Dépouillements

Using Read-Alouds of Grade-Level Biographies and Systematic Prompting to Promote Comprehension for Students With Moderate and Severe Developmental Disabilities / Pamela J. MIMS in Focus on Autism and Other Developmental Disabilities, 27-2 (June 2012)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 27-2 (June 2012) . - p.67-80 Titre : Using Read-Alouds of Grade-Level Biographies and Systematic Prompting to Promote Comprehension for Students With Moderate and Severe Developmental Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Pamela J. MIMS, Auteur ; Melissa HUDSON, Auteur ; Diane M. BROWDER, Auteur Année de publication : 2012 Article en page(s) : p.67-80 Langues : Anglais (eng) Mots-clés : shared story reading  read-alouds  biography  developmental disabilities  listening comprehension  literacy  intellectual disability  general curriculum access  adapted books  nonfiction literature  middle school Index. décimale : PER Périodiques Résumé : The purpose of this study was to investigate the effects of a modified system of least intrusive prompts on text-dependent listening comprehension for four middle-school-aged students with intellectual disability and autism during read-alouds of adapted grade-level biographies. A system of least intrusive prompts was modified by inserting a rule for answering “Wh” questions and an opportunity to hear sections of the biography again. The procedure was evaluated via a multiple probe design across students. Outcomes indicate that all students improved listening comprehension after intervention and all students maintained high levels of correct responding 2 weeks after intervention. In addition, three students generalized skills to new biographies. The need for future research and implications for practice are discussed. En ligne : http://dx.doi.org/10.1177/1088357612446859 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166 [article] Using Read-Alouds of Grade-Level Biographies and Systematic Prompting to Promote Comprehension for Students With Moderate and Severe Developmental Disabilities [Texte imprimé et/ou numérique] / Pamela J. MIMS, Auteur ; Melissa HUDSON, Auteur ; Diane M. BROWDER, Auteur . - 2012 . - p.67-80. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 27-2 (June 2012) . - p.67-80 Mots-clés : shared story reading  read-alouds  biography  developmental disabilities  listening comprehension  literacy  intellectual disability  general curriculum access  adapted books  nonfiction literature  middle school Index. décimale : PER Périodiques Résumé : The purpose of this study was to investigate the effects of a modified system of least intrusive prompts on text-dependent listening comprehension for four middle-school-aged students with intellectual disability and autism during read-alouds of adapted grade-level biographies. A system of least intrusive prompts was modified by inserting a rule for answering “Wh” questions and an opportunity to hear sections of the biography again. The procedure was evaluated via a multiple probe design across students. Outcomes indicate that all students improved listening comprehension after intervention and all students maintained high levels of correct responding 2 weeks after intervention. In addition, three students generalized skills to new biographies. The need for future research and implications for practice are discussed. En ligne : http://dx.doi.org/10.1177/1088357612446859 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166

Family Experiences Through the Autism Diagnostic Process / Frank J. SANSOSTI in Focus on Autism and Other Developmental Disabilities, 27-2 (June 2012)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 27-2 (June 2012) . - p.81-92 Titre : Family Experiences Through the Autism Diagnostic Process Type de document : Texte imprimé et/ou numérique Auteurs : Frank J. SANSOSTI, Auteur ; Katherine B. LAVIK, Auteur ; Jenine M. SANSOSTI, Auteur Année de publication : 2012 Article en page(s) : p.81-92 Langues : Anglais (eng) Mots-clés : autism  diagnosis  family experiences  disproportionality Index. décimale : PER Périodiques Résumé : The primary aim of this study was to investigate common family experiences during the autism spectrum disorder (ASD) diagnostic process, and the child and family variables that may relate to different diagnostic outcomes. A secondary aim of this study was to evaluate families’ knowledge of the research support for various interventions. To investigate these two foci, 16 families of children aged 7 years and younger with an ASD provided information pertaining to their experiences during the diagnostic process. Results indicated that families reported a 2-year lag between first noticing delays in their children’s behavior and the receipt of the diagnosis, a delay that was significantly longer for children of African American and mixed racial backgrounds. Moreover, families whose children were diagnosed at a later age were less satisfied with the diagnostic process. Families appeared to have an adequate understanding of research-based interventions. Implications for practice and future research are discussed. En ligne : http://dx.doi.org/10.1177/1088357612446860 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166 [article] Family Experiences Through the Autism Diagnostic Process [Texte imprimé et/ou numérique] / Frank J. SANSOSTI, Auteur ; Katherine B. LAVIK, Auteur ; Jenine M. SANSOSTI, Auteur . - 2012 . - p.81-92. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 27-2 (June 2012) . - p.81-92 Mots-clés : autism  diagnosis  family experiences  disproportionality Index. décimale : PER Périodiques Résumé : The primary aim of this study was to investigate common family experiences during the autism spectrum disorder (ASD) diagnostic process, and the child and family variables that may relate to different diagnostic outcomes. A secondary aim of this study was to evaluate families’ knowledge of the research support for various interventions. To investigate these two foci, 16 families of children aged 7 years and younger with an ASD provided information pertaining to their experiences during the diagnostic process. Results indicated that families reported a 2-year lag between first noticing delays in their children’s behavior and the receipt of the diagnosis, a delay that was significantly longer for children of African American and mixed racial backgrounds. Moreover, families whose children were diagnosed at a later age were less satisfied with the diagnostic process. Families appeared to have an adequate understanding of research-based interventions. Implications for practice and future research are discussed. En ligne : http://dx.doi.org/10.1177/1088357612446860 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166

