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Teaching Students With Developmental Disabilities Daily Living Skills Using Point-of-View Modeling Plus Video Prompting With Error Correction / Stephanie J. GARDNER in Focus on Autism and Other Developmental Disabilities, 30-4 (December 2015)
[article]
Titre : Teaching Students With Developmental Disabilities Daily Living Skills Using Point-of-View Modeling Plus Video Prompting With Error Correction Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie J. GARDNER, Auteur ; Pamela S. WOLFE, Auteur Article en page(s) : p.195-207 Langues : Anglais (eng) Mots-clés : developmental disabilities autism spectrum disorder video prompting error correction daily living skills point-of-view modeling Index. décimale : PER Périodiques Résumé : A primary goal of instruction for students with developmental disabilities is to enhance their future quality of life by promoting skill acquisition, which will enable them to live, function, and participate in the community. One instructional method that can help students with developmental disabilities improve independence in performing daily living skills is video prompting (VP). This study investigated the effectiveness of a VP plus error correction procedure on skill acquisition when teaching daily living skills to four adolescents with mild and moderate developmental disabilities. A multiple baseline across participants design demonstrated that all four participants rapidly acquired dish washing skills upon introduction of the intervention. Future research should further explore the efficacy of error correction procedures used with VP and the impact that these procedures have on student learning and skill retention. En ligne : http://dx.doi.org/10.1177/1088357614547810 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270
in Focus on Autism and Other Developmental Disabilities > 30-4 (December 2015) . - p.195-207[article] Teaching Students With Developmental Disabilities Daily Living Skills Using Point-of-View Modeling Plus Video Prompting With Error Correction [Texte imprimé et/ou numérique] / Stephanie J. GARDNER, Auteur ; Pamela S. WOLFE, Auteur . - p.195-207.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 30-4 (December 2015) . - p.195-207
Mots-clés : developmental disabilities autism spectrum disorder video prompting error correction daily living skills point-of-view modeling Index. décimale : PER Périodiques Résumé : A primary goal of instruction for students with developmental disabilities is to enhance their future quality of life by promoting skill acquisition, which will enable them to live, function, and participate in the community. One instructional method that can help students with developmental disabilities improve independence in performing daily living skills is video prompting (VP). This study investigated the effectiveness of a VP plus error correction procedure on skill acquisition when teaching daily living skills to four adolescents with mild and moderate developmental disabilities. A multiple baseline across participants design demonstrated that all four participants rapidly acquired dish washing skills upon introduction of the intervention. Future research should further explore the efficacy of error correction procedures used with VP and the impact that these procedures have on student learning and skill retention. En ligne : http://dx.doi.org/10.1177/1088357614547810 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 Observational learning by individuals with autism: A review of teaching strategies / Joshua B. PLAVNICK in Autism, 18-4 (May 2014)
[article]
Titre : Observational learning by individuals with autism: A review of teaching strategies Type de document : Texte imprimé et/ou numérique Auteurs : Joshua B. PLAVNICK, Auteur ; Kara HUME, Auteur Article en page(s) : p.458-466 Langues : Anglais (eng) Mots-clés : autism group instruction modeling observational learning Index. décimale : PER Périodiques Résumé : Observational learning is the process used to explain the acquisition of novel behaviors or performance of previously acquired behaviors under novel conditions after observing the behavior of another person and the consequences that follow the behavior. Many learners with autism do not attend to environmental stimuli at a level sufficient to learn a range of prosocial behaviors through observation of others. Modeling, group or dyadic instruction, and explicit observation training can improve the extent to which individuals with autism learn through observation. This article reviews previous research that involved observational learning by individuals with autism and outlines future research that could benefit instructional practices. En ligne : http://dx.doi.org/10.1177/1362361312474373 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232
in Autism > 18-4 (May 2014) . - p.458-466[article] Observational learning by individuals with autism: A review of teaching strategies [Texte imprimé et/ou numérique] / Joshua B. PLAVNICK, Auteur ; Kara HUME, Auteur . - p.458-466.
