Book Review: Carolyn Hughes and Erik W. Carter Peer Buddy Programs for Successful Secondary School Inclusion. Baltimore: Paul H. Brookes, 2008. 199 pp. US$29.95 (paperback). ISBN 978-1-55766-980-3 / Belva C. COLLINS in Focus on Autism and Other Developmental Disabilities, 24-4 (December 2009)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 24-4 (December 2009) . - p.254-256 Titre : Book Review: Carolyn Hughes and Erik W. Carter Peer Buddy Programs for Successful Secondary School Inclusion. Baltimore: Paul H. Brookes, 2008. 199 pp. US$29.95 (paperback). ISBN 978-1-55766-980-3 Type de document : Texte imprimé et/ou numérique Auteurs : Belva C. COLLINS, Auteur Année de publication : 2009 Article en page(s) : p.254-256 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357609342585 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=886 [article] Book Review: Carolyn Hughes and Erik W. Carter Peer Buddy Programs for Successful Secondary School Inclusion. Baltimore: Paul H. Brookes, 2008. 199 pp. US$29.95 (paperback). ISBN 978-1-55766-980-3 [Texte imprimé et/ou numérique] / Belva C. COLLINS, Auteur . - 2009 . - p.254-256. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 24-4 (December 2009) . - p.254-256 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357609342585 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=886

Comparison of the Acquisition and Maintenance of Teaching Functional and Core Content Sight Words in Special and General Education Settings / Belva C. COLLINS in Focus on Autism and Other Developmental Disabilities, 22-4 (Winter 2007)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 22-4 (Winter 2007) . - p.220-233 Titre : Comparison of the Acquisition and Maintenance of Teaching Functional and Core Content Sight Words in Special and General Education Settings Type de document : Texte imprimé et/ou numérique Auteurs : Belva C. COLLINS, Auteur ; Abby EVANS, Auteur ; Jennifer KARL, Auteur ; Angela MILLER, Auteur ; Carey E. CREECH-GALLOWAY, Auteur Année de publication : 2007 Article en page(s) : p.220-233 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : In this investigation, the acquisition of both functional and core content sight Words Was compared as replicated across three formats: direct massed trial instruction in a special education resource room, direct distributed trial instruction in a general education classroom, and embedded distributed trial instruction in a general education classroom. Four students With moderate disabilities across three age groups participated. During direct instructional trials, both functional and core content sight Words Were presented using a constant time delay procedure. During embedded trials, the students received instruction in the same manner as their peers Without disabilities (e.g., teacher lecture, Worksheets, activities). Although the results varied slightly across participants, there Were minimal differences in the acquisition and maintenance of both functional and core content sight Words across the three presentation formats. En ligne : http://dx.doi.org/10.1177/10883576070220040401 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=830 [article] Comparison of the Acquisition and Maintenance of Teaching Functional and Core Content Sight Words in Special and General Education Settings [Texte imprimé et/ou numérique] / Belva C. COLLINS, Auteur ; Abby EVANS, Auteur ; Jennifer KARL, Auteur ; Angela MILLER, Auteur ; Carey E. CREECH-GALLOWAY, Auteur . - 2007 . - p.220-233. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 22-4 (Winter 2007) . - p.220-233 Index. décimale : PER Périodiques Résumé : In this investigation, the acquisition of both functional and core content sight Words Was compared as replicated across three formats: direct massed trial instruction in a special education resource room, direct distributed trial instruction in a general education classroom, and embedded distributed trial instruction in a general education classroom. Four students With moderate disabilities across three age groups participated. During direct instructional trials, both functional and core content sight Words Were presented using a constant time delay procedure. During embedded trials, the students received instruction in the same manner as their peers Without disabilities (e.g., teacher lecture, Worksheets, activities). Although the results varied slightly across participants, there Were minimal differences in the acquisition and maintenance of both functional and core content sight Words across the three presentation formats. En ligne : http://dx.doi.org/10.1177/10883576070220040401 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=830

