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Using Explicit Instruction to Teach Science Descriptors to Students with Autism Spectrum Disorder / Victoria KNIGHT in Journal of Autism and Developmental Disorders, 42-3 (March 2012)
[article]
Titre : Using Explicit Instruction to Teach Science Descriptors to Students with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Victoria KNIGHT, Auteur ; Bethany R. SMITH, Auteur ; Fred SPOONER, Auteur ; Diane M. BROWDER, Auteur Année de publication : 2012 Article en page(s) : p.378-389 Langues : Anglais (eng) Mots-clés : Science content Explicit instruction Autism spectrum disorder Index. décimale : PER Périodiques Résumé : Science content is one area of general curriculum access that needs more investigation. Explicit instruction is effective for teaching students with high incidence disabilities a variety of skills, including science content. In this study, we taught three elementary aged students with autism spectrum disorder to acquire science descriptors (e.g., wet) and then generalization to novel objects, pictures, and within a science inquiry lesson via explicit instruction. A multiple probe across behaviors with concurrent replication across participants design measured the effects of the intervention. All three participants met criterion, some were able to generalize to novel objects, pictures, and objects within science inquiry lesson. Outcomes are discussed from the perspective of implications for practice and future research investigations. En ligne : http://dx.doi.org/10.1007/s10803-011-1258-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=152
in Journal of Autism and Developmental Disorders > 42-3 (March 2012) . - p.378-389[article] Using Explicit Instruction to Teach Science Descriptors to Students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Victoria KNIGHT, Auteur ; Bethany R. SMITH, Auteur ; Fred SPOONER, Auteur ; Diane M. BROWDER, Auteur . - 2012 . - p.378-389.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-3 (March 2012) . - p.378-389
Mots-clés : Science content Explicit instruction Autism spectrum disorder Index. décimale : PER Périodiques Résumé : Science content is one area of general curriculum access that needs more investigation. Explicit instruction is effective for teaching students with high incidence disabilities a variety of skills, including science content. In this study, we taught three elementary aged students with autism spectrum disorder to acquire science descriptors (e.g., wet) and then generalization to novel objects, pictures, and within a science inquiry lesson via explicit instruction. A multiple probe across behaviors with concurrent replication across participants design measured the effects of the intervention. All three participants met criterion, some were able to generalize to novel objects, pictures, and objects within science inquiry lesson. Outcomes are discussed from the perspective of implications for practice and future research investigations. En ligne : http://dx.doi.org/10.1007/s10803-011-1258-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=152