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Détail de l'auteur
Auteur Mark O'REILLY |
Documents disponibles écrits par cet auteur (36)
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The Effects of a Teacher-Implemented Video-Enhanced Activity Schedule Intervention on the Mathematical Skills and Collateral Behaviors of Students with Autism / Mark O'REILLY ; Laci WATKINS ; Russell LANG ; Nataly LIM ; Katy DAVENPORT ; Caitlin MURPHY in Journal of Autism and Developmental Disorders, 53-2 (February 2023)
[article]
Titre : The Effects of a Teacher-Implemented Video-Enhanced Activity Schedule Intervention on the Mathematical Skills and Collateral Behaviors of Students with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Mark O'REILLY, Auteur ; Laci WATKINS, Auteur ; Russell LANG, Auteur ; Nataly LIM, Auteur ; Katy DAVENPORT, Auteur ; Caitlin MURPHY, Auteur Article en page(s) : p.553-568 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study used a multiple probe design to evaluate the effects of a teacher-implemented video-schedule intervention on the mathematical skills and untargeted challenging behaviors of five elementary-school students with autism. Results indicated that the intervention was effective in improving participants' academic performance, and a decrease in the level of challenging behaviors and stereotypy was observed for participants following the introduction of intervention. Additionally, academic gains generalized across academic problems and to a small group setting, suggesting that this technology-based intervention is an efficient use of instructional time. Future research targeting a variety of academic skills and examining intervention implementation by additional practitioners (e.g., teaching assistants) is warranted. En ligne : https://doi.org/10.1007/s10803-020-04495-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=495
in Journal of Autism and Developmental Disorders > 53-2 (February 2023) . - p.553-568[article] The Effects of a Teacher-Implemented Video-Enhanced Activity Schedule Intervention on the Mathematical Skills and Collateral Behaviors of Students with Autism [Texte imprimé et/ou numérique] / Mark O'REILLY, Auteur ; Laci WATKINS, Auteur ; Russell LANG, Auteur ; Nataly LIM, Auteur ; Katy DAVENPORT, Auteur ; Caitlin MURPHY, Auteur . - p.553-568.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 53-2 (February 2023) . - p.553-568
Index. décimale : PER Périodiques Résumé : This study used a multiple probe design to evaluate the effects of a teacher-implemented video-schedule intervention on the mathematical skills and untargeted challenging behaviors of five elementary-school students with autism. Results indicated that the intervention was effective in improving participants' academic performance, and a decrease in the level of challenging behaviors and stereotypy was observed for participants following the introduction of intervention. Additionally, academic gains generalized across academic problems and to a small group setting, suggesting that this technology-based intervention is an efficient use of instructional time. Future research targeting a variety of academic skills and examining intervention implementation by additional practitioners (e.g., teaching assistants) is warranted. En ligne : https://doi.org/10.1007/s10803-020-04495-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=495 Use of computer-based interventions to improve literacy skills in students with autism spectrum disorders: A systematic review / Sathiyaprakash RAMDOSS in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)
[article]
Titre : Use of computer-based interventions to improve literacy skills in students with autism spectrum disorders: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Sathiyaprakash RAMDOSS, Auteur ; Austin MULLOY, Auteur ; Russell B. LANG, Auteur ; Mark O'REILLY, Auteur ; Jeff SIGAFOOS, Auteur ; Giulio E. LANCIONI, Auteur ; Robert DIDDEN, Auteur ; Farah EL ZEIN, Auteur Année de publication : 2011 Article en page(s) : p.1306-1318 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders Computer-based instruction Literacy Index. décimale : PER Périodiques Résumé : The purpose of this review is to provide a systematic analysis of studies investigating computer-based interventions (CBI) to improve literacy skills (e.g., reading, writing, and vocabulary) in students with autism spectrum disorders (ASD). This review synthesizes intervention outcomes, appraises the certainty of evidence, and describes software features and system requirements for each CBI. Across studies, CBI's effect on literacy skills was inconsistent. Some studies reported significant results and large effect sizes and other studies reported no improvements. Given the heterogeneity of the participants and the wide variety of literacy skills targeted for instruction, it is not possible from the existing literature to determine the variables most likely to be associated with effective CBI. Future research addressing this area as well as the relative effectiveness of CBI versus person delivered literacy instruction is warranted. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.03.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125
in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1306-1318[article] Use of computer-based interventions to improve literacy skills in students with autism spectrum disorders: A systematic review [Texte imprimé et/ou numérique] / Sathiyaprakash RAMDOSS, Auteur ; Austin MULLOY, Auteur ; Russell B. LANG, Auteur ; Mark O'REILLY, Auteur ; Jeff SIGAFOOS, Auteur ; Giulio E. LANCIONI, Auteur ; Robert DIDDEN, Auteur ; Farah EL ZEIN, Auteur . - 2011 . - p.1306-1318.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1306-1318
