College-Based Support Programs for Students With Autism / Kathleen D. VIEZEL in Focus on Autism and Other Developmental Disabilities, 35-4 (December 2020)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 35-4 (December 2020) . - p.234-245 Titre : College-Based Support Programs for Students With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Kathleen D. VIEZEL, Auteur ; Elizabeth WILLIAMS, Auteur ; Wesley H. DOTSON, Auteur Article en page(s) : p.234-245 Langues : Anglais (eng) Mots-clés : autism  college  university  postsecondary transition Index. décimale : PER Périodiques Résumé : There has been an increase in the number of students with autism spectrum disorder (ASD) attending college. To support this growing population of students, institution-based support programs have developed across the country to promote college success by addressing the social, communication, and executive functioning needs of students with ASD. This study investigated the current state of college-based ASD support programs to analyze current standards of care while also disseminating cohesive program information to professionals and families involved in postsecondary planning. Trends in college-based ASD service provision, admission requirements, and administrative support were identified through a systematic search and examination of traditional 4-year colleges with ASD-specific supports. En ligne : http://dx.doi.org/10.1177/1088357620954369 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434 [article] College-Based Support Programs for Students With Autism [Texte imprimé et/ou numérique] / Kathleen D. VIEZEL, Auteur ; Elizabeth WILLIAMS, Auteur ; Wesley H. DOTSON, Auteur . - p.234-245. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 35-4 (December 2020) . - p.234-245 Mots-clés : autism  college  university  postsecondary transition Index. décimale : PER Périodiques Résumé : There has been an increase in the number of students with autism spectrum disorder (ASD) attending college. To support this growing population of students, institution-based support programs have developed across the country to promote college success by addressing the social, communication, and executive functioning needs of students with ASD. This study investigated the current state of college-based ASD support programs to analyze current standards of care while also disseminating cohesive program information to professionals and families involved in postsecondary planning. Trends in college-based ASD service provision, admission requirements, and administrative support were identified through a systematic search and examination of traditional 4-year colleges with ASD-specific supports. En ligne : http://dx.doi.org/10.1177/1088357620954369 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434

Group teaching of conversational skills to adolescents on the autism spectrum / Wesley H. DOTSON in Research in Autism Spectrum Disorders, 4-2 (April-June 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-2 (April-June 2010) . - p.199-209 Titre : Group teaching of conversational skills to adolescents on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Wesley H. DOTSON, Auteur ; Justin B. LEAF, Auteur ; Jan B. SHELDON, Auteur ; James A. SHERMAN, Auteur Année de publication : 2010 Article en page(s) : p.199-209 Langues : Anglais (eng) Mots-clés : Autism Social-skills Group-instruction Adolescents Index. décimale : PER Périodiques Résumé : Adolescents with autism struggle with developing meaningful social relationships. Learning appropriate conversational skills can be an important first step in creating friendships. A procedure that has been effective in teaching conversational skills to typically developing adolescents is the teaching interaction procedure, which involves describing the target behavior, why it should be used, when it should be used, and the steps in the skill, modeling the behavior, and having the learner role-play. Throughout the teaching process, feedback is given to the adolescent. The purpose of this study was to investigate whether the teaching interaction procedure could be used to teach adolescents with autism conversational skills in a group setting. Five children, four on the autism spectrum and one with ADHD, were taught conversational basics, how to give positive feedback to a speaker, and how to answer and ask open-ended questions. A multiple-probe design across behaviors and replicated across participants revealed that four of the five participants mastered all three conversational skills, while the fifth participant mastered two of the skills. While no participants fully generalized the skills to interactions with a typical peer, participants showed some generalization to those interactions. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.09.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=973 [article] Group teaching of conversational skills to adolescents on the autism spectrum [Texte imprimé et/ou numérique] / Wesley H. DOTSON, Auteur ; Justin B. LEAF, Auteur ; Jan B. SHELDON, Auteur ; James A. SHERMAN, Auteur . - 2010 . - p.199-209. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-2 (April-June 2010) . - p.199-209 Mots-clés : Autism Social-skills Group-instruction Adolescents Index. décimale : PER Périodiques Résumé : Adolescents with autism struggle with developing meaningful social relationships. Learning appropriate conversational skills can be an important first step in creating friendships. A procedure that has been effective in teaching conversational skills to typically developing adolescents is the teaching interaction procedure, which involves describing the target behavior, why it should be used, when it should be used, and the steps in the skill, modeling the behavior, and having the learner role-play. Throughout the teaching process, feedback is given to the adolescent. The purpose of this study was to investigate whether the teaching interaction procedure could be used to teach adolescents with autism conversational skills in a group setting. Five children, four on the autism spectrum and one with ADHD, were taught conversational basics, how to give positive feedback to a speaker, and how to answer and ask open-ended questions. A multiple-probe design across behaviors and replicated across participants revealed that four of the five participants mastered all three conversational skills, while the fifth participant mastered two of the skills. While no participants fully generalized the skills to interactions with a typical peer, participants showed some generalization to those interactions. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.09.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=973

