Documents disponibles écrits par cet auteur

Comparing Children with ASD and Their Peers’ Growth in Print Knowledge / Jaclyn M. DYNIA in Journal of Autism and Developmental Disorders, 46-7 (July 2016) 

Public ISBD [article]  in Journal of Autism and Developmental Disorders > 46-7 (July 2016) . - p.2490-2500 Titre : Comparing Children with ASD and Their Peers’ Growth in Print Knowledge Type de document : texte imprimé Auteurs : Jaclyn M. DYNIA, Auteur ; Matthew E. BROCK, Auteur ; Jessica A. R. LOGAN, Auteur ; Laura M. JUSTICE, Auteur ; Joan N. KADERAVEK, Auteur Article en page(s) : p.2490-2500 Langues : Anglais (eng) Mots-clés : Autism  Emergent literacy  Print knowledge Index. décimale : PER Périodiques Résumé : Many children with autism spectrum disorder (ASD) struggle with reading. An increased focus on emergent literacy skills—particularly print knowledge—might improve later reading outcomes. We analyzed longitudinal measures of print knowledge (i.e., alphabet knowledge and print-concept knowledge) for 35 preschoolers with ASD relative to a sample of 35 typically developing peers. Through multilevel growth curve analysis, we found that relative to their peers, children with ASD had comparable alphabet knowledge, lower print-concept knowledge, and acquired both skills at a similar rate. These findings suggest that children with ASD are unlikely to acquire print-concept knowledge commensurate to their peers without an increased emphasis on high-quality instruction that targets this skill. En ligne : http://dx.doi.org/10.1007/s10803-016-2790-9 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2907 [article] Comparing Children with ASD and Their Peers’ Growth in Print Knowledge [texte imprimé] / Jaclyn M. DYNIA, Auteur ; Matthew E. BROCK, Auteur ; Jessica A. R. LOGAN, Auteur ; Laura M. JUSTICE, Auteur ; Joan N. KADERAVEK, Auteur . - p.2490-2500. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-7 (July 2016) . - p.2490-2500 Mots-clés : Autism  Emergent literacy  Print knowledge Index. décimale : PER Périodiques Résumé : Many children with autism spectrum disorder (ASD) struggle with reading. An increased focus on emergent literacy skills—particularly print knowledge—might improve later reading outcomes. We analyzed longitudinal measures of print knowledge (i.e., alphabet knowledge and print-concept knowledge) for 35 preschoolers with ASD relative to a sample of 35 typically developing peers. Through multilevel growth curve analysis, we found that relative to their peers, children with ASD had comparable alphabet knowledge, lower print-concept knowledge, and acquired both skills at a similar rate. These findings suggest that children with ASD are unlikely to acquire print-concept knowledge commensurate to their peers without an increased emphasis on high-quality instruction that targets this skill. En ligne : http://dx.doi.org/10.1007/s10803-016-2790-9 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2907

Early childhood special education teachers’ use of evidence-based practices with children with autism spectrum disorder / Jaclyn M. DYNIA in Research in Autism Spectrum Disorders, 77 (September 2020) 