Langues : Anglais (eng)
in Autism > 18-4 (May 2014) . - p.458-466
Mots-clés : autism group instruction modeling observational learning Index. décimale : PER Périodiques Résumé : Observational learning is the process used to explain the acquisition of novel behaviors or performance of previously acquired behaviors under novel conditions after observing the behavior of another person and the consequences that follow the behavior. Many learners with autism do not attend to environmental stimuli at a level sufficient to learn a range of prosocial behaviors through observation of others. Modeling, group or dyadic instruction, and explicit observation training can improve the extent to which individuals with autism learn through observation. This article reviews previous research that involved observational learning by individuals with autism and outlines future research that could benefit instructional practices. En ligne : http://dx.doi.org/10.1177/1362361312474373 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 The effects of attentional focus on visuomotor control during observational learning in children with autism spectrum disorder / A. ASADI in Research in Autism Spectrum Disorders, 98 (October 2022)
[article]
Titre : The effects of attentional focus on visuomotor control during observational learning in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : A. ASADI, Auteur ; C. A. AIKEN, Auteur ; S. HEIDARI, Auteur ; R. GOUDINI, Auteur ; M. R. SAEEDPOUR-PARIZI, Auteur Article en page(s) : 102041 Langues : Anglais (eng) Mots-clés : Quiet eye duration Motor behavior Modeling Skill acquisition Overhand throw Index. décimale : PER Périodiques Résumé : Background Research has shown that adopting an external focus of attention facilitates both performance and learning. Recent research observed a benefit of adopting an external focus while viewing a modeled behavior. The current study investigated motor performance in children with autism following attentional focus cues while viewing demonstrations of an overhand throw. Eye tracking was used to investigate visual search strategies and attentional adherence. Method 24 children with autism, aged 7-10, were randomly placed in internal or external modeling groups. 10-trial pre-test was performed to measure throwing accuracy and quiet-eye duration (QED). Children then observed a model performing the overhand throw while eye movements were recorded, followed by a 10-trial post-test. Results Groups improved accuracy (p < .001) and increased QED (p < .001) from pre- to post-test. The external modeling group had greater accuracy (p < .01) and longer QED (p < .001) than the internal modeling group during post-testing. Conclusions Not only did children with autism significantly improve performance with the attentional focus manipulation, but the adoption of an external focus led to longer quiet eye durations which potentially explains the pattern of performance findings. These results with practical applications are discussed in the paper. En ligne : https://doi.org/10.1016/j.rasd.2022.102041 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=490
in Research in Autism Spectrum Disorders > 98 (October 2022) . - 102041[article] The effects of attentional focus on visuomotor control during observational learning in children with autism spectrum disorder [Texte imprimé et/ou numérique] / A. ASADI, Auteur ; C. A. AIKEN, Auteur ; S. HEIDARI, Auteur ; R. GOUDINI, Auteur ; M. R. SAEEDPOUR-PARIZI, Auteur . - 102041.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 98 (October 2022) . - 102041
Mots-clés : Quiet eye duration Motor behavior Modeling Skill acquisition Overhand throw Index. décimale : PER Périodiques Résumé : Background Research has shown that adopting an external focus of attention facilitates both performance and learning. Recent research observed a benefit of adopting an external focus while viewing a modeled behavior. The current study investigated motor performance in children with autism following attentional focus cues while viewing demonstrations of an overhand throw. Eye tracking was used to investigate visual search strategies and attentional adherence. Method 24 children with autism, aged 7-10, were randomly placed in internal or external modeling groups. 10-trial pre-test was performed to measure throwing accuracy and quiet-eye duration (QED). Children then observed a model performing the overhand throw while eye movements were recorded, followed by a 10-trial post-test. Results Groups improved accuracy (p < .001) and increased QED (p < .001) from pre- to post-test. The external modeling group had greater accuracy (p < .01) and longer QED (p < .001) than the internal modeling group during post-testing. Conclusions Not only did children with autism significantly improve performance with the attentional focus manipulation, but the adoption of an external focus led to longer quiet eye durations which potentially explains the pattern of performance findings. These results with practical applications are discussed in the paper. En ligne : https://doi.org/10.1016/j.rasd.2022.102041 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=490 National and State Estimates of Adults with Autism Spectrum Disorder / Patricia M. DIETZ in Journal of Autism and Developmental Disorders, 50-12 (December 2020)
[article]