Using Milieu Training to Promote Photograph Exchange for a Young Child With Autism / Billy T. OGLETREE in Focus on Autism and Other Developmental Disabilities, 27-2 (June 2012)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 27-2 (June 2012) . - p.93-101 Titre : Using Milieu Training to Promote Photograph Exchange for a Young Child With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Billy T. OGLETREE, Auteur ; Patricia DAVIS, Auteur ; Georgia HAMBRECHT, Auteur ; Ellen WOOTEN PHILLIPS, Auteur Année de publication : 2012 Article en page(s) : p.93-101 Langues : Anglais (eng) Mots-clés : autism  milieu strategies  requesting  photograph exchange Index. décimale : PER Périodiques Résumé : A milieu teaching sequence was used to train photograph exchange as a method of requesting to a 7-year-old boy with autism. A multiple baseline design across four items (ball, puzzle, books, bubbles) was used to identify a functional relation between requesting and the milieu teaching sequence. Although performance during intervention was variable, possibly as a result of external factors such as fatigue and irritability, treatment effects were observed in three of four items trained. Results of maintenance probes collected 5 weeks after the study concluded may indicate variations in item salience. Findings were interpreted to support milieu training for this participant. Clinical implications and study limitations are discussed. En ligne : http://dx.doi.org/10.1177/1088357612441968 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166 [article] Using Milieu Training to Promote Photograph Exchange for a Young Child With Autism [Texte imprimé et/ou numérique] / Billy T. OGLETREE, Auteur ; Patricia DAVIS, Auteur ; Georgia HAMBRECHT, Auteur ; Ellen WOOTEN PHILLIPS, Auteur . - 2012 . - p.93-101. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 27-2 (June 2012) . - p.93-101 Mots-clés : autism  milieu strategies  requesting  photograph exchange Index. décimale : PER Périodiques Résumé : A milieu teaching sequence was used to train photograph exchange as a method of requesting to a 7-year-old boy with autism. A multiple baseline design across four items (ball, puzzle, books, bubbles) was used to identify a functional relation between requesting and the milieu teaching sequence. Although performance during intervention was variable, possibly as a result of external factors such as fatigue and irritability, treatment effects were observed in three of four items trained. Results of maintenance probes collected 5 weeks after the study concluded may indicate variations in item salience. Findings were interpreted to support milieu training for this participant. Clinical implications and study limitations are discussed. En ligne : http://dx.doi.org/10.1177/1088357612441968 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166

