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Talking Picture Schedules: Embedding Video Models into Visual Activity Schedules to Increase Independence for Students with ASD / Amy D. SPRIGGS in Journal of Autism and Developmental Disorders, 45-12 (December 2015)
[article]
Titre : Talking Picture Schedules: Embedding Video Models into Visual Activity Schedules to Increase Independence for Students with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Amy D. SPRIGGS, Auteur ; Victoria KNIGHT, Auteur ; Lauren SHERROW, Auteur Année de publication : 2015 Article en page(s) : p.3846-3861 Langues : Anglais (eng) Mots-clés : Modèles vidéo Technologie Visual activity schedules Video models Autism Independence Index. décimale : PER Périodiques Résumé : Studies examining video modeling and visual activity schedules independent of one another have been shown to be effective in teaching skills for students with autism, but there is little research about the effectiveness of combining the two methods. Use of visual activity schedules with embedded video models via an iPad application was investigated to determine if high school students with autism could transition within and between novel activities (e.g., writing paragraphs, setting a table, data entry) using a multiple probe across participants design. Findings indicate youth with autism were able to independently transition within and between tasks. Students exhibited high rates of generalization to the static visual activity schedules and novel task exemplars after the embedded video model was removed. En ligne : http://dx.doi.org/10.1007/s10803-014-2315-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=273
in Journal of Autism and Developmental Disorders > 45-12 (December 2015) . - p.3846-3861[article] Talking Picture Schedules: Embedding Video Models into Visual Activity Schedules to Increase Independence for Students with ASD [Texte imprimé et/ou numérique] / Amy D. SPRIGGS, Auteur ; Victoria KNIGHT, Auteur ; Lauren SHERROW, Auteur . - 2015 . - p.3846-3861.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-12 (December 2015) . - p.3846-3861
Mots-clés : Modèles vidéo Technologie Visual activity schedules Video models Autism Independence Index. décimale : PER Périodiques Résumé : Studies examining video modeling and visual activity schedules independent of one another have been shown to be effective in teaching skills for students with autism, but there is little research about the effectiveness of combining the two methods. Use of visual activity schedules with embedded video models via an iPad application was investigated to determine if high school students with autism could transition within and between novel activities (e.g., writing paragraphs, setting a table, data entry) using a multiple probe across participants design. Findings indicate youth with autism were able to independently transition within and between tasks. Students exhibited high rates of generalization to the static visual activity schedules and novel task exemplars after the embedded video model was removed. En ligne : http://dx.doi.org/10.1007/s10803-014-2315-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=273 Teaching advanced operation of an iPod-based speech-generating device to two students with autism spectrum disorders / Donna ACHMADI in Research in Autism Spectrum Disorders, 6-4 (October-December 2012)
[article]
Titre : Teaching advanced operation of an iPod-based speech-generating device to two students with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Donna ACHMADI, Auteur ; Debora KAGOHARA, Auteur ; Larah VAN DER MEER, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur ; Dean SUTHERLAND, Auteur ; Russell B. LANG, Auteur ; Peter B. MARSCHIK, Auteur ; Vanessa A. GREEN, Auteur ; Jeff SIGAFOOS, Auteur Année de publication : 2012 Article en page(s) : p.1258-1264 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders iPod Touch® Multi-step requestingSpeech-generating device Systematic instruction Etudiant Index. décimale : PER Périodiques Résumé : We evaluated a program for teaching two adolescents with autism spectrum disorders (ASD) to perform more advanced operations on an iPod-based speech-generating device (SGD). The effects of the teaching program were evaluated in a multiprobe multiple baseline across participants design that included two intervention phases. The first intervention focused on teaching the students to navigate between two screen pages and complete a multi-step response sequence to request preferred stimuli. The second intervention aimed to teach the students to turn on and unlock the device prior to navigating to the correct screen pages. Teaching procedures included response prompting, prompt fading, and differential reinforcement. Results showed that both interventions were effective in teaching the respective operations. Learning advanced operation of the iPod-based SGD could be seen as one way to promote greater independence in using such devices for multi-step communication. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.05.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165
in Research in Autism Spectrum Disorders > 6-4 (October-December 2012) . - p.1258-1264[article] Teaching advanced operation of an iPod-based speech-generating device to two students with autism spectrum disorders [Texte imprimé et/ou numérique] / Donna ACHMADI, Auteur ; Debora KAGOHARA, Auteur ; Larah VAN DER MEER, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur ; Dean SUTHERLAND, Auteur ; Russell B. LANG, Auteur ; Peter B. MARSCHIK, Auteur ; Vanessa A. GREEN, Auteur ; Jeff SIGAFOOS, Auteur . - 2012 . - p.1258-1264.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-4 (October-December 2012) . - p.1258-1264
