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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 Inclusive Preschool Practitioners' Implementation of Naturalistic Developmental Behavioral Intervention Using Telehealth Training / Sophia D'AGOSTINO in Journal of Autism and Developmental Disorders, 50-3 (March 2020)
[article]
Titre : Inclusive Preschool Practitioners' Implementation of Naturalistic Developmental Behavioral Intervention Using Telehealth Training Type de document : Texte imprimé et/ou numérique Auteurs : Sophia D'AGOSTINO, Auteur ; Sarah N DOUGLAS, Auteur ; Elizabeth HORTON, Auteur Article en page(s) : p.864-880 Langues : Anglais (eng) Mots-clés : Inclusion Naturalistic developmental behavioral intervention Preschool Single-case design Telehealth Index. décimale : PER Périodiques Résumé : This single-case investigation was designed to evaluate the effects of telehealth training on practitioner implementation of a naturalistic developmental behavioral intervention (NDBI). Six general education preschool practitioners engaged in an intervention with six children with varying disabilities in inclusive classroom settings. The telehealth training package included a collaborative approach to intervention planning, online training module, video self-evaluation, and performance feedback via videoconferencing. Following telehealth training, practitioners reached criteria for implementation fidelity and increased communication opportunities. Additionally, child participants increased communication behaviors above baseline levels. All behaviors generalized to a different activity context and maintained over time. Social validity was measured and results suggest high levels of acceptability for the telehealth training package. En ligne : http://dx.doi.org/10.1007/s10803-019-04319-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=419
in Journal of Autism and Developmental Disorders > 50-3 (March 2020) . - p.864-880[article] Inclusive Preschool Practitioners' Implementation of Naturalistic Developmental Behavioral Intervention Using Telehealth Training [Texte imprimé et/ou numérique] / Sophia D'AGOSTINO, Auteur ; Sarah N DOUGLAS, Auteur ; Elizabeth HORTON, Auteur . - p.864-880.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-3 (March 2020) . - p.864-880
Mots-clés : Inclusion Naturalistic developmental behavioral intervention Preschool Single-case design Telehealth Index. décimale : PER Périodiques Résumé : This single-case investigation was designed to evaluate the effects of telehealth training on practitioner implementation of a naturalistic developmental behavioral intervention (NDBI). Six general education preschool practitioners engaged in an intervention with six children with varying disabilities in inclusive classroom settings. The telehealth training package included a collaborative approach to intervention planning, online training module, video self-evaluation, and performance feedback via videoconferencing. Following telehealth training, practitioners reached criteria for implementation fidelity and increased communication opportunities. Additionally, child participants increased communication behaviors above baseline levels. All behaviors generalized to a different activity context and maintained over time. Social validity was measured and results suggest high levels of acceptability for the telehealth training package. En ligne : http://dx.doi.org/10.1007/s10803-019-04319-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=419 An experimental analysis of the effects of therapeutic horseback riding on the behavior of children with autism / Sarah R. JENKINS in Research in Autism Spectrum Disorders, 7-6 (June 2013)
[article]
Titre : An experimental analysis of the effects of therapeutic horseback riding on the behavior of children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Sarah R. JENKINS, Auteur ; Florence D. DIGENNARO REED, Auteur Article en page(s) : p.721-740 Langues : Anglais (eng) Mots-clés : Therapeutic horseback riding Single-case design Alternative treatments Index. décimale : PER Périodiques Résumé : The current study experimentally evaluated the effects of therapeutic horseback riding on the behavior of children with autism using a multiple baseline across participants design and a waitlist control group for comparison purposes. Participants were observed weekly in an after-school program during four center-based activities and during therapeutic horseback riding lessons. We also conducted intermittent probes of behavior at home. Therapeutic horseback riding did not produce systematic changes in affect, responding to others’ initiations, spontaneous initiations, off-task behavior, compliance, problem behavior, or performance on two standardized measures. Three of four participants’ posture improved during therapeutic horseback riding. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.008 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.721-740[article] An experimental analysis of the effects of therapeutic horseback riding on the behavior of children with autism [Texte imprimé et/ou numérique] / Sarah R. JENKINS, Auteur ; Florence D. DIGENNARO REED, Auteur . - p.721-740.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.721-740
Mots-clés : Therapeutic horseback riding Single-case design Alternative treatments Index. décimale : PER Périodiques Résumé : The current study experimentally evaluated the effects of therapeutic horseback riding on the behavior of children with autism using a multiple baseline across participants design and a waitlist control group for comparison purposes. Participants were observed weekly in an after-school program during four center-based activities and during therapeutic horseback riding lessons. We also conducted intermittent probes of behavior at home. Therapeutic horseback riding did not produce systematic changes in affect, responding to others’ initiations, spontaneous initiations, off-task behavior, compliance, problem behavior, or performance on two standardized measures. Three of four participants’ posture improved during therapeutic horseback riding. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199 A Pilot Evaluation of a Treatment Package to Teach Social Conversation via Video-Chat / Matthew T. BRODHEAD in Journal of Autism and Developmental Disorders, 49-8 (August 2019)
[article]