Public ISBD [article]  in Research in Autism Spectrum Disorders > 77 (September 2020) . - 101606 Titre : Early childhood special education teachers’ use of evidence-based practices with children with autism spectrum disorder Type de document : texte imprimé Auteurs : Jaclyn M. DYNIA, Auteur ; Katherine M. WALTON, Auteur ; Matthew E. BROCK, Auteur ; Gabrielle TIEDE, Auteur Article en page(s) : 101606 Langues : Anglais (eng) Mots-clés : Evidence-based practice  ASD  Preschool Index. décimale : PER Périodiques Résumé : Background Past research shows a gap between identification of evidence-based practices (EBP) for children with autism spectrum disorder (ASD) and adoption of those EBP by classroom teachers. However, few studies have examined EBP use in preschool classrooms. Method We surveyed 45 preschool teachers serving children with ASD regarding their intervention priorities, instructional approaches, confidence, and desire for professional development. Open-ended responses regarding instructional approaches were coded by the research team for whether they reflected use of specified identified EBP. Results Communication, social skills, and challenging behavior were rated as the top priorities for intervention. Nearly all teachers reported using at least one EBP. The most commonly reported EBP included visual supports, behavioral strategies, and social narratives. Nearly half of teachers reported using sensory-related strategies, which are not EBP. Surprisingly, teacher confidence and belief that they were using EBP were not significantly related to desire for professional development. Conclusions These findings provide insight into the research-to-practice gap for educating young children with ASD, and have the potential to help teacher educators refine their efforts to close this gap. En ligne : https://doi.org/10.1016/j.rasd.2020.101606 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4328 [article] Early childhood special education teachers’ use of evidence-based practices with children with autism spectrum disorder [texte imprimé] / Jaclyn M. DYNIA, Auteur ; Katherine M. WALTON, Auteur ; Matthew E. BROCK, Auteur ; Gabrielle TIEDE, Auteur . - 101606. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 77 (September 2020) . - 101606 Mots-clés : Evidence-based practice  ASD  Preschool Index. décimale : PER Périodiques Résumé : Background Past research shows a gap between identification of evidence-based practices (EBP) for children with autism spectrum disorder (ASD) and adoption of those EBP by classroom teachers. However, few studies have examined EBP use in preschool classrooms. Method We surveyed 45 preschool teachers serving children with ASD regarding their intervention priorities, instructional approaches, confidence, and desire for professional development. Open-ended responses regarding instructional approaches were coded by the research team for whether they reflected use of specified identified EBP. Results Communication, social skills, and challenging behavior were rated as the top priorities for intervention. Nearly all teachers reported using at least one EBP. The most commonly reported EBP included visual supports, behavioral strategies, and social narratives. Nearly half of teachers reported using sensory-related strategies, which are not EBP. Surprisingly, teacher confidence and belief that they were using EBP were not significantly related to desire for professional development. Conclusions These findings provide insight into the research-to-practice gap for educating young children with ASD, and have the potential to help teacher educators refine their efforts to close this gap. En ligne : https://doi.org/10.1016/j.rasd.2020.101606 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4328

Effects of Delayed Video-Based Feedback and Observing Feedback on Paraprofessional Implementation of Evidence-Based Practices for Students With Severe Disabilities / Matthew E. BROCK in Focus on Autism and Other Developmental Disabilities, 35-3 (September 2020) 

Public ISBD [article]  in Focus on Autism and Other Developmental Disabilities > 35-3 (September 2020) . - p.153-164 Titre : Effects of Delayed Video-Based Feedback and Observing Feedback on Paraprofessional Implementation of Evidence-Based Practices for Students With Severe Disabilities Type de document : texte imprimé Auteurs : Matthew E. BROCK, Auteur ; Mary A. BARCZAK, Auteur ; Scott A. DUEKER, Auteur Article en page(s) : p.153-164 Mots-clés : paraprofessionals  severe disabilities  performance feedback  observational learning  personnel preparation Index. décimale : PER Périodiques Résumé : Coaching with live observation and immediate performance feedback is an effective means to train paraprofessionals, but might not always be feasible. We used a multiple baseline across participants design with six paraprofessionals who taught elementary students with severe disabilities to test the efficacy of two innovations designed to improve the feasibility of delivering feedback. We found a functional relation between delayed, video-based performance feedback and paraprofessional implementation fidelity of two systematic prompting strategies. Observing a colleague receive feedback did result in some improvement, but did not enable all paraprofessionals to meet the training criterion. These findings suggest that delayed, video-based feedback is an effective and feasible training tool, but only observing a colleague receive feedback might be insufficient. En ligne : https://doi.org/10.1177/1088357620902492 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4300 [article] Effects of Delayed Video-Based Feedback and Observing Feedback on Paraprofessional Implementation of Evidence-Based Practices for Students With Severe Disabilities [texte imprimé] / Matthew E. BROCK, Auteur ; Mary A. BARCZAK, Auteur ; Scott A. DUEKER, Auteur . - p.153-164. in Focus on Autism and Other Developmental Disabilities > 35-3 (September 2020) . - p.153-164 Mots-clés : paraprofessionals  severe disabilities  performance feedback  observational learning  personnel preparation Index. décimale : PER Périodiques Résumé : Coaching with live observation and immediate performance feedback is an effective means to train paraprofessionals, but might not always be feasible. We used a multiple baseline across participants design with six paraprofessionals who taught elementary students with severe disabilities to test the efficacy of two innovations designed to improve the feasibility of delivering feedback. We found a functional relation between delayed, video-based performance feedback and paraprofessional implementation fidelity of two systematic prompting strategies. Observing a colleague receive feedback did result in some improvement, but did not enable all paraprofessionals to meet the training criterion. These findings suggest that delayed, video-based feedback is an effective and feasible training tool, but only observing a colleague receive feedback might be insufficient. En ligne : https://doi.org/10.1177/1088357620902492 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=4300