Mots-clés : Autism spectrum disorders iPod Touch® Multi-step requestingSpeech-generating device Systematic instruction Etudiant Index. décimale : PER Périodiques Résumé : We evaluated a program for teaching two adolescents with autism spectrum disorders (ASD) to perform more advanced operations on an iPod-based speech-generating device (SGD). The effects of the teaching program were evaluated in a multiprobe multiple baseline across participants design that included two intervention phases. The first intervention focused on teaching the students to navigate between two screen pages and complete a multi-step response sequence to request preferred stimuli. The second intervention aimed to teach the students to turn on and unlock the device prior to navigating to the correct screen pages. Teaching procedures included response prompting, prompt fading, and differential reinforcement. Results showed that both interventions were effective in teaching the respective operations. Learning advanced operation of the iPod-based SGD could be seen as one way to promote greater independence in using such devices for multi-step communication. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.05.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165 Teaching caregivers to implement video modeling imitation training via iPad for their children with autism / Teresa A. CARDON in Research in Autism Spectrum Disorders, 6-4 (October-December 2012)
[article]
Titre : Teaching caregivers to implement video modeling imitation training via iPad for their children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Teresa A. CARDON, Auteur Année de publication : 2012 Article en page(s) : p.1389-1400 Langues : Anglais (eng) Mots-clés : iPad Caregiver training Imitation Video modeling Autism Index. décimale : PER Périodiques Résumé : Children with autism fail to imitate from an early age and this lack of imitation is a salient diagnostic marker for the disorder. For children with Autism Spectrum Disorder (ASD), increased imitation skills appear to be related to increased skill development in a variety of areas. Video modeling was recently validated as a technique to support imitation acquisition in young children with autism. The purpose of this research was to determine if there is a functional relation between caregiver implemented Video Modeling Imitation Training (VMIT) via iPad and increased imitation skills in young children with autism. In addition, a secondary analysis of language development after exposure to VMIT was also conducted. A multiple baseline design across four caregivers and their children with autism was implemented. Results indicated that all four caregivers were able to successfully create video models on an iPad when provided with minimal training and implement VMIT with fidelity for their children. All four children made substantial gains in their imitation skills during caregiver implemented treatment. Imitation skills maintained post treatment and, to varying degrees, generalized to imitation of live models. Expressive language skills increased to varying degrees for all participants. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.06.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165
in Research in Autism Spectrum Disorders > 6-4 (October-December 2012) . - p.1389-1400[article] Teaching caregivers to implement video modeling imitation training via iPad for their children with autism [Texte imprimé et/ou numérique] / Teresa A. CARDON, Auteur . - 2012 . - p.1389-1400.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-4 (October-December 2012) . - p.1389-1400
Mots-clés : iPad Caregiver training Imitation Video modeling Autism Index. décimale : PER Périodiques Résumé : Children with autism fail to imitate from an early age and this lack of imitation is a salient diagnostic marker for the disorder. For children with Autism Spectrum Disorder (ASD), increased imitation skills appear to be related to increased skill development in a variety of areas. Video modeling was recently validated as a technique to support imitation acquisition in young children with autism. The purpose of this research was to determine if there is a functional relation between caregiver implemented Video Modeling Imitation Training (VMIT) via iPad and increased imitation skills in young children with autism. In addition, a secondary analysis of language development after exposure to VMIT was also conducted. A multiple baseline design across four caregivers and their children with autism was implemented. Results indicated that all four caregivers were able to successfully create video models on an iPad when provided with minimal training and implement VMIT with fidelity for their children. All four children made substantial gains in their imitation skills during caregiver implemented treatment. Imitation skills maintained post treatment and, to varying degrees, generalized to imitation of live models. Expressive language skills increased to varying degrees for all participants. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.06.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165 Teaching picture naming to two adolescents with autism spectrum disorders using systematic instruction and speech-generating devices / Debora KAGOHARA in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)
[article]
