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Effectiveness of the Direct Instruction Language for Learning Curriculum Among Children Diagnosed With Autism Spectrum Disorder / M. Alice SHILLINGSBURG in Focus on Autism and Other Developmental Disabilities, 30-1 (March 2015)
[article]
Titre : Effectiveness of the Direct Instruction Language for Learning Curriculum Among Children Diagnosed With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : M. Alice SHILLINGSBURG, Auteur ; Crystal N. BOWEN, Auteur ; Richard K. PETERMAN, Auteur ; Mathew D. GAYMAN, Auteur Article en page(s) : p.44-56 Langues : Anglais (eng) Mots-clés : autism Direct Instruction language acquisition Index. décimale : PER Périodiques Résumé : Many children diagnosed with autism spectrum disorder (ASD) exhibit difficulties with complex language and social communication. Direct Instruction (DI) is an empirically supported curriculum designed to teach complex language skills to children with and at risk of learning disabilities. Only recently, the effectiveness of DI has been evaluated among children with autism. The present study evaluated the effectiveness of the DI Language for Learning curriculum among 18 children diagnosed with ASD. Immediate post-intervention language scores on curriculum post-tests were significantly higher than pre-intervention scores and remained significantly higher than pre-intervention scores up to 6 to 8 months following the intervention. Comparing language skills across groups, children already exposed to the intervention exhibited significantly higher language skills than their non-exposed waitlist counterparts. En ligne : http://dx.doi.org/10.1177/1088357614532498 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257
in Focus on Autism and Other Developmental Disabilities > 30-1 (March 2015) . - p.44-56[article] Effectiveness of the Direct Instruction Language for Learning Curriculum Among Children Diagnosed With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / M. Alice SHILLINGSBURG, Auteur ; Crystal N. BOWEN, Auteur ; Richard K. PETERMAN, Auteur ; Mathew D. GAYMAN, Auteur . - p.44-56.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 30-1 (March 2015) . - p.44-56
Mots-clés : autism Direct Instruction language acquisition Index. décimale : PER Périodiques Résumé : Many children diagnosed with autism spectrum disorder (ASD) exhibit difficulties with complex language and social communication. Direct Instruction (DI) is an empirically supported curriculum designed to teach complex language skills to children with and at risk of learning disabilities. Only recently, the effectiveness of DI has been evaluated among children with autism. The present study evaluated the effectiveness of the DI Language for Learning curriculum among 18 children diagnosed with ASD. Immediate post-intervention language scores on curriculum post-tests were significantly higher than pre-intervention scores and remained significantly higher than pre-intervention scores up to 6 to 8 months following the intervention. Comparing language skills across groups, children already exposed to the intervention exhibited significantly higher language skills than their non-exposed waitlist counterparts. En ligne : http://dx.doi.org/10.1177/1088357614532498 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257 The Effectiveness of Direct Instruction in Teaching Students with Autism Spectrum Disorder to Answer “Wh-” Questions / Jessica N. CADETTE in Journal of Autism and Developmental Disorders, 46-9 (September 2016)
[article]
Titre : The Effectiveness of Direct Instruction in Teaching Students with Autism Spectrum Disorder to Answer “Wh-” Questions Type de document : Texte imprimé et/ou numérique Auteurs : Jessica N. CADETTE, Auteur ; Cynthia L. WILSON, Auteur ; Michael P. BRADY, Auteur ; Charles DUKES, Auteur ; Kyle D. BENNETT, Auteur Article en page(s) : p.2968-2978 Langues : Anglais (eng) Mots-clés : Autism ASD Direct instruction Language "Wh-" questions Index. décimale : PER Périodiques Résumé : Research on the effects of Direct Instruction (DI) among students with Autism Spectrum Disorder (ASD) has only recently emerged. A benefit of DI is that it can be implemented with groups of students, which makes it potentially a cost effective method of instruction for some skills. In this study, we examined the effects of DI on teaching secondary students with ASD to answer three “wh-” questions. Using a multiple probe design across behaviors, results indicated the participants mastered two of the three “wh-” question types and made progress with the remaining question type. These results are discussed along with implications for educators instructing students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2825-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292
