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Focus on Autism and Other Developmental Disabilities . 22-4

Mention de date : Winter 2007
Paru le : 01/12/2007

Public
ISBD

[n° ou bulletin]
est un bulletin de Focus on Autism and Other Developmental Disabilities

Titre :	22-4 - Winter 2007
Type de document :	texte imprimé
Année de publication :	2007
Langues :	Anglais (eng)
Index. décimale :	PER Périodiques
Permalink :	http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=bulletin_display&id=37

Contient

J. Lee Wiederholt 1942-2007 / The Donald D. Hammill Foundation in Focus on Autism and Other Developmental Disabilities, 22-4 (Winter 2007)

Literacy: Introduction to the Special Series / Paul A. ALBERTO in Focus on Autism and Other Developmental Disabilities, 22-4 (Winter 2007)

Training Teachers to Follow a Task Analysis to Engage Middle School Students With Moderate and Severe Developmental Disabilities in Grade-Appropriate Literature / Diane M. BROWDER in Focus on Autism and Other Developmental Disabilities, 22-4 (Winter 2007)

[article]
in Focus on Autism and Other Developmental Disabilities > 22-4 (Winter 2007) . - p.206-219

Titre :	Training Teachers to Follow a Task Analysis to Engage Middle School Students With Moderate and Severe Developmental Disabilities in Grade-Appropriate Literature
Type de document :	texte imprimé
Auteurs :	Diane M. BROWDER, Auteur ; Katherine TRELA, Auteur ; Bree JIMENEZ, Auteur
Article en page(s) :	p.206-219
Langues :	Anglais (eng)
Index. décimale :	PER Périodiques
Résumé :	The purpose of this study Was to train teachers to folloW a task analysis to teach a story-based literacy lesson using adapted, grade-appropriate middle school literature to students With moderate and severe developmental disabilities. A multiple-probe-across-participants design Was used to examine the effects of training teachers to folloW a literacy lesson plan task analysis on the number of steps completed by teachers on the literacy lesson plan template and changes made by students in response to teachers' use of the literacy lesson plan. Results indicated a functional relationship betWeen teacher training and the number of lesson plan steps folloWed, With a corresponding student increase in both overall and independent correct responses. Implications for practice and future research are discussed.
En ligne :	http://dx.doi.org/10.1177/10883576070220040301
Permalink :	http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=8304

Comparison of the Acquisition and Maintenance of Teaching Functional and Core Content Sight Words in Special and General Education Settings / Belva C. COLLINS in Focus on Autism and Other Developmental Disabilities, 22-4 (Winter 2007)

[article]
in Focus on Autism and Other Developmental Disabilities > 22-4 (Winter 2007) . - p.220-233

Titre :	Comparison of the Acquisition and Maintenance of Teaching Functional and Core Content Sight Words in Special and General Education Settings
Type de document :	texte imprimé
Auteurs :	Belva C. COLLINS, Auteur ; Abby EVANS, Auteur ; Carey CREECH-GALLOWAY, Auteur ; Jennifer KARL, Auteur ; Angela MILLER, Auteur
Article en page(s) :	p.220-233
Langues :	Anglais (eng)
Index. décimale :	PER Périodiques
Résumé :	In this investigation, the acquisition of both functional and core content sight Words Was compared as replicated across three formats: direct massed trial instruction in a special education resource room, direct distributed trial instruction in a general education classroom, and embedded distributed trial instruction in a general education classroom. Four students With moderate disabilities across three age groups participated. During direct instructional trials, both functional and core content sight Words Were presented using a constant time delay procedure. During embedded trials, the students received instruction in the same manner as their peers Without disabilities (e.g., teacher lecture, Worksheets, activities). Although the results varied slightly across participants, there Were minimal differences in the acquisition and maintenance of both functional and core content sight Words across the three presentation formats.
En ligne :	http://dx.doi.org/10.1177/10883576070220040401
Permalink :	http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=8305

Components of Visual Literacy: Teaching Logos / Paul A. ALBERTO in Focus on Autism and Other Developmental Disabilities, 22-4 (Winter 2007)

[article]
in Focus on Autism and Other Developmental Disabilities > 22-4 (Winter 2007) . - p.234-243

Titre :	Components of Visual Literacy: Teaching Logos
Type de document :	texte imprimé
Auteurs :	Paul A. ALBERTO, Auteur ; David F. CIHAK, Auteur ; Laura D. FREDRICK, Auteur ; Melissa HUGHES, Auteur ; Laura McINTOSH, Auteur
Article en page(s) :	p.234-243
Langues :	Anglais (eng)
Index. décimale :	PER Périodiques
Résumé :	Definitions of literacy that focus solely on reading words provide too narrow a framework for many students with severe disabilities. Obtaining information from the environment may be accomplished in a variety of modes, such as visual literacy, which is the ability to discern meaning conveyed through images. A component of visual literacy is picture reading. This study demonstrates the teaching of logo reading through time delay as an additional component of visual literacy. Visual literacy is discussed as a primary means of obtaining information for some students and as an additional means of literacy for students who can also learn to read Words.
En ligne :	http://dx.doi.org/10.1177/10883576070220040501
Permalink :	http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=8306

Effectiveness of Direct Instruction for Teaching Statement Inference, Use of Facts, and Analogies to Students With Developmental Disabilities and Reading Delays / Margaret Munro FLORES in Focus on Autism and Other Developmental Disabilities, 22-4 (Winter 2007)

