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Teaching picture naming to two adolescents with autism spectrum disorders using systematic instruction and speech-generating devices / Debora KAGOHARA in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)
[article]
Titre : Teaching picture naming to two adolescents with autism spectrum disorders using systematic instruction and speech-generating devices Type de document : Texte imprimé et/ou numérique Auteurs : Debora KAGOHARA, Auteur ; Larah VAN DER MEER, Auteur ; Donna ACHMADI, Auteur ; Vanessa A. GREEN, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur ; Dean SUTHERLAND, Auteur ; Russell B. LANG, Auteur ; Peter B. MARSCHIK, Auteur ; Jeff SIGAFOOS, Auteur Année de publication : 2012 Article en page(s) : p.1224-1233 Langues : Anglais (eng) Mots-clés : Augmentative and alternative communication Autism spectrum disorders iPad® iPod Touch® Picture naming Speech-generating devices Systematic instruction Index. décimale : PER Périodiques Résumé : We evaluated an intervention aimed at teaching two adolescents with autism spectrum disorders (ASDs) to name pictures using speech-generating devices (SGDs). The effects of intervention were evaluated in two studies using multiple-probe across participants designs. Intervention—consisting of time delay, least-to-most prompting, and differential reinforcement—was implemented to teach the participants to select icons from the SGD that corresponded to images they were shown and asked to name. Intervention was associated with an increase in correct picture naming for both students. Students learned to name 12 pictures in response to both open-ended (What do you see?) and closed-ended (What is this?) questions in Study 1 and learned to name another set of 18 pictures in Study 2. These results suggest that use of systematic instructional procedures and SGD technology may enable students with limited speech to participate in, and benefit from, this common educational activity. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.04.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155
in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1224-1233[article] Teaching picture naming to two adolescents with autism spectrum disorders using systematic instruction and speech-generating devices [Texte imprimé et/ou numérique] / Debora KAGOHARA, Auteur ; Larah VAN DER MEER, Auteur ; Donna ACHMADI, Auteur ; Vanessa A. GREEN, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur ; Dean SUTHERLAND, Auteur ; Russell B. LANG, Auteur ; Peter B. MARSCHIK, Auteur ; Jeff SIGAFOOS, Auteur . - 2012 . - p.1224-1233.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1224-1233
Mots-clés : Augmentative and alternative communication Autism spectrum disorders iPad® iPod Touch® Picture naming Speech-generating devices Systematic instruction Index. décimale : PER Périodiques Résumé : We evaluated an intervention aimed at teaching two adolescents with autism spectrum disorders (ASDs) to name pictures using speech-generating devices (SGDs). The effects of intervention were evaluated in two studies using multiple-probe across participants designs. Intervention—consisting of time delay, least-to-most prompting, and differential reinforcement—was implemented to teach the participants to select icons from the SGD that corresponded to images they were shown and asked to name. Intervention was associated with an increase in correct picture naming for both students. Students learned to name 12 pictures in response to both open-ended (What do you see?) and closed-ended (What is this?) questions in Study 1 and learned to name another set of 18 pictures in Study 2. These results suggest that use of systematic instructional procedures and SGD technology may enable students with limited speech to participate in, and benefit from, this common educational activity. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.04.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155 Using Systematic Instruction and Graphic Organizers to Teach Science Concepts to Students With Autism Spectrum Disorders and Intellectual Disability / Victoria F. KNIGHT in Focus on Autism and Other Developmental Disabilities, 28-2 (June 2013)
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Titre : Using Systematic Instruction and Graphic Organizers to Teach Science Concepts to Students With Autism Spectrum Disorders and Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : Victoria F. KNIGHT, Auteur ; Fred SPOONER, Auteur ; Diane M. BROWDER, Auteur ; Bethany R. SMITH, Auteur ; Charles L. WOOD, Auteur Article en page(s) : p.115-126 Langues : Anglais (eng) Mots-clés : science graphic organizer comprehension systematic instruction students with ASD and intellectual disability Index. décimale : PER Périodiques Résumé : Literacy in science is important for all students and is one component of access and progress in the general education curriculum. One barrier to science literacy for students with autism spectrum disorders (ASD) is the extensive amount of vocabulary involved in comprehending science content. Based on the inherent link between vocabulary knowledge and comprehension, graphic organizers (GOs) paired with explicit instruction can improve vocabulary as well as comprehension for students with disabilities. Using a multiple probe design, three students with ASD and intellectual disability were taught various scientific concepts related to convection (e.g., precipitation, condensation) via systematic instruction that included constant time delay and multiple exemplars of a teacher-directed GO. A functional relation was demonstrated between the GO with systematic instruction and students’ number of correct steps completed on the task analysis. Future research and implications for practice are discussed. En ligne : http://dx.doi.org/10.1177/1088357612475301 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=201
