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Auteur John C. WRIGHT |
Documents disponibles écrits par cet auteur (1)
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A review of video modeling to teach STEM to students with autism and intellectual disability / John C. WRIGHT in Research in Autism Spectrum Disorders, 70 (February 2020)
[article]
Titre : A review of video modeling to teach STEM to students with autism and intellectual disability Type de document : Texte imprimé et/ou numérique Auteurs : John C. WRIGHT, Auteur ; Victoria F. KNIGHT, Auteur ; Erin E. BARTON, Auteur Article en page(s) : p.101476 Langues : Anglais (eng) Mots-clés : Autism Video modeling Intellectual disability Academic skills STEM Index. décimale : PER Périodiques Résumé : Background Not only is video modeling an evidence-based practice to teach social/communication, functional, and daily living skills to students with autism spectrum disorder, but use of video models are beneficial due to reusable and portable technology. The efficacy of video modeling for teaching science, technology, engineering, and math skills (STEM) for this population, however, has not yet been evaluated. Method In this systematic literature review, we examined the use of video modeling to teach STEM skills to students with autism and intellectual disability. Ten studies met inclusion criteria. Results Although we found insufficient evidence for using video modeling to teach science, technology, and engineering skills; video modeling was effective for teaching mathematics to individuals with autism and intellectual disability. Conclusion Additional research is needed using video modeling to teach STEM skills to establish a comprehensive understanding of how video modeling could be effective for teaching STEM skills to students with autism and intellectual disability. En ligne : https://doi.org/10.1016/j.rasd.2019.101476 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414
in Research in Autism Spectrum Disorders > 70 (February 2020) . - p.101476[article] A review of video modeling to teach STEM to students with autism and intellectual disability [Texte imprimé et/ou numérique] / John C. WRIGHT, Auteur ; Victoria F. KNIGHT, Auteur ; Erin E. BARTON, Auteur . - p.101476.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 70 (February 2020) . - p.101476
Mots-clés : Autism Video modeling Intellectual disability Academic skills STEM Index. décimale : PER Périodiques Résumé : Background Not only is video modeling an evidence-based practice to teach social/communication, functional, and daily living skills to students with autism spectrum disorder, but use of video models are beneficial due to reusable and portable technology. The efficacy of video modeling for teaching science, technology, engineering, and math skills (STEM) for this population, however, has not yet been evaluated. Method In this systematic literature review, we examined the use of video modeling to teach STEM skills to students with autism and intellectual disability. Ten studies met inclusion criteria. Results Although we found insufficient evidence for using video modeling to teach science, technology, and engineering skills; video modeling was effective for teaching mathematics to individuals with autism and intellectual disability. Conclusion Additional research is needed using video modeling to teach STEM skills to establish a comprehensive understanding of how video modeling could be effective for teaching STEM skills to students with autism and intellectual disability. En ligne : https://doi.org/10.1016/j.rasd.2019.101476 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414