Effectiveness of Video Self-Modeling to Promote Social Initiations by 3-Year-Olds With Autism Spectrum Disorders / Tom BUGGEY in Focus on Autism and Other Developmental Disabilities, 27-2 (June 2012)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 27-2 (June 2012) . - p.102-110 Titre : Effectiveness of Video Self-Modeling to Promote Social Initiations by 3-Year-Olds With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Tom BUGGEY, Auteur Année de publication : 2012 Article en page(s) : p.102-110 Langues : Anglais (eng) Mots-clés : video self-modeling  autism spectrum disorders  initiations  young children Index. décimale : PER Périodiques Résumé : Video Self-Modeling (VSM) provides individuals the opportunity to view themselves performing a task beyond their present functioning level through the careful editing of videos. In this study, a single-case multiple-baseline design was used to determine whether VSM would facilitate social initiations across three young children (M = 3 years 10 months) on the autism spectrum. Although VSM has been found to enhance skills in younger children with autism spectrum disorders, no changes in behavior were noted for the participants in this study. The relationship between age and VSM efficacy is discussed along with other factors that may influence VSM outcomes with young children. En ligne : http://dx.doi.org/10.1177/1088357612441826 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166 [article] Effectiveness of Video Self-Modeling to Promote Social Initiations by 3-Year-Olds With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Tom BUGGEY, Auteur . - 2012 . - p.102-110. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 27-2 (June 2012) . - p.102-110 Mots-clés : video self-modeling  autism spectrum disorders  initiations  young children Index. décimale : PER Périodiques Résumé : Video Self-Modeling (VSM) provides individuals the opportunity to view themselves performing a task beyond their present functioning level through the careful editing of videos. In this study, a single-case multiple-baseline design was used to determine whether VSM would facilitate social initiations across three young children (M = 3 years 10 months) on the autism spectrum. Although VSM has been found to enhance skills in younger children with autism spectrum disorders, no changes in behavior were noted for the participants in this study. The relationship between age and VSM efficacy is discussed along with other factors that may influence VSM outcomes with young children. En ligne : http://dx.doi.org/10.1177/1088357612441826 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166

Parental Perspectives of Students With Autism Spectrum Disorders Transitioning From Primary to Secondary School in the United Kingdom / Gayle Victoria DILLON in Focus on Autism and Other Developmental Disabilities, 27-2 (June 2012)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 27-2 (June 2012) . - p.111-121 Titre : Parental Perspectives of Students With Autism Spectrum Disorders Transitioning From Primary to Secondary School in the United Kingdom Type de document : Texte imprimé et/ou numérique Auteurs : Gayle Victoria DILLON, Auteur ; Jean D.M. UNDERWOOD, Auteur Année de publication : 2012 Article en page(s) : p.111-121 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  transition to secondary school  qualitative Index. décimale : PER Périodiques Résumé : Transferring from mainstream primary to secondary school can be especially problematic for children with an autism spectrum disorder. Two groups of parents (nine pretransition and six posttransition parents) contributed to this 15-month-long study. Perceptions of the pretransition group were captured through focus groups and in-depth interviews at three critical times: before transition, one term in, and after a full year of secondary schooling. The posttransition group provided retrospective perceptions. The data, coded using a grounded theory approach, confirmed that transition was problematic in the first year, although there were signs of integration by the second year of secondary school. The establishment of friendship groups and peer acceptance appeared to be the key criteria for successful transition. En ligne : http://dx.doi.org/10.1177/1088357612441827 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166 [article] Parental Perspectives of Students With Autism Spectrum Disorders Transitioning From Primary to Secondary School in the United Kingdom [Texte imprimé et/ou numérique] / Gayle Victoria DILLON, Auteur ; Jean D.M. UNDERWOOD, Auteur . - 2012 . - p.111-121. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 27-2 (June 2012) . - p.111-121 Mots-clés : autism spectrum disorders  transition to secondary school  qualitative Index. décimale : PER Périodiques Résumé : Transferring from mainstream primary to secondary school can be especially problematic for children with an autism spectrum disorder. Two groups of parents (nine pretransition and six posttransition parents) contributed to this 15-month-long study. Perceptions of the pretransition group were captured through focus groups and in-depth interviews at three critical times: before transition, one term in, and after a full year of secondary schooling. The posttransition group provided retrospective perceptions. The data, coded using a grounded theory approach, confirmed that transition was problematic in the first year, although there were signs of integration by the second year of secondary school. The establishment of friendship groups and peer acceptance appeared to be the key criteria for successful transition. En ligne : http://dx.doi.org/10.1177/1088357612441827 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166

