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A Comparison of Video Prompting to Least-to-Most Prompting among Children with Autism and Intellectual Disability / Mashal Salman ALJEHANY in Journal of Autism and Developmental Disorders, 50-5 (May 2020)
[article]
Titre : A Comparison of Video Prompting to Least-to-Most Prompting among Children with Autism and Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : Mashal Salman ALJEHANY, Auteur ; Kyle D. BENNETT, Auteur Article en page(s) : p.1714-1724 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Intellectual disability Least-to-most prompting Office tasks Video prompting Vocational tasks Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder (ASD) and intellectual disability (ID) may experience challenges when learning tasks that are complex and require numerous steps. This difficulty can lead to employment issues for this population of learners. Therefore, researchers have explored methods to teach employment-related tasks to students with ASD and ID. Two such procedures are video prompting (VP) and least-to-most prompting. These procedures are frequently combined as an intervention package to boost student responding. The purpose of this study was to explore which of these interventions was more effective and efficient when used to teach office tasks to individuals with ASD and ID. Three adolescent students participated in this study. Using the adapted alternating treatments design, we found that VP was more effective and efficient for two participants, whereas least-to-most prompting was more effective but less efficient for the remaining participant. Implications for research and practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-03929-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422
in Journal of Autism and Developmental Disorders > 50-5 (May 2020) . - p.1714-1724[article] A Comparison of Video Prompting to Least-to-Most Prompting among Children with Autism and Intellectual Disability [Texte imprimé et/ou numérique] / Mashal Salman ALJEHANY, Auteur ; Kyle D. BENNETT, Auteur . - p.1714-1724.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-5 (May 2020) . - p.1714-1724
Mots-clés : Autism spectrum disorder Intellectual disability Least-to-most prompting Office tasks Video prompting Vocational tasks Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder (ASD) and intellectual disability (ID) may experience challenges when learning tasks that are complex and require numerous steps. This difficulty can lead to employment issues for this population of learners. Therefore, researchers have explored methods to teach employment-related tasks to students with ASD and ID. Two such procedures are video prompting (VP) and least-to-most prompting. These procedures are frequently combined as an intervention package to boost student responding. The purpose of this study was to explore which of these interventions was more effective and efficient when used to teach office tasks to individuals with ASD and ID. Three adolescent students participated in this study. Using the adapted alternating treatments design, we found that VP was more effective and efficient for two participants, whereas least-to-most prompting was more effective but less efficient for the remaining participant. Implications for research and practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-03929-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422
Titre : Principles and Procedures of Acquisition Type de document : Texte imprimé et/ou numérique Auteurs : Jonathan TARBOX, Auteur ; Doreen GRANPEESHEH, Auteur Année de publication : 2014 Importance : p.31-74 Langues : Anglais (eng) Mots-clés : autism spectrum disorder (ASD) children evidence-based treatment discrete trial training discrimination training errorless learning least-to-most prompting natural environment training Index. décimale : AUT-F AUT-F - L'Autisme - Soins Résumé : This chapter describes the primary evidence-based treatment components for children with autism spectrum disorder (ASD), including discrete trial training, discrimination training, errorless learning, prompting, natural environment training, fluency based instruction, shaping, and chaining that comprise the Center for Autism and Related Disorders (CARD) Model of treatment for children with ASD. In addition, practical guidance is given on how to optimally combine each component for each individual learner. En ligne : http://dx.doi.org/10.1016/B978-0-12-411603-0.00004-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300 Principles and Procedures of Acquisition [Texte imprimé et/ou numérique] / Jonathan TARBOX, Auteur ; Doreen GRANPEESHEH, Auteur . - 2014 . - p.31-74.
Langues : Anglais (eng)
Mots-clés : autism spectrum disorder (ASD) children evidence-based treatment discrete trial training discrimination training errorless learning least-to-most prompting natural environment training Index. décimale : AUT-F AUT-F - L'Autisme - Soins Résumé : This chapter describes the primary evidence-based treatment components for children with autism spectrum disorder (ASD), including discrete trial training, discrimination training, errorless learning, prompting, natural environment training, fluency based instruction, shaping, and chaining that comprise the Center for Autism and Related Disorders (CARD) Model of treatment for children with ASD. In addition, practical guidance is given on how to optimally combine each component for each individual learner. En ligne : http://dx.doi.org/10.1016/B978-0-12-411603-0.00004-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300 Exemplaires
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