Centre d'Information et de documentation du CRA Rhône-Alpes
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Evaluating Visual Activity Schedules as Evidence-Based Practice for Individuals with Autism Spectrum Disorders / Victoria KNIGHT in Journal of Autism and Developmental Disorders, 45-1 (January 2015)
[article]
Titre : Evaluating Visual Activity Schedules as Evidence-Based Practice for Individuals with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Victoria KNIGHT, Auteur ; Emily SARTINI, Auteur ; Amy D. SPRIGGS, Auteur Article en page(s) : p.157-178 Langues : Anglais (eng) Mots-clés : Visual activity schedules Evidence-based practices Autism spectrum disorder Index. décimale : PER Périodiques Résumé : A comprehensive review of the literature was conducted for articles published between 1993 and 2013 to evaluate the quality of the Visual Activity Schedules (VAS) literature using current evidence-based criteria developed by Horner et al. (Except Child 71:165–179, 2005). Authors sought to determine whether VAS can be considered an evidence-based practice by expanding on the findings from previous reviews. A total of 31 studies met inclusion criteria for the use of VAS to various behaviors to students with autism spectrum disorder (ASD). Of these studies, 16 met criteria for acceptable quality. Results suggest that VAS can be considered an EBP for individuals with ASD, especially when used in combination with systematic instructional procedures. VAS can be used to increase, maintain, and generalize a range of skills of individuals from preschool through adulthood in a variety of settings (e.g., general education, community). Implications for practitioners using VAS, limitations, and recommendations for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-014-2201-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258
in Journal of Autism and Developmental Disorders > 45-1 (January 2015) . - p.157-178[article] Evaluating Visual Activity Schedules as Evidence-Based Practice for Individuals with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Victoria KNIGHT, Auteur ; Emily SARTINI, Auteur ; Amy D. SPRIGGS, Auteur . - p.157-178.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-1 (January 2015) . - p.157-178
Mots-clés : Visual activity schedules Evidence-based practices Autism spectrum disorder Index. décimale : PER Périodiques Résumé : A comprehensive review of the literature was conducted for articles published between 1993 and 2013 to evaluate the quality of the Visual Activity Schedules (VAS) literature using current evidence-based criteria developed by Horner et al. (Except Child 71:165–179, 2005). Authors sought to determine whether VAS can be considered an evidence-based practice by expanding on the findings from previous reviews. A total of 31 studies met inclusion criteria for the use of VAS to various behaviors to students with autism spectrum disorder (ASD). Of these studies, 16 met criteria for acceptable quality. Results suggest that VAS can be considered an EBP for individuals with ASD, especially when used in combination with systematic instructional procedures. VAS can be used to increase, maintain, and generalize a range of skills of individuals from preschool through adulthood in a variety of settings (e.g., general education, community). Implications for practitioners using VAS, limitations, and recommendations for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-014-2201-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258 Talking Picture Schedules: Embedding Video Models into Visual Activity Schedules to Increase Independence for Students with ASD / Amy D. SPRIGGS in Journal of Autism and Developmental Disorders, 45-12 (December 2015)
[article]
Titre : Talking Picture Schedules: Embedding Video Models into Visual Activity Schedules to Increase Independence for Students with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Amy D. SPRIGGS, Auteur ; Victoria KNIGHT, Auteur ; Lauren SHERROW, Auteur Année de publication : 2015 Article en page(s) : p.3846-3861 Langues : Anglais (eng) Mots-clés : Modèles vidéo Technologie Visual activity schedules Video models Autism Independence Index. décimale : PER Périodiques Résumé : Studies examining video modeling and visual activity schedules independent of one another have been shown to be effective in teaching skills for students with autism, but there is little research about the effectiveness of combining the two methods. Use of visual activity schedules with embedded video models via an iPad application was investigated to determine if high school students with autism could transition within and between novel activities (e.g., writing paragraphs, setting a table, data entry) using a multiple probe across participants design. Findings indicate youth with autism were able to independently transition within and between tasks. Students exhibited high rates of generalization to the static visual activity schedules and novel task exemplars after the embedded video model was removed. En ligne : http://dx.doi.org/10.1007/s10803-014-2315-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=273
in Journal of Autism and Developmental Disorders > 45-12 (December 2015) . - p.3846-3861[article] Talking Picture Schedules: Embedding Video Models into Visual Activity Schedules to Increase Independence for Students with ASD [Texte imprimé et/ou numérique] / Amy D. SPRIGGS, Auteur ; Victoria KNIGHT, Auteur ; Lauren SHERROW, Auteur . - 2015 . - p.3846-3861.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-12 (December 2015) . - p.3846-3861
Mots-clés : Modèles vidéo Technologie Visual activity schedules Video models Autism Independence Index. décimale : PER Périodiques Résumé : Studies examining video modeling and visual activity schedules independent of one another have been shown to be effective in teaching skills for students with autism, but there is little research about the effectiveness of combining the two methods. Use of visual activity schedules with embedded video models via an iPad application was investigated to determine if high school students with autism could transition within and between novel activities (e.g., writing paragraphs, setting a table, data entry) using a multiple probe across participants design. Findings indicate youth with autism were able to independently transition within and between tasks. Students exhibited high rates of generalization to the static visual activity schedules and novel task exemplars after the embedded video model was removed. En ligne : http://dx.doi.org/10.1007/s10803-014-2315-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=273