in Focus on Autism and Other Developmental Disabilities > 28-2 (June 2013) . - p.115-126[article] Using Systematic Instruction and Graphic Organizers to Teach Science Concepts to Students With Autism Spectrum Disorders and Intellectual Disability [Texte imprimé et/ou numérique] / Victoria F. KNIGHT, Auteur ; Fred SPOONER, Auteur ; Diane M. BROWDER, Auteur ; Bethany R. SMITH, Auteur ; Charles L. WOOD, Auteur . - p.115-126.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 28-2 (June 2013) . - p.115-126
Mots-clés : science graphic organizer comprehension systematic instruction students with ASD and intellectual disability Index. décimale : PER Périodiques Résumé : Literacy in science is important for all students and is one component of access and progress in the general education curriculum. One barrier to science literacy for students with autism spectrum disorders (ASD) is the extensive amount of vocabulary involved in comprehending science content. Based on the inherent link between vocabulary knowledge and comprehension, graphic organizers (GOs) paired with explicit instruction can improve vocabulary as well as comprehension for students with disabilities. Using a multiple probe design, three students with ASD and intellectual disability were taught various scientific concepts related to convection (e.g., precipitation, condensation) via systematic instruction that included constant time delay and multiple exemplars of a teacher-directed GO. A functional relation was demonstrated between the GO with systematic instruction and students’ number of correct steps completed on the task analysis. Future research and implications for practice are discussed. En ligne : http://dx.doi.org/10.1177/1088357612475301 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=201 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)
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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 two boys with autism spectrum disorders to request the continuation of toy play using an iPad®-based speech-generating device / Jeff SIGAFOOS in Research in Autism Spectrum Disorders, 7-8 (August 2013)
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Titre : Teaching two boys with autism spectrum disorders to request the continuation of toy play using an iPad®-based speech-generating device Type de document : Texte imprimé et/ou numérique Auteurs : Jeff SIGAFOOS, Auteur ; Giulio E. LANCIONI, Auteur ; Mark F. O’REILLY, Auteur ; Donna ACHMADI, Auteur ; Michelle STEVENS, Auteur ; Laura ROCHE, Auteur ; Debora KAGOHARA, Auteur ; Larah VAN DER MEER, Auteur ; Dean SUTHERLAND, Auteur ; Russell B. LANG, Auteur ; Peter B. MARSCHIK, Auteur ; Laurie MCLAY, Auteur ; Flaviu HODIS, Auteur ; Vanessa A. GREEN, Auteur Année de publication : 2013 Article en page(s) : p.923-930 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders iPad® Requesting Speech-generating device Systematic instruction Index. décimale : PER Périodiques Résumé : Abstract We evaluated a set of instructional procedures for teaching two nonverbal boys with autism spectrum disorders (ASD) to request the continuation of toy play using an iPad®-based speech-generating device (SGD). The effects of the instructional procedures were evaluated in a multiple baseline across participants design. Instruction focused on teaching the boys to select a TOY PLAY symbol from the iPad® screen when their toy play was briefly interrupted. The instructional procedures included behavior chain interruption, time delay, graduated guidance, and differential reinforcement. Results showed that both boys learned to use the SGD to request and maintained this skill without prompting. SGD-based requesting also generalized to other objects/activities. Acquisition of SGD-based requesting was associated with decreases in reaching and aggressive behavior. Results suggest that systematic instruction with the iPad®-based SGD effectively replaced reaching and aggression with socially acceptable communication. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.04.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202
in Research in Autism Spectrum Disorders > 7-8 (August 2013) . - p.923-930[article] Teaching two boys with autism spectrum disorders to request the continuation of toy play using an iPad®-based speech-generating device [Texte imprimé et/ou numérique] / Jeff SIGAFOOS, Auteur ; Giulio E. LANCIONI, Auteur ; Mark F. O’REILLY, Auteur ; Donna ACHMADI, Auteur ; Michelle STEVENS, Auteur ; Laura ROCHE, Auteur ; Debora KAGOHARA, Auteur ; Larah VAN DER MEER, Auteur ; Dean SUTHERLAND, Auteur ; Russell B. LANG, Auteur ; Peter B. MARSCHIK, Auteur ; Laurie MCLAY, Auteur ; Flaviu HODIS, Auteur ; Vanessa A. GREEN, Auteur . - 2013 . - p.923-930.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-8 (August 2013) . - p.923-930