Efficacy of a Teacher Training a Paraprofessional to Promote Communication for a Student With Autism and Complex Communication Needs / Lauryn WERMER in Focus on Autism and Other Developmental Disabilities, 33-4 (December 2018) 

Public ISBD [article]  in Focus on Autism and Other Developmental Disabilities > 33-4 (December 2018) . - p.217-226 Titre : Efficacy of a Teacher Training a Paraprofessional to Promote Communication for a Student With Autism and Complex Communication Needs Type de document : texte imprimé Auteurs : Lauryn WERMER, Auteur ; Matthew E. BROCK, Auteur ; Rachel L. SEAMAN, Auteur Année de publication : 2018 Article en page(s) : p.217-226 Langues : Anglais (eng) Mots-clés : staff training  augmentative/alternative communication  paraprofessionals  autism  performance feedback Index. décimale : PER Périodiques Résumé : Students with complex communication needs require well-designed supports to communicate effectively in school settings. Although paraprofessionals are often charged with supporting these students, they are rarely trained in how to promote communication, and there is limited research on how they might be trained. In this study, we used a multiple baseline across behaviors design to test the efficacy of a teacher-implemented training package to train a paraprofessional to provide opportunities for an elementary student with autism to respond, set up opportunities for her to initiate, and implement a systematic prompting hierarchy. We demonstrated a functional relation between the teacher-implemented training and paraprofessional acquisition of the strategies, and paraprofessional implementation coincided with increased student communication. This study replicates previous findings that paraprofessionals can be trained to implement evidence-based practices to promote use of alternative/augmentative communication, and extends this literature by demonstrating that a classroom teacher can deliver paraprofessional training effectively. En ligne : http://dx.doi.org/10.1177/1088357617736052 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=3724 [article] Efficacy of a Teacher Training a Paraprofessional to Promote Communication for a Student With Autism and Complex Communication Needs [texte imprimé] / Lauryn WERMER, Auteur ; Matthew E. BROCK, Auteur ; Rachel L. SEAMAN, Auteur . - 2018 . - p.217-226. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 33-4 (December 2018) . - p.217-226 Mots-clés : staff training  augmentative/alternative communication  paraprofessionals  autism  performance feedback Index. décimale : PER Périodiques Résumé : Students with complex communication needs require well-designed supports to communicate effectively in school settings. Although paraprofessionals are often charged with supporting these students, they are rarely trained in how to promote communication, and there is limited research on how they might be trained. In this study, we used a multiple baseline across behaviors design to test the efficacy of a teacher-implemented training package to train a paraprofessional to provide opportunities for an elementary student with autism to respond, set up opportunities for her to initiate, and implement a systematic prompting hierarchy. We demonstrated a functional relation between the teacher-implemented training and paraprofessional acquisition of the strategies, and paraprofessional implementation coincided with increased student communication. This study replicates previous findings that paraprofessionals can be trained to implement evidence-based practices to promote use of alternative/augmentative communication, and extends this literature by demonstrating that a classroom teacher can deliver paraprofessional training effectively. En ligne : http://dx.doi.org/10.1177/1088357617736052 Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=3724

Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder: A Comprehensive Review / Connie WONG in Journal of Autism and Developmental Disorders, 45-7 (July 2015) 

