Centre d'Information et de documentation du CRA Rhône-Alpes
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Alignment of Instruction, Expectations, and Accountability Testing for Students With Autism Spectrum Disorder / Sara E. WITMER in Focus on Autism and Other Developmental Disabilities, 29-3 (September 2014)
[article]
Titre : Alignment of Instruction, Expectations, and Accountability Testing for Students With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Sara E. WITMER, Auteur ; Summer J. FERRERI, Auteur Article en page(s) : p.131-144 Langues : Anglais (eng) Mots-clés : assessment inclusion instruction Index. décimale : PER Périodiques Résumé : Current large-scale assessment and accountability policies in the United States emphasize the need for all students to be appropriately included. However, there are many challenges to effective inclusion. Students with autism spectrum disorder (ASD) exhibit unique social communication and behavior challenges that can hinder their effective inclusion in instruction and testing. However, no studies have systematically examined how this unique group of students is currently included in accountability programs. A statewide representative sample of 191 teachers selected a student with ASD and reported on (a) the extent to which the student received instruction according to the general curriculum, (b) the teacher’s academic expectations for the student, and (c) the method by which the student participated in accountability testing. Results indicated that many students were reported to rarely receive instruction according to the general curriculum, and many were reported to participate in an alternate assessment. En ligne : http://dx.doi.org/10.1177/1088357614522294 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238
in Focus on Autism and Other Developmental Disabilities > 29-3 (September 2014) . - p.131-144[article] Alignment of Instruction, Expectations, and Accountability Testing for Students With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Sara E. WITMER, Auteur ; Summer J. FERRERI, Auteur . - p.131-144.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 29-3 (September 2014) . - p.131-144
Mots-clés : assessment inclusion instruction Index. décimale : PER Périodiques Résumé : Current large-scale assessment and accountability policies in the United States emphasize the need for all students to be appropriately included. However, there are many challenges to effective inclusion. Students with autism spectrum disorder (ASD) exhibit unique social communication and behavior challenges that can hinder their effective inclusion in instruction and testing. However, no studies have systematically examined how this unique group of students is currently included in accountability programs. A statewide representative sample of 191 teachers selected a student with ASD and reported on (a) the extent to which the student received instruction according to the general curriculum, (b) the teacher’s academic expectations for the student, and (c) the method by which the student participated in accountability testing. Results indicated that many students were reported to rarely receive instruction according to the general curriculum, and many were reported to participate in an alternate assessment. En ligne : http://dx.doi.org/10.1177/1088357614522294 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 Effective Mathematics Instruction for Students With Moderate and Severe Disabilities: A Review of the Literature / Jessica A. BOWMAN in Focus on Autism and Other Developmental Disabilities, 34-4 (December 2019)
[article]
Titre : Effective Mathematics Instruction for Students With Moderate and Severe Disabilities: A Review of the Literature Type de document : Texte imprimé et/ou numérique Auteurs : Jessica A. BOWMAN, Auteur ; John MCDONNELL, Auteur ; Joanna H. RYAN, Auteur ; Olivia FUDGE-COLEMAN, Auteur Article en page(s) : p.195-204 Langues : Anglais (eng) Mots-clés : mathematics instruction access to the general curriculum intellectual disability autism moderate disability severe disability concrete representations manipulatives anchored instruction math stories in vivo systematic instruction technology Index. décimale : PER Périodiques Résumé : Educational programs for students with moderate and severe disabilities (MSD) have undergone drastic changes since the mandate for access to the general curriculum was provided by Individuals With Disabilities Education Act. Since then, educators have struggled to find methods to use to promote optimal learning, including in the area of mathematics. The purpose of this systematic literature review was to provide an update on research related to teaching mathematics to students with MSD published from 2005 to 2017. Results from the included studies indicated that mathematics research has started to diversify in the skills that are being taught to this population. In addition to skills taught, current research has continued to inform the field on some promising methods that can be used to teach a broader range of mathematics skills. Emerging strategies that were identified included the use of concrete representations, anchored instruction, and instructional technology. Suggestions for future research are discussed. En ligne : https://doi.org/10.1177/1088357619827932 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410
in Focus on Autism and Other Developmental Disabilities > 34-4 (December 2019) . - p.195-204[article] Effective Mathematics Instruction for Students With Moderate and Severe Disabilities: A Review of the Literature [Texte imprimé et/ou numérique] / Jessica A. BOWMAN, Auteur ; John MCDONNELL, Auteur ; Joanna H. RYAN, Auteur ; Olivia FUDGE-COLEMAN, Auteur . - p.195-204.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 34-4 (December 2019) . - p.195-204