Evaluating Supported eText to Teach Science to High School Students With Moderate Intellectual Disability / Victoria F. KNIGHT in Focus on Autism and Other Developmental Disabilities, 33-4 (December 2018)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 33-4 (December 2018) . - p.227-236 Titre : Evaluating Supported eText to Teach Science to High School Students With Moderate Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : Victoria F. KNIGHT, Auteur ; Carey E. CREECH-GALLOWAY, Auteur ; Jennifer M. KARL, Auteur ; Belva C. COLLINS, Auteur Année de publication : 2018 Article en page(s) : p.227-236 Langues : Anglais (eng) Mots-clés : supported electronic text  eText  digital text  teaching science content  explicit instruction  intellectual disability Index. décimale : PER Périodiques Résumé : Preliminary research shows promise for the use of supported electronic text (eText) combined with explicit instruction in facilitating comprehension for students with intellectual disability. Researchers used a multiple probe across participants design to evaluate effects of supported eText including explicit instruction on measures of vocabulary, literal comprehension, and application questions of four high school students with moderate intellectual disability. Authors found a functional relation between supported eText using embedded, explicit instructional supports (i.e., animated coaches to deliver the model-lead-test procedure and use of examples and nonexamples) and the number of correct responses on the probe. In addition, students generalized to untrained exemplars, and social validity indicated the program as practical and useful. En ligne : http://dx.doi.org/10.1177/1088357617696273 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=372 [article] Evaluating Supported eText to Teach Science to High School Students With Moderate Intellectual Disability [Texte imprimé et/ou numérique] / Victoria F. KNIGHT, Auteur ; Carey E. CREECH-GALLOWAY, Auteur ; Jennifer M. KARL, Auteur ; Belva C. COLLINS, Auteur . - 2018 . - p.227-236. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 33-4 (December 2018) . - p.227-236 Mots-clés : supported electronic text  eText  digital text  teaching science content  explicit instruction  intellectual disability Index. décimale : PER Périodiques Résumé : Preliminary research shows promise for the use of supported electronic text (eText) combined with explicit instruction in facilitating comprehension for students with intellectual disability. Researchers used a multiple probe across participants design to evaluate effects of supported eText including explicit instruction on measures of vocabulary, literal comprehension, and application questions of four high school students with moderate intellectual disability. Authors found a functional relation between supported eText using embedded, explicit instructional supports (i.e., animated coaches to deliver the model-lead-test procedure and use of examples and nonexamples) and the number of correct responses on the probe. In addition, students generalized to untrained exemplars, and social validity indicated the program as practical and useful. En ligne : http://dx.doi.org/10.1177/1088357617696273 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=372

Using a Constant Time Delay Procedure to Teach Support Personnel to Use a Simultaneous Prompting Procedure / Nicole Scott BRITTON in Focus on Autism and Other Developmental Disabilities, 32-2 (June 2017)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 32-2 (June 2017) . - p.102-113 Titre : Using a Constant Time Delay Procedure to Teach Support Personnel to Use a Simultaneous Prompting Procedure Type de document : Texte imprimé et/ou numérique Auteurs : Nicole Scott BRITTON, Auteur ; Belva C. COLLINS, Auteur ; Melinda Jones AULT, Auteur ; Margaret E. BAUSCH, Auteur Article en page(s) : p.102-113 Langues : Anglais (eng) Mots-clés : systematic instruction, constant time delay, simultaneous prompting, paraprofessional, peer tutor Index. décimale : PER Périodiques Résumé : Within the context of a multiple baseline design, the researchers in this investigation used a constant time delay (CTD) procedure to teach two classroom support personnel (i.e., paraprofessional, peer tutor) to use a simultaneous prompting (SP) procedure when teaching a high school student with a moderate intellectual disability to (a) identify words from science core content, (b) identify words from social studies core content, (c) make Kool-Aid, and (d) alphabetize last names by their first letters. The classroom teacher implemented the CTD procedure with a high degree of fidelity, the paraprofessional and the peer tutor implemented the SP procedure with high levels of fidelity, and the student increased his ability to perform the targeted skills. En ligne : http://dx.doi.org/10.1177/1088357615587505 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307 [article] Using a Constant Time Delay Procedure to Teach Support Personnel to Use a Simultaneous Prompting Procedure [Texte imprimé et/ou numérique] / Nicole Scott BRITTON, Auteur ; Belva C. COLLINS, Auteur ; Melinda Jones AULT, Auteur ; Margaret E. BAUSCH, Auteur . - p.102-113. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 32-2 (June 2017) . - p.102-113 Mots-clés : systematic instruction, constant time delay, simultaneous prompting, paraprofessional, peer tutor Index. décimale : PER Périodiques Résumé : Within the context of a multiple baseline design, the researchers in this investigation used a constant time delay (CTD) procedure to teach two classroom support personnel (i.e., paraprofessional, peer tutor) to use a simultaneous prompting (SP) procedure when teaching a high school student with a moderate intellectual disability to (a) identify words from science core content, (b) identify words from social studies core content, (c) make Kool-Aid, and (d) alphabetize last names by their first letters. The classroom teacher implemented the CTD procedure with a high degree of fidelity, the paraprofessional and the peer tutor implemented the SP procedure with high levels of fidelity, and the student increased his ability to perform the targeted skills. En ligne : http://dx.doi.org/10.1177/1088357615587505 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307

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