Lie-Telling Behavior in Children With Autism and Its Relation to False-Belief Understanding / Victoria TALWAR in Focus on Autism and Other Developmental Disabilities, 27-2 (June 2012)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 27-2 (June 2012) . - p.122-129 Titre : Lie-Telling Behavior in Children With Autism and Its Relation to False-Belief Understanding Type de document : Texte imprimé et/ou numérique Auteurs : Victoria TALWAR, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Keith GOULDEN, Auteur ; Shazeen MANJI, Auteur ; Carly LOOMES, Auteur ; Carmen RASMUSSEN, Auteur Année de publication : 2012 Article en page(s) : p.122-129 Langues : Anglais (eng) Mots-clés : lying  deception  theory of mind  autism spectrum disorders Index. décimale : PER Périodiques Résumé : Children’s lie-telling behavior and its relation to false-belief understanding was examined in children with autism spectrum disorders (ASD; n = 26) and a comparison group of typically developing children (n = 27). Participants were assessed using a temptation resistance paradigm, in which children were told not to peek at a forbidden toy while left alone in a room and were later asked if they peeked. Overall, 77% of the total sample peeked at the toy, with no significant difference between the ASD and typically developing groups. Whereas 96% of the typically developing control children lied about peeking, significantly fewer children with ASD (72%) lied. Children with ASD were poorer at maintaining their lies than the control group. Liars had higher false-belief scores than truth-tellers. These findings have implications for understanding how theory of mind deficits may limit the ability of children with ASD to purposefully deceive others. En ligne : http://dx.doi.org/10.1177/1088357612441828 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166 [article] Lie-Telling Behavior in Children With Autism and Its Relation to False-Belief Understanding [Texte imprimé et/ou numérique] / Victoria TALWAR, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Keith GOULDEN, Auteur ; Shazeen MANJI, Auteur ; Carly LOOMES, Auteur ; Carmen RASMUSSEN, Auteur . - 2012 . - p.122-129. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 27-2 (June 2012) . - p.122-129 Mots-clés : lying  deception  theory of mind  autism spectrum disorders Index. décimale : PER Périodiques Résumé : Children’s lie-telling behavior and its relation to false-belief understanding was examined in children with autism spectrum disorders (ASD; n = 26) and a comparison group of typically developing children (n = 27). Participants were assessed using a temptation resistance paradigm, in which children were told not to peek at a forbidden toy while left alone in a room and were later asked if they peeked. Overall, 77% of the total sample peeked at the toy, with no significant difference between the ASD and typically developing groups. Whereas 96% of the typically developing control children lied about peeking, significantly fewer children with ASD (72%) lied. Children with ASD were poorer at maintaining their lies than the control group. Liars had higher false-belief scores than truth-tellers. These findings have implications for understanding how theory of mind deficits may limit the ability of children with ASD to purposefully deceive others. En ligne : http://dx.doi.org/10.1177/1088357612441828 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166

Erratum : Teaching preschool children with autism spectrum disorders to expressively discriminate between “what’s that?” and “where is it?” in Focus on Autism and Other Developmental Disabilities, 27-2 (June 2012)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 27-2 (June 2012) . - p.130 Titre : Erratum : Teaching preschool children with autism spectrum disorders to expressively discriminate between “what’s that?” and “where is it?” Type de document : Texte imprimé et/ou numérique Année de publication : 2012 Article en page(s) : p.130 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357612450579 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166 [article] Erratum : Teaching preschool children with autism spectrum disorders to expressively discriminate between “what’s that?” and “where is it?” [Texte imprimé et/ou numérique] . - 2012 . - p.130. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 27-2 (June 2012) . - p.130 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357612450579 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166

Corrigendum : Fidelity and effectiveness of PRT implemented by caregivers without college degrees in Focus on Autism and Other Developmental Disabilities, 27-2 (June 2012)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 27-2 (June 2012) . - p.131 Titre : Corrigendum : Fidelity and effectiveness of PRT implemented by caregivers without college degrees Type de document : Texte imprimé et/ou numérique Année de publication : 2012 Article en page(s) : p.131 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357612450604 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166 [article] Corrigendum : Fidelity and effectiveness of PRT implemented by caregivers without college degrees [Texte imprimé et/ou numérique] . - 2012 . - p.131. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 27-2 (June 2012) . - p.131 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357612450604 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166