The Effectiveness of Direct Instruction in Teaching Students with Autism Spectrum Disorder to Answer “Wh-” Questions / Jessica N. CADETTE in Journal of Autism and Developmental Disorders, 46-9 (September 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-9 (September 2016) . - p.2968-2978 Titre : The Effectiveness of Direct Instruction in Teaching Students with Autism Spectrum Disorder to Answer “Wh-” Questions Type de document : Texte imprimé et/ou numérique Auteurs : Jessica N. CADETTE, Auteur ; Cynthia L. WILSON, Auteur ; Michael P. BRADY, Auteur ; Charles DUKES, Auteur ; Kyle D. BENNETT, Auteur Article en page(s) : p.2968-2978 Langues : Anglais (eng) Mots-clés : Autism  ASD  Direct instruction  Language  "Wh-" questions Index. décimale : PER Périodiques Résumé : Research on the effects of Direct Instruction (DI) among students with Autism Spectrum Disorder (ASD) has only recently emerged. A benefit of DI is that it can be implemented with groups of students, which makes it potentially a cost effective method of instruction for some skills. In this study, we examined the effects of DI on teaching secondary students with ASD to answer three “wh-” questions. Using a multiple probe design across behaviors, results indicated the participants mastered two of the three “wh-” question types and made progress with the remaining question type. These results are discussed along with implications for educators instructing students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2825-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292 [article] The Effectiveness of Direct Instruction in Teaching Students with Autism Spectrum Disorder to Answer “Wh-” Questions [Texte imprimé et/ou numérique] / Jessica N. CADETTE, Auteur ; Cynthia L. WILSON, Auteur ; Michael P. BRADY, Auteur ; Charles DUKES, Auteur ; Kyle D. BENNETT, Auteur . - p.2968-2978. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-9 (September 2016) . - p.2968-2978 Mots-clés : Autism  ASD  Direct instruction  Language  "Wh-" questions Index. décimale : PER Périodiques Résumé : Research on the effects of Direct Instruction (DI) among students with Autism Spectrum Disorder (ASD) has only recently emerged. A benefit of DI is that it can be implemented with groups of students, which makes it potentially a cost effective method of instruction for some skills. In this study, we examined the effects of DI on teaching secondary students with ASD to answer three “wh-” questions. Using a multiple probe design across behaviors, results indicated the participants mastered two of the three “wh-” question types and made progress with the remaining question type. These results are discussed along with implications for educators instructing students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2825-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292

The Effects of Covert Audio Coaching on the Job Performance of Supported Employees / Kyle D. BENNETT in Focus on Autism and Other Developmental Disabilities, 25-3 (September 2010)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 25-3 (September 2010) . - p.173-185 Titre : The Effects of Covert Audio Coaching on the Job Performance of Supported Employees Type de document : Texte imprimé et/ou numérique Auteurs : Kyle D. BENNETT, Auteur ; Michael P. BRADY, Auteur ; Jack SCOTT, Auteur ; Charles DUKES, Auteur ; Michael FRAIN, Auteur Année de publication : 2010 Article en page(s) : p.173-185 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The importance of employment in society is unmistakable, but for many people sustained employment remains elusive. The unemployment rate for individuals with disabilities is staggering, and the consequences of being unemployed affects those individuals, their families, and society. The effects of performance feedback delivered via covert audio coaching on the job performance of supported employees were examined in this investigation. A multiple baseline design across employees and work tasks was used to evaluate the effects of the intervention on work performance. Supported employees made substantial improvements on their work performance, and the improvements maintained for 4 to 5 weeks following the removal of the intervention. The results have implications for the use of covert audio coaching in employment and other settings. En ligne : http://dx.doi.org/10.1177/1088357610371636 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108 [article] The Effects of Covert Audio Coaching on the Job Performance of Supported Employees [Texte imprimé et/ou numérique] / Kyle D. BENNETT, Auteur ; Michael P. BRADY, Auteur ; Jack SCOTT, Auteur ; Charles DUKES, Auteur ; Michael FRAIN, Auteur . - 2010 . - p.173-185. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 25-3 (September 2010) . - p.173-185 Index. décimale : PER Périodiques Résumé : The importance of employment in society is unmistakable, but for many people sustained employment remains elusive. The unemployment rate for individuals with disabilities is staggering, and the consequences of being unemployed affects those individuals, their families, and society. The effects of performance feedback delivered via covert audio coaching on the job performance of supported employees were examined in this investigation. A multiple baseline design across employees and work tasks was used to evaluate the effects of the intervention on work performance. Supported employees made substantial improvements on their work performance, and the improvements maintained for 4 to 5 weeks following the removal of the intervention. The results have implications for the use of covert audio coaching in employment and other settings. En ligne : http://dx.doi.org/10.1177/1088357610371636 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108

