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Détail de l'auteur
Auteur Jennifer B. GANZ |
Documents disponibles écrits par cet auteur (27)
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Understanding the Effect Size of Peer-Mediated Academic Instruction: A Meta-Analysis / April N. HAAS in Focus on Autism and Other Developmental Disabilities, 37-1 (March 2022)
[article]
Titre : Understanding the Effect Size of Peer-Mediated Academic Instruction: A Meta-Analysis Type de document : Texte imprimé et/ou numérique Auteurs : April N. HAAS, Auteur ; Kimberly J. VANNEST, Auteur ; Marcus C. FULLER, Auteur ; Jennifer B. GANZ, Auteur Article en page(s) : 3-12 Langues : Anglais (eng) Mots-clés : autism peer tutoring academic interventions Index. décimale : PER Périodiques Résumé : A deficit in social skills often makes teaching academics a second thought when instructing students with autism. Peer-mediated instruction has been well studied for increasing academic skills across various disabilities and social skills for students with autism spectrum disorder (ASD). The purpose of this study was to determine the effect size of peer-mediated academic instruction (PMAI) to increase academic skills for students with ASD. Results indicate studies demonstrate a weak to moderate effect when using PMAI to teach students with ASD. These results validate PMAI can be effective when teaching academic skills to students with ASD; however, more studies are needed to better understand for whom and under what conditions PMAI is most effective. En ligne : http://dx.doi.org/10.1177/10883576211023329 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460
in Focus on Autism and Other Developmental Disabilities > 37-1 (March 2022) . - 3-12[article] Understanding the Effect Size of Peer-Mediated Academic Instruction: A Meta-Analysis [Texte imprimé et/ou numérique] / April N. HAAS, Auteur ; Kimberly J. VANNEST, Auteur ; Marcus C. FULLER, Auteur ; Jennifer B. GANZ, Auteur . - 3-12.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 37-1 (March 2022) . - 3-12
Mots-clés : autism peer tutoring academic interventions Index. décimale : PER Périodiques Résumé : A deficit in social skills often makes teaching academics a second thought when instructing students with autism. Peer-mediated instruction has been well studied for increasing academic skills across various disabilities and social skills for students with autism spectrum disorder (ASD). The purpose of this study was to determine the effect size of peer-mediated academic instruction (PMAI) to increase academic skills for students with ASD. Results indicate studies demonstrate a weak to moderate effect when using PMAI to teach students with ASD. These results validate PMAI can be effective when teaching academic skills to students with ASD; however, more studies are needed to better understand for whom and under what conditions PMAI is most effective. En ligne : http://dx.doi.org/10.1177/10883576211023329 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460 Use of an iPad Play Story to Increase Play Dialogue of Preschoolers with Autism Spectrum Disorders / Linda C. MURDOCK in Journal of Autism and Developmental Disorders, 43-9 (September 2013)
[article]
Titre : Use of an iPad Play Story to Increase Play Dialogue of Preschoolers with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Linda C. MURDOCK, Auteur ; Jennifer B. GANZ, Auteur ; Jessica CRITTENDON, Auteur Article en page(s) : p.2174-2189 Langues : Anglais (eng) Mots-clés : Autism Language Play Intervention Scripting Computer-based intervention Index. décimale : PER Périodiques Résumé : An iPad play story was utilized to increase the pretend play skills of 4 preschoolers with autism spectrum disorders. The story utilized a series of video clips depicting toy figures producing scripted character dialogue, engaged in a pretend play vignette. A multiple baseline design across participants was utilized with play dialogue as the dependent variable. Three of the participants demonstrated increases in the target behavior with Nonoverlap of All Pairs analysis revealing moderate and strong effects across intervention phases. Effects were largely maintained during generalization opportunities with peers and during a 3-week follow-up condition. En ligne : http://dx.doi.org/10.1007/s10803-013-1770-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212
in Journal of Autism and Developmental Disorders > 43-9 (September 2013) . - p.2174-2189[article] Use of an iPad Play Story to Increase Play Dialogue of Preschoolers with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Linda C. MURDOCK, Auteur ; Jennifer B. GANZ, Auteur ; Jessica CRITTENDON, Auteur . - p.2174-2189.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 43-9 (September 2013) . - p.2174-2189
