Dépouillements

Video Self-Modeling on an iPad to Teach Functional Math Skills to Adolescents With Autism and Intellectual Disability / Cami E. BURTON in Focus on Autism and Other Developmental Disabilities, 28-2 (June 2013)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 28-2 (June 2013) . - p.67-77 Titre : Video Self-Modeling on an iPad to Teach Functional Math Skills to Adolescents With Autism and Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : Cami E. BURTON, Auteur ; Darlene H. ANDERSON, Auteur ; Mary Anne PRATER, Auteur ; Tina Taylor DYCHES, Auteur Article en page(s) : p.67-77 Langues : Anglais (eng) Mots-clés : autism  intellectual disability  video self-modeling  functional mathematics instruction  iPad Index. décimale : PER Périodiques Résumé : Researchers suggest that video-based interventions can provide increased opportunity for students with disabilities to acquire important academic and functional skills; however, little research exists regarding video-based interventions on the academic skills of students with autism and intellectual disability. We used a multiple-baseline-across-participants design to investigate the effects of video self-modeling (VSM) on the mathematics skill acquisition of adolescents with autism. Four adolescent male students viewed videos of themselves on an iPad solving mathematical problems to estimate the amount of money used to pay for a given item and the amount to receive in change. Findings support a functional relationship between VSM and performance on math skills for each participant. Subsequently, the VSM was systematically faded during maintenance sessions, with little deterioration of skill. Follow-up data probes were interpreted to conclude that student characteristics may affect retention of skill. Implications for practice and research are discussed. En ligne : http://dx.doi.org/10.1177/1088357613478829 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 [article] Video Self-Modeling on an iPad to Teach Functional Math Skills to Adolescents With Autism and Intellectual Disability [Texte imprimé et/ou numérique] / Cami E. BURTON, Auteur ; Darlene H. ANDERSON, Auteur ; Mary Anne PRATER, Auteur ; Tina Taylor DYCHES, Auteur . - p.67-77. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 28-2 (June 2013) . - p.67-77 Mots-clés : autism  intellectual disability  video self-modeling  functional mathematics instruction  iPad Index. décimale : PER Périodiques Résumé : Researchers suggest that video-based interventions can provide increased opportunity for students with disabilities to acquire important academic and functional skills; however, little research exists regarding video-based interventions on the academic skills of students with autism and intellectual disability. We used a multiple-baseline-across-participants design to investigate the effects of video self-modeling (VSM) on the mathematics skill acquisition of adolescents with autism. Four adolescent male students viewed videos of themselves on an iPad solving mathematical problems to estimate the amount of money used to pay for a given item and the amount to receive in change. Findings support a functional relationship between VSM and performance on math skills for each participant. Subsequently, the VSM was systematically faded during maintenance sessions, with little deterioration of skill. Follow-up data probes were interpreted to conclude that student characteristics may affect retention of skill. Implications for practice and research are discussed. En ligne : http://dx.doi.org/10.1177/1088357613478829 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200

The Effects of Solve It! on the Mathematical Word Problem Solving Ability of Adolescents With Autism Spectrum Disorders / Peggy J. SCHAEFER WHITBY in Focus on Autism and Other Developmental Disabilities, 28-2 (June 2013)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 28-2 (June 2013) . - p.78-88 Titre : The Effects of Solve It! on the Mathematical Word Problem Solving Ability of Adolescents With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Peggy J. SCHAEFER WHITBY, Auteur Article en page(s) : p.78-88 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  learning strategies  word problems  mathematics Index. décimale : PER Périodiques Résumé : General education placement of students with autism spectrum disorders (ASD) has increased at a rate faster than all other disability categories combined. As more children are diagnosed with ASD and expected to meet the same academic standards as their neurotypical peers, there is a demand for effective educational strategies. Using a multiple-baseline across participants design, seven cognitive strategies and three meta-cognitive strategies from the Solve it! Problem Solving Routine were taught to three adolescents with ASD. Percent of correct responses on word problems improved immediately upon implementation of the intervention. A peer comparison validation strategy was used to compare participants’ accuracy with the class average. All three participants got more problems correct during intervention when compared with their peers; this effect persisted for two participants during maintenance. The impact of the characteristics of ASD on the use of each strategy implemented within the Solve It! Problem Solving Routine is discussed. En ligne : http://dx.doi.org/10.1177/1088357612468764 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 [article] The Effects of Solve It! on the Mathematical Word Problem Solving Ability of Adolescents With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Peggy J. SCHAEFER WHITBY, Auteur . - p.78-88. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 28-2 (June 2013) . - p.78-88 Mots-clés : autism spectrum disorder  learning strategies  word problems  mathematics Index. décimale : PER Périodiques Résumé : General education placement of students with autism spectrum disorders (ASD) has increased at a rate faster than all other disability categories combined. As more children are diagnosed with ASD and expected to meet the same academic standards as their neurotypical peers, there is a demand for effective educational strategies. Using a multiple-baseline across participants design, seven cognitive strategies and three meta-cognitive strategies from the Solve it! Problem Solving Routine were taught to three adolescents with ASD. Percent of correct responses on word problems improved immediately upon implementation of the intervention. A peer comparison validation strategy was used to compare participants’ accuracy with the class average. All three participants got more problems correct during intervention when compared with their peers; this effect persisted for two participants during maintenance. The impact of the characteristics of ASD on the use of each strategy implemented within the Solve It! Problem Solving Routine is discussed. En ligne : http://dx.doi.org/10.1177/1088357612468764 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200