in Journal of Autism and Developmental Disorders > 46-9 (September 2016) . - p.2968-2978[article] The Effectiveness of Direct Instruction in Teaching Students with Autism Spectrum Disorder to Answer “Wh-” Questions [Texte imprimé et/ou numérique] / Jessica N. CADETTE, Auteur ; Cynthia L. WILSON, Auteur ; Michael P. BRADY, Auteur ; Charles DUKES, Auteur ; Kyle D. BENNETT, Auteur . - p.2968-2978.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-9 (September 2016) . - p.2968-2978
Mots-clés : Autism ASD Direct instruction Language "Wh-" questions Index. décimale : PER Périodiques Résumé : Research on the effects of Direct Instruction (DI) among students with Autism Spectrum Disorder (ASD) has only recently emerged. A benefit of DI is that it can be implemented with groups of students, which makes it potentially a cost effective method of instruction for some skills. In this study, we examined the effects of DI on teaching secondary students with ASD to answer three “wh-” questions. Using a multiple probe design across behaviors, results indicated the participants mastered two of the three “wh-” question types and made progress with the remaining question type. These results are discussed along with implications for educators instructing students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2825-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292 Effects of explicit instruction on acquisition and generalization of mathematical concepts for a student with autism spectrum disorder / Jenny R. ROOT in Research in Autism Spectrum Disorders, 57 (January 2019)
[article]
Titre : Effects of explicit instruction on acquisition and generalization of mathematical concepts for a student with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jenny R. ROOT, Auteur Article en page(s) : p.1-6 Langues : Anglais (eng) Mots-clés : Autism Intellectual disability Direct instruction Explicit instruction Mathematics Generalization Single-case design Index. décimale : PER Périodiques Résumé : Background This study investigated the effects of explicit instruction on acquisition and generalization of mathematical concepts (more, different, long) by an elementary student with autism and co- morbid intellectual disability. Method This study used a single-case multiple probe across behaviors design to measure the acquisition and generalization of concepts across four categories of stimuli: (a) far distractor objects, (b) near distractor objects, (c) near distractor pictures, and (d) environmental objects. Results A functional relation was found between explicit instruction and independent identification of mathematical concepts. Data indicate the intervention was effective and treatment effects were maintained across concepts. Variable generalization patterns were observed across concepts. Conclusions Explicit instruction is an effective instructional strategy for teaching mathematical concepts to learners with autism and co-morbid intellectual disability. Future research should measure the efficacy of explicit instruction for more advanced generalization of concepts and application to functional tasks. En ligne : https://doi.org/10.1016/j.rasd.2018.09.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371
in Research in Autism Spectrum Disorders > 57 (January 2019) . - p.1-6[article] Effects of explicit instruction on acquisition and generalization of mathematical concepts for a student with autism spectrum disorder [Texte imprimé et/ou numérique] / Jenny R. ROOT, Auteur . - p.1-6.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 57 (January 2019) . - p.1-6
Mots-clés : Autism Intellectual disability Direct instruction Explicit instruction Mathematics Generalization Single-case design Index. décimale : PER Périodiques Résumé : Background This study investigated the effects of explicit instruction on acquisition and generalization of mathematical concepts (more, different, long) by an elementary student with autism and co- morbid intellectual disability. Method This study used a single-case multiple probe across behaviors design to measure the acquisition and generalization of concepts across four categories of stimuli: (a) far distractor objects, (b) near distractor objects, (c) near distractor pictures, and (d) environmental objects. Results A functional relation was found between explicit instruction and independent identification of mathematical concepts. Data indicate the intervention was effective and treatment effects were maintained across concepts. Variable generalization patterns were observed across concepts. Conclusions Explicit instruction is an effective instructional strategy for teaching mathematical concepts to learners with autism and co-morbid intellectual disability. Future research should measure the efficacy of explicit instruction for more advanced generalization of concepts and application to functional tasks. En ligne : https://doi.org/10.1016/j.rasd.2018.09.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371