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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 Functional assessment of instructional variables: Linking assessment and treatment / Tiffany KODAK in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)
[article]
Titre : Functional assessment of instructional variables: Linking assessment and treatment Type de document : Texte imprimé et/ou numérique Auteurs : Tiffany KODAK, Auteur ; Wayne FISHER, Auteur ; Andrea CLEMENTS, Auteur ; Amber R. PADEN, Auteur ; Nitasha R. DICKES, Auteur Année de publication : 2011 Article en page(s) : p.1059-1077 Langues : Anglais (eng) Mots-clés : Academic interventions Auditory-visual conditional discrimination Functional assessment Instructional variables Index. décimale : PER Périodiques Résumé : The purpose of the present investigation was to refine and validate an assessment procedure to identify instructional variables influencing acquisition of conditional discriminations in children diagnosed with autism. An assessment was implemented with eleven individuals to identify the specific instructional variables influencing the individual's responding. A prescribed academic intervention was selected for participants based on the results of the functional assessment. The prescribed intervention was compared to an alternative treatment and control condition. The functional assessment identified several different patterns of responding to instructional variables across participants. The treatment evaluation demonstrated that the prescribed academic intervention was effective in teaching conditional discriminations. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.11.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119
in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1059-1077[article] Functional assessment of instructional variables: Linking assessment and treatment [Texte imprimé et/ou numérique] / Tiffany KODAK, Auteur ; Wayne FISHER, Auteur ; Andrea CLEMENTS, Auteur ; Amber R. PADEN, Auteur ; Nitasha R. DICKES, Auteur . - 2011 . - p.1059-1077.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1059-1077
Mots-clés : Academic interventions Auditory-visual conditional discrimination Functional assessment Instructional variables Index. décimale : PER Périodiques Résumé : The purpose of the present investigation was to refine and validate an assessment procedure to identify instructional variables influencing acquisition of conditional discriminations in children diagnosed with autism. An assessment was implemented with eleven individuals to identify the specific instructional variables influencing the individual's responding. A prescribed academic intervention was selected for participants based on the results of the functional assessment. The prescribed intervention was compared to an alternative treatment and control condition. The functional assessment identified several different patterns of responding to instructional variables across participants. The treatment evaluation demonstrated that the prescribed academic intervention was effective in teaching conditional discriminations. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.11.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119 A rapid assessment of instructional strategies to teach auditory-visual conditional discriminations to children with autism / Tiffany KODAK in Research in Autism Spectrum Disorders, 7-6 (June 2013)
[article]
Titre : A rapid assessment of instructional strategies to teach auditory-visual conditional discriminations to children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Tiffany KODAK, Auteur ; Andrea CLEMENTS, Auteur ; Brittany LEBLANC, Auteur Article en page(s) : p.801-807 Langues : Anglais (eng) Mots-clés : Autism Academic interventions Brief experimental analysis Conditional discrimination Skills assessment Index. décimale : PER Périodiques Résumé : The purpose of the present investigation was to evaluate a rapid assessment procedure to identify effective instructional strategies to teach auditory-visual conditional discriminations to children diagnosed with autism. We replicated and extended previous rapid skills assessments (Lerman, Vorndran, Addison, amp; Kuhn, 2004) by evaluating the effects of reinforcement and prompting on the acquisition of auditory-visual conditional discriminations. The results showed that our assessment procedure identified at least one effective instructional strategy for each participant. In addition, our experimental design allowed us to identify the most efficient instructional strategy for all three participants. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199
in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.801-807[article] A rapid assessment of instructional strategies to teach auditory-visual conditional discriminations to children with autism [Texte imprimé et/ou numérique] / Tiffany KODAK, Auteur ; Andrea CLEMENTS, Auteur ; Brittany LEBLANC, Auteur . - p.801-807.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.801-807
Mots-clés : Autism Academic interventions Brief experimental analysis Conditional discrimination Skills assessment Index. décimale : PER Périodiques Résumé : The purpose of the present investigation was to evaluate a rapid assessment procedure to identify effective instructional strategies to teach auditory-visual conditional discriminations to children diagnosed with autism. We replicated and extended previous rapid skills assessments (Lerman, Vorndran, Addison, amp; Kuhn, 2004) by evaluating the effects of reinforcement and prompting on the acquisition of auditory-visual conditional discriminations. The results showed that our assessment procedure identified at least one effective instructional strategy for each participant. In addition, our experimental design allowed us to identify the most efficient instructional strategy for all three participants. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199