Mots-clés : mathematics instruction access to the general curriculum intellectual disability autism moderate disability severe disability concrete representations manipulatives anchored instruction math stories in vivo systematic instruction technology Index. décimale : PER Périodiques Résumé : Educational programs for students with moderate and severe disabilities (MSD) have undergone drastic changes since the mandate for access to the general curriculum was provided by Individuals With Disabilities Education Act. Since then, educators have struggled to find methods to use to promote optimal learning, including in the area of mathematics. The purpose of this systematic literature review was to provide an update on research related to teaching mathematics to students with MSD published from 2005 to 2017. Results from the included studies indicated that mathematics research has started to diversify in the skills that are being taught to this population. In addition to skills taught, current research has continued to inform the field on some promising methods that can be used to teach a broader range of mathematics skills. Emerging strategies that were identified included the use of concrete representations, anchored instruction, and instructional technology. Suggestions for future research are discussed. En ligne : https://doi.org/10.1177/1088357619827932 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410 Teaching reading comprehension to learners with autism spectrum disorder: Discrepancies between teacher and research-recommended practices / Amy L. ACCARDO in Autism, 23-1 (January 2019)
[article]
Titre : Teaching reading comprehension to learners with autism spectrum disorder: Discrepancies between teacher and research-recommended practices Type de document : Texte imprimé et/ou numérique Auteurs : Amy L. ACCARDO, Auteur ; E. G. FINNEGAN, Auteur Article en page(s) : p.236-246 Langues : Anglais (eng) Mots-clés : autism spectrum disorders cognition (attention, learning, memory) communication and language education services school-age children self-efficacy integration strategy question generation students children instruction education intervention individuals literacy Psychology Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder have been found to experience difficulty with reading comprehension despite intact decoding and word recognition. This identified need for targeted reading comprehension remediation results in a need for teachers to utilize research-based practices and to individualize instruction for students with autism spectrum disorder; however, teachers report a lack of access to such practices. This study utilized survey methodology to gather perceptions and experiences of teachers and to compare teacher preparedness to use effective instructional practices emerging from the extant research to teacher-reported effective practices in the classroom. Study findings, based on 112 participants, reveal a discrepancy between teacher-reported effective practices, and the practices identified as effective through research, indicating a research to practice gap. Implications for practice include professional development recommendations, and the need for increased communication between researchers and teachers. En ligne : http://dx.doi.org/10.1177/1362361317730744 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379
in Autism > 23-1 (January 2019) . - p.236-246[article] Teaching reading comprehension to learners with autism spectrum disorder: Discrepancies between teacher and research-recommended practices [Texte imprimé et/ou numérique] / Amy L. ACCARDO, Auteur ; E. G. FINNEGAN, Auteur . - p.236-246.
Langues : Anglais (eng)
in Autism > 23-1 (January 2019) . - p.236-246
Mots-clés : autism spectrum disorders cognition (attention, learning, memory) communication and language education services school-age children self-efficacy integration strategy question generation students children instruction education intervention individuals literacy Psychology Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder have been found to experience difficulty with reading comprehension despite intact decoding and word recognition. This identified need for targeted reading comprehension remediation results in a need for teachers to utilize research-based practices and to individualize instruction for students with autism spectrum disorder; however, teachers report a lack of access to such practices. This study utilized survey methodology to gather perceptions and experiences of teachers and to compare teacher preparedness to use effective instructional practices emerging from the extant research to teacher-reported effective practices in the classroom. Study findings, based on 112 participants, reveal a discrepancy between teacher-reported effective practices, and the practices identified as effective through research, indicating a research to practice gap. Implications for practice include professional development recommendations, and the need for increased communication between researchers and teachers. En ligne : http://dx.doi.org/10.1177/1362361317730744 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379 Virtual Manipulative-Based Intervention Package to Teach Multiplication and Division to Secondary Students With Developmental Disabilities / Emily C. BOUCK in Focus on Autism and Other Developmental Disabilities, 35-4 (December 2020)
[article]
Titre : Virtual Manipulative-Based Intervention Package to Teach Multiplication and Division to Secondary Students With Developmental Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Emily C. BOUCK, Auteur ; Jordan SHURR, Auteur ; Jiyoon PARK, Auteur Article en page(s) : p.195-207 Langues : Anglais (eng) Mots-clés : middle school age instruction prompts special education Index. décimale : PER Périodiques Résumé : Mathematics instruction for students with intellectual disabilities and autism is important. However, it is imperative for researchers and practitioners to focus on the maintenance of mathematical concepts and not just acquisition for these students. Through a single-case multiple probe across participants study, researchers explored an intervention package consisting of a manipulative-based instructional sequence involving virtual manipulatives and then representations (i.e., drawings; referred to as the virtual-representational instructional sequence), explicit instruction, the system of least prompts, overlearning, and support fading to support students with intellectual disability and autism to acquire and maintain multiplication or division skills. The three middle school students who completed the entire intervention acquired and maintained their targeted mathematics skill—in multiplication or division. The results have implications for use of intervention packages to teach foundational mathematics skills to students with developmental disabilities. En ligne : http://dx.doi.org/10.1177/1088357620943499 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434