Mots-clés : Autism spectrum disorders Computer-based instruction Literacy Index. décimale : PER Périodiques Résumé : The purpose of this review is to provide a systematic analysis of studies investigating computer-based interventions (CBI) to improve literacy skills (e.g., reading, writing, and vocabulary) in students with autism spectrum disorders (ASD). This review synthesizes intervention outcomes, appraises the certainty of evidence, and describes software features and system requirements for each CBI. Across studies, CBI's effect on literacy skills was inconsistent. Some studies reported significant results and large effect sizes and other studies reported no improvements. Given the heterogeneity of the participants and the wide variety of literacy skills targeted for instruction, it is not possible from the existing literature to determine the variables most likely to be associated with effective CBI. Future research addressing this area as well as the relative effectiveness of CBI versus person delivered literacy instruction is warranted. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.03.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 Use of peer-mediated interventions in the treatment of autism spectrum disorders: A systematic review / Jeffrey M. CHAN in Research in Autism Spectrum Disorders, 3-4 (October-December 2009)
[article]
Titre : Use of peer-mediated interventions in the treatment of autism spectrum disorders: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Jeffrey M. CHAN, Auteur ; Jeff SIGAFOOS, Auteur ; Mark O'REILLY, Auteur ; Russell B. LANG, Auteur ; Mandy RISPOLI, Auteur ; Heather A. COLE, Auteur Année de publication : 2009 Article en page(s) : p.876-889 Langues : Anglais (eng) Mots-clés : Peer-mediated Intervention Autism Asperger's-Syndrome Index. décimale : PER Périodiques Résumé : This review involved a systematic analysis of studies that focused on the use of peer-mediated interventions (PMI) in the treatment of individuals with autism spectrum disorders (ASD). Forty-two studies that met pre-determined inclusion criteria were analyzed and summarized in terms of: (a) participants receiving intervention, (b) peers implementing, (c) method of training peers, (d) intervention procedures, and (e) desired outcomes. Further, we critically appraised each study's design and related methodological details in order to determine certainty of evidence. Collectively, the 42 studies involved a total of 172 participants who received intervention from a total of 396 trained peers. The reported outcomes were mostly positive (91%), but the studies are limited because treatment fidelity was only rarely assessed. Overall, the reviewed studies suggest that PMI is a versatile and potentially effective intervention approach for individuals with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.04.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=816
in Research in Autism Spectrum Disorders > 3-4 (October-December 2009) . - p.876-889[article] Use of peer-mediated interventions in the treatment of autism spectrum disorders: A systematic review [Texte imprimé et/ou numérique] / Jeffrey M. CHAN, Auteur ; Jeff SIGAFOOS, Auteur ; Mark O'REILLY, Auteur ; Russell B. LANG, Auteur ; Mandy RISPOLI, Auteur ; Heather A. COLE, Auteur . - 2009 . - p.876-889.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 3-4 (October-December 2009) . - p.876-889
Mots-clés : Peer-mediated Intervention Autism Asperger's-Syndrome Index. décimale : PER Périodiques Résumé : This review involved a systematic analysis of studies that focused on the use of peer-mediated interventions (PMI) in the treatment of individuals with autism spectrum disorders (ASD). Forty-two studies that met pre-determined inclusion criteria were analyzed and summarized in terms of: (a) participants receiving intervention, (b) peers implementing, (c) method of training peers, (d) intervention procedures, and (e) desired outcomes. Further, we critically appraised each study's design and related methodological details in order to determine certainty of evidence. Collectively, the 42 studies involved a total of 172 participants who received intervention from a total of 396 trained peers. The reported outcomes were mostly positive (91%), but the studies are limited because treatment fidelity was only rarely assessed. Overall, the reviewed studies suggest that PMI is a versatile and potentially effective intervention approach for individuals with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.04.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=816 Use of school recess time in the education and treatment of children with autism spectrum disorders: A systematic review / Russell B. LANG in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)
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Titre : Use of school recess time in the education and treatment of children with autism spectrum disorders: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Russell B. LANG, Auteur ; Sarah KURIAKOSE, Auteur ; Gregory LYONS, Auteur ; Austin MULLOY, Auteur ; E. Amanda BOUTOT, Auteur ; Courtney BRITT, Auteur ; Stephanie CARUTHERS, Auteur ; Lilia ORTEGA, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur Année de publication : 2011 Article en page(s) : p.1296-1305 Langues : Anglais (eng) Mots-clés : Autism Recess Play Intervention Review Playground Index. décimale : PER Périodiques Résumé : School recess is an opportunity to include students with autism spectrum disorders (ASD) with their typically developing peers and is a setting in which instruction can occur. However, the educational opportunities for children with ASD within recess are often overlooked and recess time is being reduced or eliminated in the United States. This review involved a systematic search and analysis of 15 studies that utilized recess to implement academic, social, or behavioral interventions for students with ASD. Each identified study that met pre-determined inclusion criteria was analyzed and summarized in terms of: (a) participant characteristics, (b) intervention procedures, (c) dependent variables, and (d) intervention outcomes. This review has three main aims: (a) to evaluate and synthesize the evidence-base, (b) to inform and guide teachers interested in utilizing recess time for educational purposes, and (c) to stimulate and guide future research in this area. Results demonstrate that recess time can indeed be used to teach target behaviors to students with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125
