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Détail de l'auteur
Auteur Collin SHEPLEY |
Documents disponibles écrits par cet auteur (6)
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Erratum to: Promoting Expressive Language in Young Children with or At-Risk for Autism Spectrum Disorder in a Preschool Classroom / Justin D. LANE in Journal of Autism and Developmental Disorders, 47-2 (February 2017)
[article]
Titre : Erratum to: Promoting Expressive Language in Young Children with or At-Risk for Autism Spectrum Disorder in a Preschool Classroom Type de document : Texte imprimé et/ou numérique Auteurs : Justin D. LANE, Auteur ; Collin SHEPLEY, Auteur ; Rebecca LIEBERMAN-BETZ, Auteur Article en page(s) : p.523-523 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-016-2917-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303
in Journal of Autism and Developmental Disorders > 47-2 (February 2017) . - p.523-523[article] Erratum to: Promoting Expressive Language in Young Children with or At-Risk for Autism Spectrum Disorder in a Preschool Classroom [Texte imprimé et/ou numérique] / Justin D. LANE, Auteur ; Collin SHEPLEY, Auteur ; Rebecca LIEBERMAN-BETZ, Auteur . - p.523-523.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-2 (February 2017) . - p.523-523
Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-016-2917-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303 Initiation and Generalization of Self-Instructional Skills in Adolescents with Autism and Intellectual Disability / Katherine A. SMITH in Journal of Autism and Developmental Disorders, 46-4 (April 2016)
[article]
Titre : Initiation and Generalization of Self-Instructional Skills in Adolescents with Autism and Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : Katherine A. SMITH, Auteur ; Kevin A. AYRES, Auteur ; Jennifer L. ALEXANDER, Auteur ; Jennifer R. LEDFORD, Auteur ; Collin SHEPLEY, Auteur ; Sally B. SHEPLEY, Auteur Année de publication : 2016 Article en page(s) : p.1196-1209 Langues : Anglais (eng) Mots-clés : Video modeling Self-instruction Intellectual disability Autism Daily living skills Vocational skills Index. décimale : PER Périodiques Résumé : Self-instruction using videos or other supports on a mobile device is a pivotal skill and can increase independence for individuals with disabilities by decreasing a need for adult supports. This study evaluated the effects of progressive time delay (PTD) to teach four adolescents with autism and intellectual disability how to initiate self-instruction in the presence of a task direction for an untrained task. Participants were screened for imitating video models prior to the study and were taught to navigate to videos on an iPhone® in history training. A multiple probe design across settings embedded in a multiple probe design across participants was used to evaluate the effects of PTD on initiation of self-instruction. All participants learned to self-instruct. Two participants generalized self-instruction to two novel settings. Two participants required instruction in two settings before generalizing to the third. Three participants generalized self-instruction in the presence of a task direction from the researcher to a task direction from their classroom teacher in all three settings. One participant generalized to a task direction presented by the classroom teacher in one setting, but not in the other two. All participants maintained self-instruction behaviors assessed 1 week after all participants met criteria in all settings. Self-instruction using videos or other supports on a mobile device is a pivotal skill and can increase independence for individuals with disabilities by decreasing a need for adult supports. En ligne : http://dx.doi.org/10.1007/s10803-015-2654-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=284
in Journal of Autism and Developmental Disorders > 46-4 (April 2016) . - p.1196-1209[article] Initiation and Generalization of Self-Instructional Skills in Adolescents with Autism and Intellectual Disability [Texte imprimé et/ou numérique] / Katherine A. SMITH, Auteur ; Kevin A. AYRES, Auteur ; Jennifer L. ALEXANDER, Auteur ; Jennifer R. LEDFORD, Auteur ; Collin SHEPLEY, Auteur ; Sally B. SHEPLEY, Auteur . - 2016 . - p.1196-1209.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-4 (April 2016) . - p.1196-1209
Mots-clés : Video modeling Self-instruction Intellectual disability Autism Daily living skills Vocational skills Index. décimale : PER Périodiques Résumé : Self-instruction using videos or other supports on a mobile device is a pivotal skill and can increase independence for individuals with disabilities by decreasing a need for adult supports. This study evaluated the effects of progressive time delay (PTD) to teach four adolescents with autism and intellectual disability how to initiate self-instruction in the presence of a task direction for an untrained task. Participants were screened for imitating video models prior to the study and were taught to navigate to videos on an iPhone® in history training. A multiple probe design across settings embedded in a multiple probe design across participants was used to evaluate the effects of PTD on initiation of self-instruction. All participants learned to self-instruct. Two participants generalized self-instruction to two novel settings. Two participants required instruction in two settings before generalizing to the third. Three participants generalized self-instruction in the presence of a task direction from the researcher to a task direction from their classroom teacher in all three settings. One participant generalized to a task direction presented by the classroom teacher in one setting, but not in the other two. All participants maintained self-instruction behaviors assessed 1 week after all participants met criteria in all settings. Self-instruction using videos or other supports on a mobile device is a pivotal skill and can increase independence for individuals with disabilities by decreasing a need for adult supports. En ligne : http://dx.doi.org/10.1007/s10803-015-2654-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=284 Modifying a naturalistic language intervention for use in an elementary school classroom / Justin D LANE in Autism & Developmental Language Impairments, 5 (January-December 2020)
Promoting Expressive Language in Young Children with or At-Risk for Autism Spectrum Disorder in a Preschool Classroom / Justin D. LANE in Journal of Autism and Developmental Disorders, 46-10 (October 2016)
[article]
