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Comparing pictorial and video-modeling activity schedules during transitions for students with autism spectrum disorders / David F. CIHAK in Research in Autism Spectrum Disorders, 4-4 (October-December 2010)
[article]
Titre : Comparing pictorial and video-modeling activity schedules during transitions for students with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : David F. CIHAK, Auteur ; Kevin M. AYRES, Auteur Année de publication : 2010 Article en page(s) : p.763-771 Langues : Anglais (eng) Mots-clés : Autism Picture-prompts Video-modeling Transitions Schedules Index. décimale : PER Périodiques Résumé : This study evaluated the differential effects of two different visual schedule strategies. In the context of an alternating treatments design, static-picture schedules were compared to video based activity schedules as supports for three middle school aged students with autism. Students used the visual schedules to transition between activities in their classroom. All participants began transition more independently after being exposed to the visual schedules. Two participants reached criteria faster with static-picture schedules, one reach criteria slightly faster progress with the video based schedule, and the last participant reach criteria at the same rate using either schedule. The positive outcomes for both interventions are discussed in the context of practitioners’ need for a variety of evidenced based practices to meet the needs of a diverse student body as well and that similar interventions may have different outcomes depending on the characteristics and preferences of the learner. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.06.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102
in Research in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.763-771[article] Comparing pictorial and video-modeling activity schedules during transitions for students with autism spectrum disorders [Texte imprimé et/ou numérique] / David F. CIHAK, Auteur ; Kevin M. AYRES, Auteur . - 2010 . - p.763-771.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.763-771
Mots-clés : Autism Picture-prompts Video-modeling Transitions Schedules Index. décimale : PER Périodiques Résumé : This study evaluated the differential effects of two different visual schedule strategies. In the context of an alternating treatments design, static-picture schedules were compared to video based activity schedules as supports for three middle school aged students with autism. Students used the visual schedules to transition between activities in their classroom. All participants began transition more independently after being exposed to the visual schedules. Two participants reached criteria faster with static-picture schedules, one reach criteria slightly faster progress with the video based schedule, and the last participant reach criteria at the same rate using either schedule. The positive outcomes for both interventions are discussed in the context of practitioners’ need for a variety of evidenced based practices to meet the needs of a diverse student body as well and that similar interventions may have different outcomes depending on the characteristics and preferences of the learner. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.06.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 Comparing pictorial and video modeling activity schedules during transitions for students with autism spectrum disorders / David F. CIHAK in Research in Autism Spectrum Disorders, 5-1 (January-March 2011)
[article]
Titre : Comparing pictorial and video modeling activity schedules during transitions for students with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : David F. CIHAK, Auteur Année de publication : 2011 Article en page(s) : p.433-441 Langues : Anglais (eng) Mots-clés : Autism Picture-prompts Video-modeling Transitions Schedules Index. décimale : PER Périodiques Résumé : This study evaluated the differential effects of two different visual schedule strategies. In the context of an alternating treatments design, static-picture schedules were compared to video based activity schedules as supports for three middle school aged students with autism. Students used the visual schedules to transition between activities in their classroom. All participants began transition more independently after being exposed to the visual schedules. Two participants reached criteria faster with static-picture schedules while the third participant made slightly faster progress with the video based schedule. The positive outcomes for both interventions are discussed in the context of practitioners’ need for a variety of evidenced based practices to meet the needs of a diverse student body as well and that similar interventions may have different outcomes depending on the characteristics and preferences of the learner. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.06.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=111
in Research in Autism Spectrum Disorders > 5-1 (January-March 2011) . - p.433-441[article] Comparing pictorial and video modeling activity schedules during transitions for students with autism spectrum disorders [Texte imprimé et/ou numérique] / David F. CIHAK, Auteur . - 2011 . - p.433-441.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 5-1 (January-March 2011) . - p.433-441
Mots-clés : Autism Picture-prompts Video-modeling Transitions Schedules Index. décimale : PER Périodiques Résumé : This study evaluated the differential effects of two different visual schedule strategies. In the context of an alternating treatments design, static-picture schedules were compared to video based activity schedules as supports for three middle school aged students with autism. Students used the visual schedules to transition between activities in their classroom. All participants began transition more independently after being exposed to the visual schedules. Two participants reached criteria faster with static-picture schedules while the third participant made slightly faster progress with the video based schedule. The positive outcomes for both interventions are discussed in the context of practitioners’ need for a variety of evidenced based practices to meet the needs of a diverse student body as well and that similar interventions may have different outcomes depending on the characteristics and preferences of the learner. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.06.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=111