Titre : National and State Estimates of Adults with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Patricia M. DIETZ, Auteur ; Charles E. ROSE, Auteur ; Dedria MCARTHUR, Auteur ; Matthew MAENNER, Auteur Article en page(s) : p.4258-4266 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Developmental disabilities Intellectual disability Modeling Prevalence estimates Index. décimale : PER Périodiques Résumé : U.S. national and state population-based estimates of adults living with autism spectrum disorder (ASD) are nonexistent due to the lack of existing surveillance systems funded to address this need. Therefore, we estimated national and state prevalence of adults 18-84 years living with ASD using simulation in conjunction with Bayesian hierarchal models. In 2017, we estimated that approximately 2.21% (95% simulation interval (SI) 1.95%, 2.45%) or 5,437,988 U.S. adults aged 18 and older have ASD, with state prevalence ranging from 1.97% (95% SI 1.55%, 2.45%) in Louisiana to 2.42% (95% SI 1.93%, 2.99%) in Massachusetts. Prevalence and case estimates of adults living with ASD (diagnosed and undiagnosed) can help states estimate the need for diagnosing and providing services to those unidentified. En ligne : http://dx.doi.org/10.1007/s10803-020-04494-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434
in Journal of Autism and Developmental Disorders > 50-12 (December 2020) . - p.4258-4266[article] National and State Estimates of Adults with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Patricia M. DIETZ, Auteur ; Charles E. ROSE, Auteur ; Dedria MCARTHUR, Auteur ; Matthew MAENNER, Auteur . - p.4258-4266.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-12 (December 2020) . - p.4258-4266
Mots-clés : Autism spectrum disorder Developmental disabilities Intellectual disability Modeling Prevalence estimates Index. décimale : PER Périodiques Résumé : U.S. national and state population-based estimates of adults living with autism spectrum disorder (ASD) are nonexistent due to the lack of existing surveillance systems funded to address this need. Therefore, we estimated national and state prevalence of adults 18-84 years living with ASD using simulation in conjunction with Bayesian hierarchal models. In 2017, we estimated that approximately 2.21% (95% simulation interval (SI) 1.95%, 2.45%) or 5,437,988 U.S. adults aged 18 and older have ASD, with state prevalence ranging from 1.97% (95% SI 1.55%, 2.45%) in Louisiana to 2.42% (95% SI 1.93%, 2.99%) in Massachusetts. Prevalence and case estimates of adults living with ASD (diagnosed and undiagnosed) can help states estimate the need for diagnosing and providing services to those unidentified. En ligne : http://dx.doi.org/10.1007/s10803-020-04494-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434 Revisiting the simplification of adult language input in the context of naturalistic developmental behavioral interventions: A commentary / Kyle M. FROST in Autism Research, 15-10 (October 2022)
[article]
Titre : Revisiting the simplification of adult language input in the context of naturalistic developmental behavioral interventions: A commentary Type de document : Texte imprimé et/ou numérique Auteurs : Kyle M. FROST, Auteur ; Brooke R. INGERSOLL, Auteur ; Courtney E. VENKER, Auteur Article en page(s) : p.1799-1809 Langues : Anglais (eng) Mots-clés : autism spectrum disorder children communication early intervention language modeling naturalistic developmental behavioral interventions Index. décimale : PER Périodiques Résumé : Naturalistic developmental behavioral interventions (NDBI) are an evidence-based class of early interventions for improving language and social communication skills in autistic children. However, relatively little is known about how individual elements of NDBI support child development. This commentary focuses on one common element across NDBI models: the simplification of adult language input. Advances in developmental science focusing on the length and complexity of adult spoken utterances suggests that natural, grammatical utterances facilitate comprehension and expressive language development in autistic and nonautistic children. Yet, NDBI tend to recommend shorter and simpler adult utterances. We close by describing directions for future research which would inform recommendations around adult language input in NDBI to optimally support child language and communication development. En ligne : http://dx.doi.org/10.1002/aur.2796 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488
in Autism Research > 15-10 (October 2022) . - p.1799-1809[article] Revisiting the simplification of adult language input in the context of naturalistic developmental behavioral interventions: A commentary [Texte imprimé et/ou numérique] / Kyle M. FROST, Auteur ; Brooke R. INGERSOLL, Auteur ; Courtney E. VENKER, Auteur . - p.1799-1809.
Langues : Anglais (eng)
in Autism Research > 15-10 (October 2022) . - p.1799-1809
Mots-clés : autism spectrum disorder children communication early intervention language modeling naturalistic developmental behavioral interventions Index. décimale : PER Périodiques Résumé : Naturalistic developmental behavioral interventions (NDBI) are an evidence-based class of early interventions for improving language and social communication skills in autistic children. However, relatively little is known about how individual elements of NDBI support child development. This commentary focuses on one common element across NDBI models: the simplification of adult language input. Advances in developmental science focusing on the length and complexity of adult spoken utterances suggests that natural, grammatical utterances facilitate comprehension and expressive language development in autistic and nonautistic children. Yet, NDBI tend to recommend shorter and simpler adult utterances. We close by describing directions for future research which would inform recommendations around adult language input in NDBI to optimally support child language and communication development. En ligne : http://dx.doi.org/10.1002/aur.2796 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488 The Effects of a Social Skills Training Package on Social Engagement of Children With Autism Spectrum Disorders in a Generalized Recess Setting / Keith C. RADLEY in Focus on Autism and Other Developmental Disabilities, 29-4 (December 2014)
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