Titre : Promoting Expressive Language in Young Children with or At-Risk for Autism Spectrum Disorder in a Preschool Classroom Type de document : Texte imprimé et/ou numérique Auteurs : Justin D. LANE, Auteur ; Collin SHEPLEY, Auteur ; Rebecca LIEBERMAN-BETZ, Auteur Article en page(s) : p.3216-3231 Langues : Anglais (eng) Mots-clés : Preschool Intervention Expressive language Autism spectrum disorder Index. décimale : PER Périodiques Résumé : Young children with autism spectrum disorder (ASD) often demonstrate delays in expressive communication, impacting their ability to independently function in typical environments. Individuals with ASD who develop expressive language during early childhood experience better outcomes later in life; therefore, examination of naturalistic language interventions (NLIs) remain an important area of investigation. The current study used a multiple probe design across participants to examine the effects of a classroom-based NLI on various expressive language targets in three preschool-aged children demonstrating characteristics of ASD. Findings suggest the intervention had positive and maintained effects on trial-based use of language targets, as well as concomitant changes in commenting, requesting, and phrase complexity. Implications regarding implementation of NLIs within typical classroom play activities are discussed. En ligne : http://dx.doi.org/10.1007/s10803-016-2856-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=293
in Journal of Autism and Developmental Disorders > 46-10 (October 2016) . - p.3216-3231[article] Promoting Expressive Language in Young Children with or At-Risk for Autism Spectrum Disorder in a Preschool Classroom [Texte imprimé et/ou numérique] / Justin D. LANE, Auteur ; Collin SHEPLEY, Auteur ; Rebecca LIEBERMAN-BETZ, Auteur . - p.3216-3231.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-10 (October 2016) . - p.3216-3231
Mots-clés : Preschool Intervention Expressive language Autism spectrum disorder Index. décimale : PER Périodiques Résumé : Young children with autism spectrum disorder (ASD) often demonstrate delays in expressive communication, impacting their ability to independently function in typical environments. Individuals with ASD who develop expressive language during early childhood experience better outcomes later in life; therefore, examination of naturalistic language interventions (NLIs) remain an important area of investigation. The current study used a multiple probe design across participants to examine the effects of a classroom-based NLI on various expressive language targets in three preschool-aged children demonstrating characteristics of ASD. Findings suggest the intervention had positive and maintained effects on trial-based use of language targets, as well as concomitant changes in commenting, requesting, and phrase complexity. Implications regarding implementation of NLIs within typical classroom play activities are discussed. En ligne : http://dx.doi.org/10.1007/s10803-016-2856-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=293 Teaching Young Children With Social-Communication Delays to Label Actions Using Videos and Language Expansion Models / Collin SHEPLEY in Focus on Autism and Other Developmental Disabilities, 31-4 (December 2016)
[article]
Titre : Teaching Young Children With Social-Communication Delays to Label Actions Using Videos and Language Expansion Models Type de document : Texte imprimé et/ou numérique Auteurs : Collin SHEPLEY, Auteur ; Justin D. LANE, Auteur ; Sally B. SHEPLEY, Auteur Article en page(s) : p.243-253 Langues : Anglais (eng) Mots-clés : preschool communication technology language expansion Index. décimale : PER Périodiques Résumé : Young children with autism spectrum disorder (ASD) and related social-communication delays may display difficulties commenting on actions that occur in their natural environment. One method for increasing early conversation skills is direct instruction. Using video examples of actions may increase the salient features of instructional targets and, as such, may be an effective stimulus for presenting actions during instruction. The present study used a multiple-probe design across participants replicated across behaviors to evaluate the effectiveness of a 0- to 4-s progressive time-delay (PTD) procedure using video presentation of actions to teach three preschool-aged children with ASD and related social-communication delays to label actions. In addition, the teacher provided language expansion on all instructional targets, as well as assessed generalization to novel stimuli (videos and pictures or photographs). Results indicate that all participants acquired action labels. Two of the three participants generalized responses to novel videos and pictures while expanding their responses without direct instruction. Implications for teachers targeting action labels in early childhood settings are provided. En ligne : http://dx.doi.org/10.1177/1088357614552189 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297
in Focus on Autism and Other Developmental Disabilities > 31-4 (December 2016) . - p.243-253[article] Teaching Young Children With Social-Communication Delays to Label Actions Using Videos and Language Expansion Models [Texte imprimé et/ou numérique] / Collin SHEPLEY, Auteur ; Justin D. LANE, Auteur ; Sally B. SHEPLEY, Auteur . - p.243-253.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 31-4 (December 2016) . - p.243-253
Mots-clés : preschool communication technology language expansion Index. décimale : PER Périodiques Résumé : Young children with autism spectrum disorder (ASD) and related social-communication delays may display difficulties commenting on actions that occur in their natural environment. One method for increasing early conversation skills is direct instruction. Using video examples of actions may increase the salient features of instructional targets and, as such, may be an effective stimulus for presenting actions during instruction. The present study used a multiple-probe design across participants replicated across behaviors to evaluate the effectiveness of a 0- to 4-s progressive time-delay (PTD) procedure using video presentation of actions to teach three preschool-aged children with ASD and related social-communication delays to label actions. In addition, the teacher provided language expansion on all instructional targets, as well as assessed generalization to novel stimuli (videos and pictures or photographs). Results indicate that all participants acquired action labels. Two of the three participants generalized responses to novel videos and pictures while expanding their responses without direct instruction. Implications for teachers targeting action labels in early childhood settings are provided. En ligne : http://dx.doi.org/10.1177/1088357614552189 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 Using Teacher-Implemented Playground Interventions to Increase Engagement, Social Behaviors, and Physical Activity for Young Children With Autism / Jennifer R. LEDFORD in Focus on Autism and Other Developmental Disabilities, 31-3 (September 2016)
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