Mots-clés : Autism Language Play Intervention Scripting Computer-based intervention Index. décimale : PER Périodiques Résumé : An iPad play story was utilized to increase the pretend play skills of 4 preschoolers with autism spectrum disorders. The story utilized a series of video clips depicting toy figures producing scripted character dialogue, engaged in a pretend play vignette. A multiple baseline design across participants was utilized with play dialogue as the dependent variable. Three of the participants demonstrated increases in the target behavior with Nonoverlap of All Pairs analysis revealing moderate and strong effects across intervention phases. Effects were largely maintained during generalization opportunities with peers and during a 3-week follow-up condition. En ligne : http://dx.doi.org/10.1007/s10803-013-1770-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212 Video-based modeling: Differential effects due to treatment protocol / Rose A. MASON in Research in Autism Spectrum Disorders, 7-1 (January 2013)
[article]
Titre : Video-based modeling: Differential effects due to treatment protocol Type de document : Texte imprimé et/ou numérique Auteurs : Rose A. MASON, Auteur ; Jennifer B. GANZ, Auteur ; Richard I. PARKER, Auteur ; Margot B. BOLES, Auteur ; Heather S. DAVIS, Auteur ; Mandy RISPOLI, Auteur Année de publication : 2013 Article en page(s) : p.120-31 Langues : Anglais (eng) Mots-clés : Video modeling Special education Developmental disabilities Autism spectrum disorders Meta-analysis Improvement rate difference Intervention Index. décimale : PER Périodiques Résumé : Identifying evidence-based practices for individuals with disabilities requires specification of procedural implementation. Video-based modeling (VBM), consisting of both video self-modeling and video modeling with others as model (VMO), is one class of interventions that has frequently been explored in the literature. However, current information related to differential effects that occur based on variations in procedural implementation is not available. The purpose of this study was to analyze VBM with individuals with disabilities using improvement rate difference meta-analytic procedures. The impact of type of VBM and type of model was investigated as well as the differential effects that occur when VBM is implemented alone or as a component of a package. In addition, the quality of research is assessed. Results yielded an overall large effect size of .81 CI.834 [.80, .82] with a range from −.26 to .96. No statistically significant differences were found based on type of VBM. However, when disaggregated by model, differential effects were indicated with VMO with adult as model demonstrating the greatest magnitude of change. Additionally, VMO with reinforcement demonstrated greater effects then when delivered alone or as part of a package. Implications for practice and future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.08.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179
in Research in Autism Spectrum Disorders > 7-1 (January 2013) . - p.120-31[article] Video-based modeling: Differential effects due to treatment protocol [Texte imprimé et/ou numérique] / Rose A. MASON, Auteur ; Jennifer B. GANZ, Auteur ; Richard I. PARKER, Auteur ; Margot B. BOLES, Auteur ; Heather S. DAVIS, Auteur ; Mandy RISPOLI, Auteur . - 2013 . - p.120-31.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-1 (January 2013) . - p.120-31
Mots-clés : Video modeling Special education Developmental disabilities Autism spectrum disorders Meta-analysis Improvement rate difference Intervention Index. décimale : PER Périodiques Résumé : Identifying evidence-based practices for individuals with disabilities requires specification of procedural implementation. Video-based modeling (VBM), consisting of both video self-modeling and video modeling with others as model (VMO), is one class of interventions that has frequently been explored in the literature. However, current information related to differential effects that occur based on variations in procedural implementation is not available. The purpose of this study was to analyze VBM with individuals with disabilities using improvement rate difference meta-analytic procedures. The impact of type of VBM and type of model was investigated as well as the differential effects that occur when VBM is implemented alone or as a component of a package. In addition, the quality of research is assessed. Results yielded an overall large effect size of .81 CI.834 [.80, .82] with a range from −.26 to .96. No statistically significant differences were found based on type of VBM. However, when disaggregated by model, differential effects were indicated with VMO with adult as model demonstrating the greatest magnitude of change. Additionally, VMO with reinforcement demonstrated greater effects then when delivered alone or as part of a package. Implications for practice and future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.08.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179