in Focus on Autism and Other Developmental Disabilities > 35-4 (December 2020) . - p.195-207[article] Virtual Manipulative-Based Intervention Package to Teach Multiplication and Division to Secondary Students With Developmental Disabilities [Texte imprimé et/ou numérique] / Emily C. BOUCK, Auteur ; Jordan SHURR, Auteur ; Jiyoon PARK, Auteur . - p.195-207.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 35-4 (December 2020) . - p.195-207
Mots-clés : middle school age instruction prompts special education Index. décimale : PER Périodiques Résumé : Mathematics instruction for students with intellectual disabilities and autism is important. However, it is imperative for researchers and practitioners to focus on the maintenance of mathematical concepts and not just acquisition for these students. Through a single-case multiple probe across participants study, researchers explored an intervention package consisting of a manipulative-based instructional sequence involving virtual manipulatives and then representations (i.e., drawings; referred to as the virtual-representational instructional sequence), explicit instruction, the system of least prompts, overlearning, and support fading to support students with intellectual disability and autism to acquire and maintain multiplication or division skills. The three middle school students who completed the entire intervention acquired and maintained their targeted mathematics skill—in multiplication or division. The results have implications for use of intervention packages to teach foundational mathematics skills to students with developmental disabilities. En ligne : http://dx.doi.org/10.1177/1088357620943499 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434 Autistic Symptomatology, Face Processing Abilities, and Eye Fixation Patterns / Jennifer C. KIRCHNER in Journal of Autism and Developmental Disorders, 41-2 (February 2011)
[article]
Titre : Autistic Symptomatology, Face Processing Abilities, and Eye Fixation Patterns Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer C. KIRCHNER, Auteur ; Alexander HATRI, Auteur ; Hauke R. HEEKEREN, Auteur ; Isabel DZIOBEK, Auteur Année de publication : 2011 Article en page(s) : p.158-167 Langues : Anglais (eng) Mots-clés : Eye tracking Autism Face processing Autistic symptomatology Instruction Emotion recognition Index. décimale : PER Périodiques Résumé : Deviant gaze behavior is a defining characteristic of autism. Its relevance as a pathophysiological mechanism, however, remains unknown. In the present study, we compared eye fixations of 20 adults with autism and 21 controls while they were engaged in taking the Multifaceted Empathy Test (MET). Additional measures of face emotion and identity recognition were also obtained. While both groups fixated more on the face and mouth in the emotion recognition than in the face identity condition of the MET, individuals with autism fixated less on the face across MET conditions. Correlation analysis revealed associations between fixation time on the eyes and face processing abilities. Our results suggest that eye fixation patterns are an important characteristic of the social phenotype of autism. En ligne : http://dx.doi.org/10.1007/s10803-010-1032-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=117
in Journal of Autism and Developmental Disorders > 41-2 (February 2011) . - p.158-167[article] Autistic Symptomatology, Face Processing Abilities, and Eye Fixation Patterns [Texte imprimé et/ou numérique] / Jennifer C. KIRCHNER, Auteur ; Alexander HATRI, Auteur ; Hauke R. HEEKEREN, Auteur ; Isabel DZIOBEK, Auteur . - 2011 . - p.158-167.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 41-2 (February 2011) . - p.158-167
Mots-clés : Eye tracking Autism Face processing Autistic symptomatology Instruction Emotion recognition Index. décimale : PER Périodiques Résumé : Deviant gaze behavior is a defining characteristic of autism. Its relevance as a pathophysiological mechanism, however, remains unknown. In the present study, we compared eye fixations of 20 adults with autism and 21 controls while they were engaged in taking the Multifaceted Empathy Test (MET). Additional measures of face emotion and identity recognition were also obtained. While both groups fixated more on the face and mouth in the emotion recognition than in the face identity condition of the MET, individuals with autism fixated less on the face across MET conditions. Correlation analysis revealed associations between fixation time on the eyes and face processing abilities. Our results suggest that eye fixation patterns are an important characteristic of the social phenotype of autism. En ligne : http://dx.doi.org/10.1007/s10803-010-1032-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=117 Comparing and Combining Accommodation and Remediation Interventions to Improve the Written-Language Performance of Children With Asperger Syndrome / Ariane B. SCHNEIDER in Focus on Autism and Other Developmental Disabilities, 28-2 (June 2013)
PermalinkComprendre d’abord, calculer ensuite. Améliorer la résolution de problèmes en CMI / Ingrid CLARACQ in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E., 180 (Octobre 2022)
PermalinkEducational Placement of Students With Autism: The Impact of State of Residence / Jennifer A. KURTH in Focus on Autism and Other Developmental Disabilities, 30-4 (December 2015)
PermalinkWorking with Dual Diagnoses: A Survey of Teachers Serving Deaf or Hard of Hearing Children Who Have Autism Spectrum Disorder / Jessica A. SCOTT in Journal of Autism and Developmental Disorders, 50-5 (May 2020)
PermalinkWriting Interventions for Individuals with Autism Spectrum Disorder: A Research Synthesis / Amy L. ACCARDO in Journal of Autism and Developmental Disorders, 50-6 (June 2020)
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