Titre : Teaching picture naming to two adolescents with autism spectrum disorders using systematic instruction and speech-generating devices Type de document : Texte imprimé et/ou numérique Auteurs : Debora KAGOHARA, Auteur ; Larah VAN DER MEER, Auteur ; Donna ACHMADI, Auteur ; Vanessa A. GREEN, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur ; Dean SUTHERLAND, Auteur ; Russell B. LANG, Auteur ; Peter B. MARSCHIK, Auteur ; Jeff SIGAFOOS, Auteur Année de publication : 2012 Article en page(s) : p.1224-1233 Langues : Anglais (eng) Mots-clés : Augmentative and alternative communication Autism spectrum disorders iPad® iPod Touch® Picture naming Speech-generating devices Systematic instruction Index. décimale : PER Périodiques Résumé : We evaluated an intervention aimed at teaching two adolescents with autism spectrum disorders (ASDs) to name pictures using speech-generating devices (SGDs). The effects of intervention were evaluated in two studies using multiple-probe across participants designs. Intervention—consisting of time delay, least-to-most prompting, and differential reinforcement—was implemented to teach the participants to select icons from the SGD that corresponded to images they were shown and asked to name. Intervention was associated with an increase in correct picture naming for both students. Students learned to name 12 pictures in response to both open-ended (What do you see?) and closed-ended (What is this?) questions in Study 1 and learned to name another set of 18 pictures in Study 2. These results suggest that use of systematic instructional procedures and SGD technology may enable students with limited speech to participate in, and benefit from, this common educational activity. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.04.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155
in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1224-1233[article] Teaching picture naming to two adolescents with autism spectrum disorders using systematic instruction and speech-generating devices [Texte imprimé et/ou numérique] / Debora KAGOHARA, Auteur ; Larah VAN DER MEER, Auteur ; Donna ACHMADI, Auteur ; Vanessa A. GREEN, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur ; Dean SUTHERLAND, Auteur ; Russell B. LANG, Auteur ; Peter B. MARSCHIK, Auteur ; Jeff SIGAFOOS, Auteur . - 2012 . - p.1224-1233.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1224-1233
Mots-clés : Augmentative and alternative communication Autism spectrum disorders iPad® iPod Touch® Picture naming Speech-generating devices Systematic instruction Index. décimale : PER Périodiques Résumé : We evaluated an intervention aimed at teaching two adolescents with autism spectrum disorders (ASDs) to name pictures using speech-generating devices (SGDs). The effects of intervention were evaluated in two studies using multiple-probe across participants designs. Intervention—consisting of time delay, least-to-most prompting, and differential reinforcement—was implemented to teach the participants to select icons from the SGD that corresponded to images they were shown and asked to name. Intervention was associated with an increase in correct picture naming for both students. Students learned to name 12 pictures in response to both open-ended (What do you see?) and closed-ended (What is this?) questions in Study 1 and learned to name another set of 18 pictures in Study 2. These results suggest that use of systematic instructional procedures and SGD technology may enable students with limited speech to participate in, and benefit from, this common educational activity. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.04.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155 Les technologies pour l'autisme ouvrent de nouvelles perspectives in Link Autisme-Europe, 56 (Décembre 2011)
[article]
Titre : Les technologies pour l'autisme ouvrent de nouvelles perspectives Type de document : Texte imprimé et/ou numérique Année de publication : 2011 Article en page(s) : p.11 Langues : Français (fre) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=158
in Link Autisme-Europe > 56 (Décembre 2011) . - p.11[article] Les technologies pour l'autisme ouvrent de nouvelles perspectives [Texte imprimé et/ou numérique] . - 2011 . - p.11.
Langues : Français (fre)
in Link Autisme-Europe > 56 (Décembre 2011) . - p.11
Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=158 Technology-Aided Interventions and Instruction for Adolescents with Autism Spectrum Disorder / Samuel L ODOM in Journal of Autism and Developmental Disorders, 45-12 (December 2015)
PermalinkTechnology Tools for Students with Autism / Katharina I. BOSER
PermalinkThe World of Work (Is Not Another Planet) and My Journey to Get There / John BIDDULPH
PermalinkTraduction de SMS en français standard : une étude chez des adolescents de 11 et 14 ans / Olga VOLCKAERT-LEGRIER in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E., 118 (Septembre 2012)
PermalinkTraité de réhabilitation psychosociale / Nicolas FRANCK
PermalinkTroubles mentaux chez les enfants et les adolescents / Leïla BEN AMOR
PermalinkUsing Portable Video Modeling Technology to Increase the Compliment Behaviors of Children with Autism During Athletic Group Play / Kevin MACPHERSON in Journal of Autism and Developmental Disorders, 45-12 (December 2015)
PermalinkVinz et Lou sur internet / Avigal AMAR-THUILLIER
PermalinkWhat Can Help People with ASC Find and Keep Employment? / Ernst O. VANBERGEIJK
PermalinkWork Is Occupation: What Can I Do as an Occupational Therapy Practitioner? / David J. WYSOCKI
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