Effects of Vocabulary Instruction Using Constant Time Delay on Expository Reading of Young Adults With Intellectual Disability / Youjia HUA in Focus on Autism and Other Developmental Disabilities, 28-2 (June 2013)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 28-2 (June 2013) . - p.89-100 Titre : Effects of Vocabulary Instruction Using Constant Time Delay on Expository Reading of Young Adults With Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : Youjia HUA, Auteur ; Suzanne WOODS-GROVES, Auteur ; Erica R. KALDENBERG, Auteur ; Bethany J. SCHEIDECKER, Auteur Article en page(s) : p.89-100 Langues : Anglais (eng) Mots-clés : intellectual disability  special education  adult learners  reading comprehension  vocabulary Index. décimale : PER Périodiques Résumé : We investigated the effectiveness of using constant time delay (CTD) with young adults with intellectual disability on their vocabulary acquisition and retention, as well as expository reading comprehension. Four learners, ages 19 to 21 years, from a postsecondary education program for individuals with disabilities participated in the study. During the intervention, instructors used CTD to teach unknown vocabulary embedded in expository texts. In the context of an alternating treatments design, we found that CTD resulted in greater acquisition and retention of the vocabulary knowledge than the control condition. However, the effects of the vocabulary instruction on comprehension of the expository texts were less clear. Implications for practice are provided. En ligne : http://dx.doi.org/10.1177/1088357613477473 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 [article] Effects of Vocabulary Instruction Using Constant Time Delay on Expository Reading of Young Adults With Intellectual Disability [Texte imprimé et/ou numérique] / Youjia HUA, Auteur ; Suzanne WOODS-GROVES, Auteur ; Erica R. KALDENBERG, Auteur ; Bethany J. SCHEIDECKER, Auteur . - p.89-100. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 28-2 (June 2013) . - p.89-100 Mots-clés : intellectual disability  special education  adult learners  reading comprehension  vocabulary Index. décimale : PER Périodiques Résumé : We investigated the effectiveness of using constant time delay (CTD) with young adults with intellectual disability on their vocabulary acquisition and retention, as well as expository reading comprehension. Four learners, ages 19 to 21 years, from a postsecondary education program for individuals with disabilities participated in the study. During the intervention, instructors used CTD to teach unknown vocabulary embedded in expository texts. In the context of an alternating treatments design, we found that CTD resulted in greater acquisition and retention of the vocabulary knowledge than the control condition. However, the effects of the vocabulary instruction on comprehension of the expository texts were less clear. Implications for practice are provided. En ligne : http://dx.doi.org/10.1177/1088357613477473 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200

Comparing and Combining Accommodation and Remediation Interventions to Improve the Written-Language Performance of Children With Asperger Syndrome / Ariane B. SCHNEIDER in Focus on Autism and Other Developmental Disabilities, 28-2 (June 2013)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 28-2 (June 2013) . - p.101-114 Titre : Comparing and Combining Accommodation and Remediation Interventions to Improve the Written-Language Performance of Children With Asperger Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Ariane B. SCHNEIDER, Auteur ; Robin S. CODDING, Auteur ; Georgiana S. TRYON, Auteur Article en page(s) : p.101-114 Langues : Anglais (eng) Mots-clés : Asperger syndrome  instruction  writing  SRSD  speech recognition  word processing Index. décimale : PER Périodiques Résumé : The relative effectiveness of two writing accommodations, word processing (WP) and speech-recognition (SR) technology, was examined relative to the writing skills of four boys with Asperger syndrome. The more effective accommodation was then combined with the Self-Regulated Strategy Development (SRSD) writing intervention and compared with SRSD and handwriting (HW) combined to determine whether participants’ writing skills would be further improved. Using a multiple-phase alternating-treatments design with a final treatment phase, outcomes indicated that the SR accommodation improved writing fluency and quality better than WP and HW. However, participants produced the most fluent and highest quality writing when SRSD intervention was combined with SR as compared with SRSD paired with HW, SR alone, and HW alone. Implications and future directions are discussed. En ligne : http://dx.doi.org/10.1177/1088357613475811 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 [article] Comparing and Combining Accommodation and Remediation Interventions to Improve the Written-Language Performance of Children With Asperger Syndrome [Texte imprimé et/ou numérique] / Ariane B. SCHNEIDER, Auteur ; Robin S. CODDING, Auteur ; Georgiana S. TRYON, Auteur . - p.101-114. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 28-2 (June 2013) . - p.101-114 Mots-clés : Asperger syndrome  instruction  writing  SRSD  speech recognition  word processing Index. décimale : PER Périodiques Résumé : The relative effectiveness of two writing accommodations, word processing (WP) and speech-recognition (SR) technology, was examined relative to the writing skills of four boys with Asperger syndrome. The more effective accommodation was then combined with the Self-Regulated Strategy Development (SRSD) writing intervention and compared with SRSD and handwriting (HW) combined to determine whether participants’ writing skills would be further improved. Using a multiple-phase alternating-treatments design with a final treatment phase, outcomes indicated that the SR accommodation improved writing fluency and quality better than WP and HW. However, participants produced the most fluent and highest quality writing when SRSD intervention was combined with SR as compared with SRSD paired with HW, SR alone, and HW alone. Implications and future directions are discussed. En ligne : http://dx.doi.org/10.1177/1088357613475811 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200

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)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 28-2 (June 2013) . - p.115-126 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 [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