in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1296-1305[article] Use of school recess time in the education and treatment of children with autism spectrum disorders: A systematic review [Texte imprimé et/ou numérique] / Russell B. LANG, Auteur ; Sarah KURIAKOSE, Auteur ; Gregory LYONS, Auteur ; Austin MULLOY, Auteur ; E. Amanda BOUTOT, Auteur ; Courtney BRITT, Auteur ; Stephanie CARUTHERS, Auteur ; Lilia ORTEGA, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur . - 2011 . - p.1296-1305.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1296-1305
Mots-clés : Autism Recess Play Intervention Review Playground Index. décimale : PER Périodiques Résumé : School recess is an opportunity to include students with autism spectrum disorders (ASD) with their typically developing peers and is a setting in which instruction can occur. However, the educational opportunities for children with ASD within recess are often overlooked and recess time is being reduced or eliminated in the United States. This review involved a systematic search and analysis of 15 studies that utilized recess to implement academic, social, or behavioral interventions for students with ASD. Each identified study that met pre-determined inclusion criteria was analyzed and summarized in terms of: (a) participant characteristics, (b) intervention procedures, (c) dependent variables, and (d) intervention outcomes. This review has three main aims: (a) to evaluate and synthesize the evidence-base, (b) to inform and guide teachers interested in utilizing recess time for educational purposes, and (c) to stimulate and guide future research in this area. Results demonstrate that recess time can indeed be used to teach target behaviors to students with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 Using videoconferencing to support teachers to conduct preference assessments with students with autism and developmental disabilities / Wendy MACHALICEK in Research in Autism Spectrum Disorders, 3-1 (January 2009)
[article]
Titre : Using videoconferencing to support teachers to conduct preference assessments with students with autism and developmental disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Wendy MACHALICEK, Auteur ; Vanessa A. GREEN, Auteur ; Mandy RISPOLI, Auteur ; Audrey SORRELLS, Auteur ; Russell B. LANG, Auteur ; Jeffrey M. CHAN, Auteur ; Tonya N. DAVIS, Auteur ; Karrie A. SHOGREN, Auteur ; Giulio E. LANCIONI, Auteur ; Mark O'REILLY, Auteur ; Jeff SIGAFOOS, Auteur ; Paul LANGTHORNE, Auteur Année de publication : 2009 Article en page(s) : p.32-41 Langues : Anglais (eng) Mots-clés : Videoconferencing Preference assessment Teachers Index. décimale : PER Périodiques Résumé : We used widely available videoconferencing equipment to support teachers to conduct preference assessments for three students with autism and developmental disabilities. Supervisors located at a university used videoconferencing equipment to collect data on students’ choice of items, the fidelity of teacher implementation of the assessment protocol, and to provide feedback to the teachers. Preference assessment results suggested a number of potentially reinforcing items for each student. In a second phase of the study, the students were given a routine classroom task to complete (i.e., clean up). The students could choose to complete the clean up task and gain access to a neutral item or one of the highly preferred items identified in the prior preference assessment. All students predominantly chose to complete the task in order to access a preferred item identified in the preference assessment. The results of this classroom intervention validated the results of the preference assessments. The findings of this study provide preliminary support for the use of videoconferencing equipment when supporting teaching personnel during common educational assessments. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.03.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=647
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.32-41[article] Using videoconferencing to support teachers to conduct preference assessments with students with autism and developmental disabilities [Texte imprimé et/ou numérique] / Wendy MACHALICEK, Auteur ; Vanessa A. GREEN, Auteur ; Mandy RISPOLI, Auteur ; Audrey SORRELLS, Auteur ; Russell B. LANG, Auteur ; Jeffrey M. CHAN, Auteur ; Tonya N. DAVIS, Auteur ; Karrie A. SHOGREN, Auteur ; Giulio E. LANCIONI, Auteur ; Mark O'REILLY, Auteur ; Jeff SIGAFOOS, Auteur ; Paul LANGTHORNE, Auteur . - 2009 . - p.32-41.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.32-41
Mots-clés : Videoconferencing Preference assessment Teachers Index. décimale : PER Périodiques Résumé : We used widely available videoconferencing equipment to support teachers to conduct preference assessments for three students with autism and developmental disabilities. Supervisors located at a university used videoconferencing equipment to collect data on students’ choice of items, the fidelity of teacher implementation of the assessment protocol, and to provide feedback to the teachers. Preference assessment results suggested a number of potentially reinforcing items for each student. In a second phase of the study, the students were given a routine classroom task to complete (i.e., clean up). The students could choose to complete the clean up task and gain access to a neutral item or one of the highly preferred items identified in the prior preference assessment. All students predominantly chose to complete the task in order to access a preferred item identified in the preference assessment. The results of this classroom intervention validated the results of the preference assessments. The findings of this study provide preliminary support for the use of videoconferencing equipment when supporting teaching personnel during common educational assessments. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.03.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=647 Verbal Language and Communication / Jeff SIGAFOOS
PermalinkVideo self-modeling to teach classroom rules to two students with Asperger's / Russell B. LANG in Research in Autism Spectrum Disorders, 3-2 (April-june 2009)
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