Using the "Cool Versus Not Cool" Discrimination Procedure to Teach Social Skills Remotely to Adults With Autism / Kelly B. KEARNEY ; Jacqueline Wood ; Lauren Berlingo ; Charles DUKES in Focus on Autism and Other Developmental Disabilities, 40-1 (March 2025)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 40-1 (March 2025) . - p.38-47 Titre : Using the "Cool Versus Not Cool" Discrimination Procedure to Teach Social Skills Remotely to Adults With Autism : Focus on Autism and Other Developmental Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Kelly B. KEARNEY, Auteur ; Jacqueline Wood, Auteur ; Lauren Berlingo, Auteur ; Charles DUKES, Auteur Article en page(s) : p.38-47 Mots-clés : autism  social skills  conversation skills  remote learning Index. décimale : PER Périodiques Résumé : This study used a single-subject design to determine the effectiveness of the Cool versus Not Cool (CNC) discrimination procedure to teach social skills to three young U.S. adults with autism. The CNC procedure was administered remotely during this study. The specific social skills targeted were asking open-ended questions and responding appropriately to a conversation partner?s answers. All participants significantly increased the accuracy of the targeted social skills after receiving the intervention. The skills also maintained at relatively high levels once the intervention was removed. Future research and implications are discussed. En ligne : https://dx.doi.org/10.1177/10883576241238712 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=547 [article] Using the "Cool Versus Not Cool" Discrimination Procedure to Teach Social Skills Remotely to Adults With Autism : Focus on Autism and Other Developmental Disabilities [Texte imprimé et/ou numérique] / Kelly B. KEARNEY, Auteur ; Jacqueline Wood, Auteur ; Lauren Berlingo, Auteur ; Charles DUKES, Auteur . - p.38-47. in Focus on Autism and Other Developmental Disabilities > 40-1 (March 2025) . - p.38-47 Mots-clés : autism  social skills  conversation skills  remote learning Index. décimale : PER Périodiques Résumé : This study used a single-subject design to determine the effectiveness of the Cool versus Not Cool (CNC) discrimination procedure to teach social skills to three young U.S. adults with autism. The CNC procedure was administered remotely during this study. The specific social skills targeted were asking open-ended questions and responding appropriately to a conversation partner?s answers. All participants significantly increased the accuracy of the targeted social skills after receiving the intervention. The skills also maintained at relatively high levels once the intervention was removed. Future research and implications are discussed. En ligne : https://dx.doi.org/10.1177/10883576241238712 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=547

Using WatchMinder to Increase the On-Task Behavior of Students with Autism Spectrum Disorder / Lisa FINN in Journal of Autism and Developmental Disorders, 45-5 (May 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-5 (May 2015) . - p.1408-1418 Titre : Using WatchMinder to Increase the On-Task Behavior of Students with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Lisa FINN, Auteur ; Rangasamy RAMASAMY, Auteur ; Charles DUKES, Auteur ; John SCOTT, Auteur Article en page(s) : p.1408-1418 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Self-monitoring  Tactile prompting  WatchMinder  Self-graphing  Classroom intervention Index. décimale : PER Périodiques Résumé : This study assessed the use of WatchMinder™, a vibrating prompt watch, and self-graphing on the on-task behavior of students with autism spectrum disorder in an elementary special education setting. Using a multiple baseline across subjects design, results showed an immediate increase in on-task behavior when the intervention was introduced. Participants maintained high levels of on-task behavior during the follow-up phase. Implications for expanded self-monitoring treatment packages are discussed. En ligne : http://dx.doi.org/10.1007/s10803-014-2300-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] Using WatchMinder to Increase the On-Task Behavior of Students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Lisa FINN, Auteur ; Rangasamy RAMASAMY, Auteur ; Charles DUKES, Auteur ; John SCOTT, Auteur . - p.1408-1418. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-5 (May 2015) . - p.1408-1418 Mots-clés : Autism spectrum disorder  Self-monitoring  Tactile prompting  WatchMinder  Self-graphing  Classroom intervention Index. décimale : PER Périodiques Résumé : This study assessed the use of WatchMinder™, a vibrating prompt watch, and self-graphing on the on-task behavior of students with autism spectrum disorder in an elementary special education setting. Using a multiple baseline across subjects design, results showed an immediate increase in on-task behavior when the intervention was introduced. Participants maintained high levels of on-task behavior during the follow-up phase. Implications for expanded self-monitoring treatment packages are discussed. En ligne : http://dx.doi.org/10.1007/s10803-014-2300-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

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