Public ISBD [article]  in Journal of Autism and Developmental Disorders > 45-7 (July 2015) . - p.1951-1966 Titre : Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder: A Comprehensive Review Type de document : texte imprimé Auteurs : Connie WONG, Auteur ; Samuel L. ODOM, Auteur ; Kara A. HUME, Auteur ; Ann W. COX, Auteur ; Angel FETTIG, Auteur ; Suzanne KUCHARCZYK, Auteur ; Matthew E. BROCK, Auteur ; Joshua B. PLAVNICK, Auteur ; Veronica P. FLEURY, Auteur ; Tia R. SCHULTZ, Auteur Année de publication : 2015 Article en page(s) : p.1951-1966 Langues : Anglais (eng) Mots-clés : Evidence-based practice  Focused intervention  Autism spectrum disorder  Children and youth Index. décimale : PER Périodiques Résumé : The purpose of this study was to identify evidenced-based, focused intervention practices for children and youth with autism spectrum disorder. This study was an extension and elaboration of a previous evidence-based practice review reported by Odom et al. (Prev Sch Fail 54:275–282, 2010b, doi:10.1080/10459881003785506). In the current study, a computer search initially yielded 29,105 articles, and the subsequent screening and evaluation process found 456 studies to meet inclusion and methodological criteria. From this set of research studies, the authors found 27 focused intervention practices that met the criteria for evidence-based practice (EBP). Six new EBPs were identified in this review, and one EBP from the previous review was removed. The authors discuss implications for current practices and future research. En ligne : http://dx.doi.org/10.1007/s10803-014-2351-z Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2615 [article] Evidence-Based Practices for Children, Youth, and Young Adults with Autism Spectrum Disorder: A Comprehensive Review [texte imprimé] / Connie WONG, Auteur ; Samuel L. ODOM, Auteur ; Kara A. HUME, Auteur ; Ann W. COX, Auteur ; Angel FETTIG, Auteur ; Suzanne KUCHARCZYK, Auteur ; Matthew E. BROCK, Auteur ; Joshua B. PLAVNICK, Auteur ; Veronica P. FLEURY, Auteur ; Tia R. SCHULTZ, Auteur . - 2015 . - p.1951-1966. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-7 (July 2015) . - p.1951-1966 Mots-clés : Evidence-based practice  Focused intervention  Autism spectrum disorder  Children and youth Index. décimale : PER Périodiques Résumé : The purpose of this study was to identify evidenced-based, focused intervention practices for children and youth with autism spectrum disorder. This study was an extension and elaboration of a previous evidence-based practice review reported by Odom et al. (Prev Sch Fail 54:275–282, 2010b, doi:10.1080/10459881003785506). In the current study, a computer search initially yielded 29,105 articles, and the subsequent screening and evaluation process found 456 studies to meet inclusion and methodological criteria. From this set of research studies, the authors found 27 focused intervention practices that met the criteria for evidence-based practice (EBP). Six new EBPs were identified in this review, and one EBP from the previous review was removed. The authors discuss implications for current practices and future research. En ligne : http://dx.doi.org/10.1007/s10803-014-2351-z Permalink : http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=2615

Predictors of decoding for children with autism spectrum disorder in comparison to their peers / Jaclyn M. DYNIA in Research in Autism Spectrum Disorders, 37 (May 2017) 

Permalink

Statewide Assessment of Professional Development Needs Related to Educating Students With Autism Spectrum Disorder / Matthew E. BROCK in Focus on Autism and Other Developmental Disabilities, 29-2 (June 2014) 

Permalink

Teacher-Reported Priorities and Practices for Students With Autism: Characterizing the Research-to-Practice Gap / Matthew E. BROCK in Focus on Autism and Other Developmental Disabilities, 35-2 (June 2020) 

Permalink

Training a Paraprofessional to Implement Video Prompting With Error Correction to Teach a Vocational Skill / Rachel L. SEAMAN-TULLIS in Focus on Autism and Other Developmental Disabilities, 34-2 (June 2019) 

Permalink