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Use of Visual Supports with Young Children with Autism Spectrum Disorders / Kara HUME
Titre : Use of Visual Supports with Young Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Kara HUME, Auteur ; Connie S. WONG, Auteur ; Joshua B. PLAVNICK, Auteur ; Tia SCHULTZ, Auteur Année de publication : 2014 Importance : p.293-313 Langues : Anglais (eng) Mots-clés : Visual supports Visual schedules Visual cues Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=265 Use of Visual Supports with Young Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Kara HUME, Auteur ; Connie S. WONG, Auteur ; Joshua B. PLAVNICK, Auteur ; Tia SCHULTZ, Auteur . - 2014 . - p.293-313.
Langues : Anglais (eng)
Mots-clés : Visual supports Visual schedules Visual cues Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=265 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Using a Multicomponent Adapted Power Card Strategy to Decrease Latency During Interactivity Transitions for Three Children With Developmental Disabilities / Maureen E. ANGELL in Focus on Autism and Other Developmental Disabilities, 26-4 (December 2011)
[article]
Titre : Using a Multicomponent Adapted Power Card Strategy to Decrease Latency During Interactivity Transitions for Three Children With Developmental Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Maureen E. ANGELL, Auteur ; Joanna K. NICHOLSON, Auteur ; Emily H. WATTS, Auteur ; Craig BLUM, Auteur Année de publication : 2011 Article en page(s) : p.206-217 Langues : Anglais (eng) Mots-clés : Power Cards interactivity transitions visual cues developmental disabilities elementary age Index. décimale : PER Périodiques Résumé : An adapted Power Card strategy was examined to determine effectiveness in decreasing latency in responding to teacher cues to initiate interactivity transitions in the classroom among three students, aged 10 to 11 years, with developmental disabilities (i.e., one with autism and two with intellectual disability). The Power Card strategy, a form of visually cued instruction, included scripts in which the students’ “heroes” or preferred fictional characters demonstrated targeted interactivity transition behaviors. The strategy decreased response latency for all three students as documented within a single-case withdrawal (A-B-A-B-A-B) design replicated across the three participants. Instructional staff implemented the intervention and, at the end of the study, all remarked about the dramatic effectiveness of the adapted Power Card strategy, said they would use this strategy in the future, and noted that overall classroom functioning had improved. Implications for classroom practice and recommendations for further research on the use of Power Card strategies are discussed. En ligne : http://dx.doi.org/10.1177/1088357611421169 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=148
in Focus on Autism and Other Developmental Disabilities > 26-4 (December 2011) . - p.206-217[article] Using a Multicomponent Adapted Power Card Strategy to Decrease Latency During Interactivity Transitions for Three Children With Developmental Disabilities [Texte imprimé et/ou numérique] / Maureen E. ANGELL, Auteur ; Joanna K. NICHOLSON, Auteur ; Emily H. WATTS, Auteur ; Craig BLUM, Auteur . - 2011 . - p.206-217.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 26-4 (December 2011) . - p.206-217
Mots-clés : Power Cards interactivity transitions visual cues developmental disabilities elementary age Index. décimale : PER Périodiques Résumé : An adapted Power Card strategy was examined to determine effectiveness in decreasing latency in responding to teacher cues to initiate interactivity transitions in the classroom among three students, aged 10 to 11 years, with developmental disabilities (i.e., one with autism and two with intellectual disability). The Power Card strategy, a form of visually cued instruction, included scripts in which the students’ “heroes” or preferred fictional characters demonstrated targeted interactivity transition behaviors. The strategy decreased response latency for all three students as documented within a single-case withdrawal (A-B-A-B-A-B) design replicated across the three participants. Instructional staff implemented the intervention and, at the end of the study, all remarked about the dramatic effectiveness of the adapted Power Card strategy, said they would use this strategy in the future, and noted that overall classroom functioning had improved. Implications for classroom practice and recommendations for further research on the use of Power Card strategies are discussed. En ligne : http://dx.doi.org/10.1177/1088357611421169 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=148 Do children with autism and Asperger's disorder have difficulty controlling handwriting size? A kinematic evaluation / Beth P. JOHNSON in Research in Autism Spectrum Disorders, 11 (March 2015)
[article]
Titre : Do children with autism and Asperger's disorder have difficulty controlling handwriting size? A kinematic evaluation Type de document : Texte imprimé et/ou numérique Auteurs : Beth P. JOHNSON, Auteur ; James G. PHILLIPS, Auteur ; Nicole PAPADOPOULOS, Auteur ; Joanne FIELDING, Auteur ; Bruce TONGE, Auteur ; Nicole J. RINEHART, Auteur Article en page(s) : p.20-26 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders Fine motor Handwriting Visual cues Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASD) often show difficulties in controlling letter size and consistent letter formation during handwriting; however, there has been little research into the underlying nature of handwriting impairments in this group. The aim of this study was to assess the ability of children with ASD to regulate the size and consistency of fundamental handwriting movements when using writing guides, and determine whether the kinematic profile during writing is different to typically developing children. Twenty-six boys with ASD (16 with high-functioning autism, 10 with Asperger's disorder) aged 8–13 years (IQ > 75), and 17 typically developing children wrote a series of four cursive letter l's using 10 mm and 40 mm writing guides, using a graphics tablet and stylus. Movement size and consistency was comparable between groups when the writing guides were set at 10 mm; however, handwriting movements of children with ASD were significantly faster and more fluent than typically developing children when writing guides were set at 40 mm. Neuromotor noise was comparable to that of typically developing children across both writing sizes. Clinically, our findings indicate that children with ASD have a well-automated motor plan for simple handwriting movements when writing guides are present and that problems of handwriting legibility in ASD are likely to arise from other factors, such as complex motor chaining (i.e. writing whole words and sentences), or attentional, working memory and linguistic demands when writing. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.11.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260
in Research in Autism Spectrum Disorders > 11 (March 2015) . - p.20-26[article] Do children with autism and Asperger's disorder have difficulty controlling handwriting size? A kinematic evaluation [Texte imprimé et/ou numérique] / Beth P. JOHNSON, Auteur ; James G. PHILLIPS, Auteur ; Nicole PAPADOPOULOS, Auteur ; Joanne FIELDING, Auteur ; Bruce TONGE, Auteur ; Nicole J. RINEHART, Auteur . - p.20-26.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 11 (March 2015) . - p.20-26
Mots-clés : Autism spectrum disorders Fine motor Handwriting Visual cues Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASD) often show difficulties in controlling letter size and consistent letter formation during handwriting; however, there has been little research into the underlying nature of handwriting impairments in this group. The aim of this study was to assess the ability of children with ASD to regulate the size and consistency of fundamental handwriting movements when using writing guides, and determine whether the kinematic profile during writing is different to typically developing children. Twenty-six boys with ASD (16 with high-functioning autism, 10 with Asperger's disorder) aged 8–13 years (IQ > 75), and 17 typically developing children wrote a series of four cursive letter l's using 10 mm and 40 mm writing guides, using a graphics tablet and stylus. Movement size and consistency was comparable between groups when the writing guides were set at 10 mm; however, handwriting movements of children with ASD were significantly faster and more fluent than typically developing children when writing guides were set at 40 mm. Neuromotor noise was comparable to that of typically developing children across both writing sizes. Clinically, our findings indicate that children with ASD have a well-automated motor plan for simple handwriting movements when writing guides are present and that problems of handwriting legibility in ASD are likely to arise from other factors, such as complex motor chaining (i.e. writing whole words and sentences), or attentional, working memory and linguistic demands when writing. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.11.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260