The effectiveness of a group teaching interaction procedure for teaching social skills to young children with a pervasive developmental disorder / Justin B. LEAF in Research in Autism Spectrum Disorders, 4-2 (April-June 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-2 (April-June 2010) . - p.186-198 Titre : The effectiveness of a group teaching interaction procedure for teaching social skills to young children with a pervasive developmental disorder Type de document : Texte imprimé et/ou numérique Auteurs : Justin B. LEAF, Auteur ; Misty L. OPPENHEIM, Auteur ; Wesley H. DOTSON, Auteur ; Jan B. SHELDON, Auteur ; James A. SHERMAN, Auteur Année de publication : 2010 Article en page(s) : p.186-198 Langues : Anglais (eng) Mots-clés : Autism Social-skills Teaching-interaction Behavioral-intervention Discrete-trial-teaching Behavioral-skills-training Index. décimale : PER Périodiques Résumé : Deficits in social skills are characteristic of children with autism. Clinicians often include teaching these skills as part of comprehensive curriculum. One method of developing social skills for children with autism is the teaching interaction procedure. This procedure involves describing the behavior, providing a rational and cues when to use the behavior, dividing the skill into smaller steps, demonstrating the behavior, having the learner role play the behavior, and providing feedback. This study implemented a teaching interaction procedure as part of group social-skills instruction for five children diagnosed with an autism spectrum disorder. A multiple-probe design across behaviors and replicated across participants was used. All five participants acquired the social skills taught to them and generalization was promoted. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.09.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=973 [article] The effectiveness of a group teaching interaction procedure for teaching social skills to young children with a pervasive developmental disorder [Texte imprimé et/ou numérique] / Justin B. LEAF, Auteur ; Misty L. OPPENHEIM, Auteur ; Wesley H. DOTSON, Auteur ; Jan B. SHELDON, Auteur ; James A. SHERMAN, Auteur . - 2010 . - p.186-198. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-2 (April-June 2010) . - p.186-198 Mots-clés : Autism Social-skills Teaching-interaction Behavioral-intervention Discrete-trial-teaching Behavioral-skills-training Index. décimale : PER Périodiques Résumé : Deficits in social skills are characteristic of children with autism. Clinicians often include teaching these skills as part of comprehensive curriculum. One method of developing social skills for children with autism is the teaching interaction procedure. This procedure involves describing the behavior, providing a rational and cues when to use the behavior, dividing the skill into smaller steps, demonstrating the behavior, having the learner role play the behavior, and providing feedback. This study implemented a teaching interaction procedure as part of group social-skills instruction for five children diagnosed with an autism spectrum disorder. A multiple-probe design across behaviors and replicated across participants was used. All five participants acquired the social skills taught to them and generalization was promoted. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.09.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=973

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