Mots-clés : Autism spectrum disorders iPad® Requesting Speech-generating device Systematic instruction Index. décimale : PER Périodiques Résumé : Abstract We evaluated a set of instructional procedures for teaching two nonverbal boys with autism spectrum disorders (ASD) to request the continuation of toy play using an iPad®-based speech-generating device (SGD). The effects of the instructional procedures were evaluated in a multiple baseline across participants design. Instruction focused on teaching the boys to select a TOY PLAY symbol from the iPad® screen when their toy play was briefly interrupted. The instructional procedures included behavior chain interruption, time delay, graduated guidance, and differential reinforcement. Results showed that both boys learned to use the SGD to request and maintained this skill without prompting. SGD-based requesting also generalized to other objects/activities. Acquisition of SGD-based requesting was associated with decreases in reaching and aggressive behavior. Results suggest that systematic instruction with the iPad®-based SGD effectively replaced reaching and aggression with socially acceptable communication. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.04.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202 Teaching advanced operation of an iPod-based speech-generating device to two students with autism spectrum disorders / Donna ACHMADI in Research in Autism Spectrum Disorders, 6-4 (October-December 2012)
[article]
Titre : Teaching advanced operation of an iPod-based speech-generating device to two students with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Donna ACHMADI, Auteur ; Debora KAGOHARA, Auteur ; Larah VAN DER MEER, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur ; Dean SUTHERLAND, Auteur ; Russell B. LANG, Auteur ; Peter B. MARSCHIK, Auteur ; Vanessa A. GREEN, Auteur ; Jeff SIGAFOOS, Auteur Année de publication : 2012 Article en page(s) : p.1258-1264 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders iPod Touch® Multi-step requestingSpeech-generating device Systematic instruction Etudiant Index. décimale : PER Périodiques Résumé : We evaluated a program for teaching two adolescents with autism spectrum disorders (ASD) to perform more advanced operations on an iPod-based speech-generating device (SGD). The effects of the teaching program were evaluated in a multiprobe multiple baseline across participants design that included two intervention phases. The first intervention focused on teaching the students to navigate between two screen pages and complete a multi-step response sequence to request preferred stimuli. The second intervention aimed to teach the students to turn on and unlock the device prior to navigating to the correct screen pages. Teaching procedures included response prompting, prompt fading, and differential reinforcement. Results showed that both interventions were effective in teaching the respective operations. Learning advanced operation of the iPod-based SGD could be seen as one way to promote greater independence in using such devices for multi-step communication. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.05.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165
in Research in Autism Spectrum Disorders > 6-4 (October-December 2012) . - p.1258-1264[article] Teaching advanced operation of an iPod-based speech-generating device to two students with autism spectrum disorders [Texte imprimé et/ou numérique] / Donna ACHMADI, Auteur ; Debora KAGOHARA, Auteur ; Larah VAN DER MEER, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur ; Dean SUTHERLAND, Auteur ; Russell B. LANG, Auteur ; Peter B. MARSCHIK, Auteur ; Vanessa A. GREEN, Auteur ; Jeff SIGAFOOS, Auteur . - 2012 . - p.1258-1264.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-4 (October-December 2012) . - p.1258-1264
Mots-clés : Autism spectrum disorders iPod Touch® Multi-step requestingSpeech-generating device Systematic instruction Etudiant Index. décimale : PER Périodiques Résumé : We evaluated a program for teaching two adolescents with autism spectrum disorders (ASD) to perform more advanced operations on an iPod-based speech-generating device (SGD). The effects of the teaching program were evaluated in a multiprobe multiple baseline across participants design that included two intervention phases. The first intervention focused on teaching the students to navigate between two screen pages and complete a multi-step response sequence to request preferred stimuli. The second intervention aimed to teach the students to turn on and unlock the device prior to navigating to the correct screen pages. Teaching procedures included response prompting, prompt fading, and differential reinforcement. Results showed that both interventions were effective in teaching the respective operations. Learning advanced operation of the iPod-based SGD could be seen as one way to promote greater independence in using such devices for multi-step communication. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.05.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165