Titre : A Pilot Evaluation of a Treatment Package to Teach Social Conversation via Video-Chat Type de document : Texte imprimé et/ou numérique Auteurs : Matthew T. BRODHEAD, Auteur ; S. Y. KIM, Auteur ; M. J. RISPOLI, Auteur ; E. S. SIPILA, Auteur ; M. Y. S. BAK, Auteur Article en page(s) : p.3316-3327 Langues : Anglais (eng) Mots-clés : Autism Behavioral intervention Single-case design Social connections Social skills Index. décimale : PER Périodiques Résumé : By engaging with family members through video-chat technology, children with autism spectrum disorder (ASD) may access additional opportunities to develop social connections to build familial cohesion and access emotional support. The purpose of this study was to evaluate a behavioral intervention package in teaching social conversation via video-chat. Using a non-concurrent multiple-baseline across participants with an embedded alternating treatments design, three seven-year-old males with ASD were taught two variations of a social conversation. Their conversation skills generalized to unfamiliar adults, some of whom had no prior experience with children with ASD. When visual supports were removed, participants appropriately varied their social conversations. Social conversations continued to occur 2 weeks following the completion of the study. Results and implications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04055-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403
in Journal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3316-3327[article] A Pilot Evaluation of a Treatment Package to Teach Social Conversation via Video-Chat [Texte imprimé et/ou numérique] / Matthew T. BRODHEAD, Auteur ; S. Y. KIM, Auteur ; M. J. RISPOLI, Auteur ; E. S. SIPILA, Auteur ; M. Y. S. BAK, Auteur . - p.3316-3327.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3316-3327
Mots-clés : Autism Behavioral intervention Single-case design Social connections Social skills Index. décimale : PER Périodiques Résumé : By engaging with family members through video-chat technology, children with autism spectrum disorder (ASD) may access additional opportunities to develop social connections to build familial cohesion and access emotional support. The purpose of this study was to evaluate a behavioral intervention package in teaching social conversation via video-chat. Using a non-concurrent multiple-baseline across participants with an embedded alternating treatments design, three seven-year-old males with ASD were taught two variations of a social conversation. Their conversation skills generalized to unfamiliar adults, some of whom had no prior experience with children with ASD. When visual supports were removed, participants appropriately varied their social conversations. Social conversations continued to occur 2 weeks following the completion of the study. Results and implications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04055-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 Teaching social studies content to students with autism using a graphic organizer intervention / Tracie-Lynn ZAKAS in Research in Autism Spectrum Disorders, 7-9 (September 2013)
[article]
Titre : Teaching social studies content to students with autism using a graphic organizer intervention Type de document : Texte imprimé et/ou numérique Auteurs : Tracie-Lynn ZAKAS, Auteur ; Diane M. BROWDER, Auteur ; Lynn AHLGRIM-DELZELL, Auteur ; Tina HEAFNER, Auteur Article en page(s) : p.1075-1086 Langues : Anglais (eng) Mots-clés : Autism Social studies History Graphic organizer Adapted text Single-case design Index. décimale : PER Périodiques Résumé : Abstract The National Council for the Social Studies (NCSS) emphasizes the teaching of social studies to provide students with information, critical thinking skills, and experiences to allow them to grow into responsible and effective citizens. There have been few studies focused on social studies instruction for students with autism spectrum disorders or other developmental disabilities. One of the barriers to teaching social studies to students without and with disabilities is students’ ability to read and understand written expository text. This current study investigated the use of a modified graphic organizer to promote improved expository text comprehension for middle school students with autism. Three students were instructed to use a modified graphic organizer intervention to answer nine items from United States history passages. Results indicated that each of the three students increased their ability to independently respond to the nine comprehension items. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.06.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211
in Research in Autism Spectrum Disorders > 7-9 (September 2013) . - p.1075-1086[article] Teaching social studies content to students with autism using a graphic organizer intervention [Texte imprimé et/ou numérique] / Tracie-Lynn ZAKAS, Auteur ; Diane M. BROWDER, Auteur ; Lynn AHLGRIM-DELZELL, Auteur ; Tina HEAFNER, Auteur . - p.1075-1086.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-9 (September 2013) . - p.1075-1086
Mots-clés : Autism Social studies History Graphic organizer Adapted text Single-case design Index. décimale : PER Périodiques Résumé : Abstract The National Council for the Social Studies (NCSS) emphasizes the teaching of social studies to provide students with information, critical thinking skills, and experiences to allow them to grow into responsible and effective citizens. There have been few studies focused on social studies instruction for students with autism spectrum disorders or other developmental disabilities. One of the barriers to teaching social studies to students without and with disabilities is students’ ability to read and understand written expository text. This current study investigated the use of a modified graphic organizer to promote improved expository text comprehension for middle school students with autism. Three students were instructed to use a modified graphic organizer intervention to answer nine items from United States history passages. Results indicated that each of the three students increased their ability to independently respond to the nine comprehension items. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.06.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211