[article]
in Focus on Autism and Other Developmental Disabilities > 22-4 (Winter 2007) . - p.244-251

Titre :	Effectiveness of Direct Instruction for Teaching Statement Inference, Use of Facts, and Analogies to Students With Developmental Disabilities and Reading Delays
Type de document :	texte imprimé
Auteurs :	Margaret Munro FLORES, Auteur ; Jennifer B. GANZ, Auteur
Article en page(s) :	p.244-251
Langues :	Anglais (eng)
Index. décimale :	PER Périodiques
Résumé :	This study investigated the effects of a Direct Instruction (DI) reading comprehension program implemented With students Who had developmental disabilities, including autism spectrum disorders (ASD) and reading delays. There is little research in the area of reading comprehension for students With ASD and no research as to the effectiveness of reading comprehension DI. A multiple-probe-across-behaviors design Was employed. A functional relationship betWeen Direct Instruction and reading comprehension skills and behaviors Was demonstrated across all behavioral conditions and across students. Results and their implications are discussed.
En ligne :	http://dx.doi.org/10.1177/10883576070220040601
Permalink :	http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=8307

Use of Strategy Instruction to Improve the Story Writing Skills of a Student With Asperger Syndrome / Monica E. DELANO in Focus on Autism and Other Developmental Disabilities, 22-4 (Winter 2007)

[article]
in Focus on Autism and Other Developmental Disabilities > 22-4 (Winter 2007) . - p.252-258

Titre :	Use of Strategy Instruction to Improve the Story Writing Skills of a Student With Asperger Syndrome
Type de document :	texte imprimé
Auteurs :	Monica E. DELANO, Auteur
Article en page(s) :	p.252-258
Langues :	Anglais (eng)
Index. décimale :	PER Périodiques
Résumé :	More empirical studies are needed that evaluate interventions to improve the academic functioning of students with Asperger syndrome (AS). The purpose of this exploratory study was to evaluate the use of Self-Regulated Strategy Development (SRSD) writing instruction (Graham, Harris, MacArthur, & Schwartz, 1991) with an adolescent with AS. A multiple baseline design across three responses was used to assess the effects of SRSD instruction. Strategy instruction sequentially targeted the student's use of action words, describing words, and revisions. Following instruction, the student demonstrated gains in both the quantity and quality of his writing samples.
En ligne :	http://dx.doi.org/10.1177/10883576070220040701
Permalink :	http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=8308

Reading Comprehension Instruction for Students With Autism Spectrum Disorders: A Review of the Literature / Hsu-Min CHIANG in Focus on Autism and Other Developmental Disabilities, 22-4 (Winter 2007)

[article]
in Focus on Autism and Other Developmental Disabilities > 22-4 (Winter 2007) . - p.259-267

Titre :	Reading Comprehension Instruction for Students With Autism Spectrum Disorders: A Review of the Literature
Type de document :	texte imprimé
Auteurs :	Hsu-Min CHIANG, Auteur ; Yueh-Hsien LIN, Auteur
Article en page(s) :	p.259-267
Langues :	Anglais (eng)
Index. décimale :	PER Périodiques
Résumé :	The authors reviewed studies on teaching reading comprehension to students with autism spectrum disorders (ASD) with a focus on text (academic reading) comprehension and sight word (functional) comprehension. Eleven of 754 studies met the inclusion criteria: participants with ASD, published in English in a peer-reviewed journal, and use of an experimental design. Participants, setting, academic or functional reading comprehension, and instructional methods across studies were summarized and examined. Instructional methods employed were compared to those identified by the National Reading Panel as effective for students without disabilities. Suggestions for future research and practice are discussed.
En ligne :	http://dx.doi.org/10.1177/10883576070220040801
Permalink :	http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=8309

Integrated Word Identification and Communication Instruction for Students With Complex Communication Needs: Preliminary Results / Gretchen A. HANSER in Focus on Autism and Other Developmental Disabilities, 22-4 (Winter 2007)

[article]
in Focus on Autism and Other Developmental Disabilities > 22-4 (Winter 2007) . - p.268-278

Titre :	Integrated Word Identification and Communication Instruction for Students With Complex Communication Needs: Preliminary Results
Type de document :	texte imprimé
Auteurs :	Gretchen A. HANSER, Auteur ; Karen A. ERICKSON, Auteur
Article en page(s) :	p.268-278
Langues :	Anglais (eng)
Index. décimale :	PER Périodiques
Résumé :	The current study investigated the effectiveness of an integrated word identification and communication intervention for children with complex communication needs. Using a nonconcurrent, multiple baseline design, the study involved three participants who completed 75 lessons across 4 to 6 weeks of instruction. All three participants improved their skills of word identification, developmental spelling, icon sequencing, and expressive communication. Generalization was documented through increases in the frequency of communication using icon sequencing and spelling outside of the instructional program. Implications for the development of integrated word study programs that combine systematic, sequential phonics instruction with instruction in the use of augmentative communication are discussed, along with directions for future research.
En ligne :	http://dx.doi.org/10.1177/10883576070220040901
Permalink :	http://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=8310

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PER0000377	PER FOC	Périodique	Centre d'Information et de Documentation du CRA Rhône-Alpes	PER - Périodiques	Exclu du prêt

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