. The Secondary School Success Checklist was designed to support transition planning for adolescents with autism spectrum disorder by incorporating their own assessments of strengths, skill deficits, and prioritization for instruction along with those of their parents and teachers across multiple skill domains. Findings from more than 500 adolescents with autism spectrum disorder across the United States indicate discrepancies between adolescent, teacher, and parent ratings of skills highlighting the importance of the inclusion of multiple perspectives in transition planning. Although ratings varied, agreement between adolescents with autism spectrum disorder, parents, and teachers across the highest and lowest rated skills suggests the need to broaden the focus on critical transition skills to include problem-solving, planning for life after high school, and self-advocacy. En ligne : https://doi.org/10.1177/1362361317722029 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=335 Novice Teachers' Implementation of Evidence-Based Practices in Autism Education: Examining the Roles of Preparation and Perception / Jordan M. LUKINS in Focus on Autism and Other Developmental Disabilities, 38-1 (March 2023)
[article]
Titre : Novice Teachers' Implementation of Evidence-Based Practices in Autism Education: Examining the Roles of Preparation and Perception Type de document : Texte imprimé et/ou numérique Auteurs : Jordan M. LUKINS, Auteur ; Harriet ABLE, Auteur ; Kara HUME, Auteur Article en page(s) : p.5-16 Langues : Anglais (eng) Mots-clés : autism,evidence-based practice,social validity,teacher preparation,mixed methods Index. décimale : PER Périodiques Résumé : Despite the contemporary emphasis on evidence-based practices (EBPs) in autism education, the research-to-practice gap persists. Understanding how newly trained teachers' experiences, knowledge, and beliefs about EBPs influence their instructional decisions is vital to increasing EBP implementation among the next generation of special educators. In this study using a mixed-methods approach, 137 novice special educators in two southeastern U.S. states reported their knowledge, perceptions of social validity, and frequency of use of 12 EBPs for students on the autism spectrum. Follow-up qualitative interviews were conducted with a purposive subsample. Positive behavior supports and visual schedules emerged as the most socially valid and implemented practices. The use of EBPs was primarily driven by teachers' knowledge of the practice and perceptions of its social validity, with teacher preparation experiences shaping both. The results have implications for improving preservice preparation and future implementation of EBPs by attending to teachers' procedural understanding and subjective buy-in. En ligne : https://doi.org/10.1177/10883576221144734 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500
in Focus on Autism and Other Developmental Disabilities > 38-1 (March 2023) . - p.5-16[article] Novice Teachers' Implementation of Evidence-Based Practices in Autism Education: Examining the Roles of Preparation and Perception [Texte imprimé et/ou numérique] / Jordan M. LUKINS, Auteur ; Harriet ABLE, Auteur ; Kara HUME, Auteur . - p.5-16.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 38-1 (March 2023) . - p.5-16
Mots-clés : autism,evidence-based practice,social validity,teacher preparation,mixed methods Index. décimale : PER Périodiques Résumé : Despite the contemporary emphasis on evidence-based practices (EBPs) in autism education, the research-to-practice gap persists. Understanding how newly trained teachers' experiences, knowledge, and beliefs about EBPs influence their instructional decisions is vital to increasing EBP implementation among the next generation of special educators. In this study using a mixed-methods approach, 137 novice special educators in two southeastern U.S. states reported their knowledge, perceptions of social validity, and frequency of use of 12 EBPs for students on the autism spectrum. Follow-up qualitative interviews were conducted with a purposive subsample. Positive behavior supports and visual schedules emerged as the most socially valid and implemented practices. The use of EBPs was primarily driven by teachers' knowledge of the practice and perceptions of its social validity, with teacher preparation experiences shaping both. The results have implications for improving preservice preparation and future implementation of EBPs by attending to teachers' procedural understanding and subjective buy-in. En ligne : https://doi.org/10.1177/10883576221144734 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500 Observational learning by individuals with autism: A review of teaching strategies / Joshua B. PLAVNICK in Autism, 18-4 (May 2014)
[article]
Titre : Observational learning by individuals with autism: A review of teaching strategies Type de document : Texte imprimé et/ou numérique Auteurs : Joshua B. PLAVNICK, Auteur ; Kara HUME, Auteur Article en page(s) : p.458-466 Langues : Anglais (eng) Mots-clés : autism group instruction modeling observational learning Index. décimale : PER Périodiques Résumé : Observational learning is the process used to explain the acquisition of novel behaviors or performance of previously acquired behaviors under novel conditions after observing the behavior of another person and the consequences that follow the behavior. Many learners with autism do not attend to environmental stimuli at a level sufficient to learn a range of prosocial behaviors through observation of others. Modeling, group or dyadic instruction, and explicit observation training can improve the extent to which individuals with autism learn through observation. This article reviews previous research that involved observational learning by individuals with autism and outlines future research that could benefit instructional practices. En ligne : http://dx.doi.org/10.1177/1362361312474373 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232
in Autism > 18-4 (May 2014) . - p.458-466[article] Observational learning by individuals with autism: A review of teaching strategies [Texte imprimé et/ou numérique] / Joshua B. PLAVNICK, Auteur ; Kara HUME, Auteur . - p.458-466.
Langues : Anglais (eng)
in Autism > 18-4 (May 2014) . - p.458-466
Mots-clés : autism group instruction modeling observational learning Index. décimale : PER Périodiques Résumé : Observational learning is the process used to explain the acquisition of novel behaviors or performance of previously acquired behaviors under novel conditions after observing the behavior of another person and the consequences that follow the behavior. Many learners with autism do not attend to environmental stimuli at a level sufficient to learn a range of prosocial behaviors through observation of others. Modeling, group or dyadic instruction, and explicit observation training can improve the extent to which individuals with autism learn through observation. This article reviews previous research that involved observational learning by individuals with autism and outlines future research that could benefit instructional practices. En ligne : http://dx.doi.org/10.1177/1362361312474373 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 Promoting Task Accuracy and Independence in Students with Autism Across Educational Setting Through the Use of Individual Work Systems / Kara HUME in Journal of Autism and Developmental Disorders, 42-10 (October 2012)
PermalinkStudent, Educator, and Parent Perspectives of Self-Determination in High School Students with Autism Spectrum Disorder / Brianne TOMASZEWSKI in Autism Research, 13-12 (December 2020)
PermalinkTechnology use as a support tool by secondary students with autism / Susan H HEDGES in Autism, 22-1 (January 2018)
PermalinkThe Classroom Practice Inventory: Psychometric evaluation of a rating scale of intervention practices for children with autism spectrum disorder / Stephanie S. RESZKA in Research in Autism Spectrum Disorders, 8-6 (June 2014)
PermalinkThe SAGE Handbook of Autism and Education / Rita JORDAN
PermalinkUse of Visual Supports with Young Children with Autism Spectrum Disorders / Kara HUME
PermalinkUsing 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)
PermalinkUsing the Language Environment Analysis (LENA) system in preschool classrooms with children with autism spectrum disorders / Jessica R. DYKSTRA in Autism, 17-5 (September 2013)
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