Effectiveness of the Direct Instruction Language for Learning Curriculum Among Children Diagnosed With Autism Spectrum Disorder / M. Alice SHILLINGSBURG in Focus on Autism and Other Developmental Disabilities, 30-1 (March 2015)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 30-1 (March 2015) . - p.44-56 Titre : Effectiveness of the Direct Instruction Language for Learning Curriculum Among Children Diagnosed With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : M. Alice SHILLINGSBURG, Auteur ; Crystal N. BOWEN, Auteur ; Richard K. PETERMAN, Auteur ; Mathew D. GAYMAN, Auteur Article en page(s) : p.44-56 Langues : Anglais (eng) Mots-clés : autism  Direct Instruction  language acquisition Index. décimale : PER Périodiques Résumé : Many children diagnosed with autism spectrum disorder (ASD) exhibit difficulties with complex language and social communication. Direct Instruction (DI) is an empirically supported curriculum designed to teach complex language skills to children with and at risk of learning disabilities. Only recently, the effectiveness of DI has been evaluated among children with autism. The present study evaluated the effectiveness of the DI Language for Learning curriculum among 18 children diagnosed with ASD. Immediate post-intervention language scores on curriculum post-tests were significantly higher than pre-intervention scores and remained significantly higher than pre-intervention scores up to 6 to 8 months following the intervention. Comparing language skills across groups, children already exposed to the intervention exhibited significantly higher language skills than their non-exposed waitlist counterparts. En ligne : http://dx.doi.org/10.1177/1088357614532498 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257 [article] Effectiveness of the Direct Instruction Language for Learning Curriculum Among Children Diagnosed With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / M. Alice SHILLINGSBURG, Auteur ; Crystal N. BOWEN, Auteur ; Richard K. PETERMAN, Auteur ; Mathew D. GAYMAN, Auteur . - p.44-56. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 30-1 (March 2015) . - p.44-56 Mots-clés : autism  Direct Instruction  language acquisition Index. décimale : PER Périodiques Résumé : Many children diagnosed with autism spectrum disorder (ASD) exhibit difficulties with complex language and social communication. Direct Instruction (DI) is an empirically supported curriculum designed to teach complex language skills to children with and at risk of learning disabilities. Only recently, the effectiveness of DI has been evaluated among children with autism. The present study evaluated the effectiveness of the DI Language for Learning curriculum among 18 children diagnosed with ASD. Immediate post-intervention language scores on curriculum post-tests were significantly higher than pre-intervention scores and remained significantly higher than pre-intervention scores up to 6 to 8 months following the intervention. Comparing language skills across groups, children already exposed to the intervention exhibited significantly higher language skills than their non-exposed waitlist counterparts. En ligne : http://dx.doi.org/10.1177/1088357614532498 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257

Increasing social approach and decreasing social avoidance in children with autism spectrum disorder during discrete trial training / M. Alice SHILLINGSBURG in Research in Autism Spectrum Disorders, 8-11 (November 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-11 (November 2014) . - p.1443-1453 Titre : Increasing social approach and decreasing social avoidance in children with autism spectrum disorder during discrete trial training Type de document : Texte imprimé et/ou numérique Auteurs : M. Alice SHILLINGSBURG, Auteur ; Crystal N. BOWEN, Auteur ; Steven K. SHAPIRO, Auteur Article en page(s) : p.1443-1453 Langues : Anglais (eng) Mots-clés : Social approach  Social avoidance  Discrete trial training  Autism  Pairing  Reflexive establishing operations Index. décimale : PER Périodiques Résumé : Instructions presented during discrete trial training (DTT) may evoke problem behavior and exacerbate social avoidance in children with autism spectrum disorder (ASD). Given the importance of DTT in comprehensive interventions, evaluating procedures to increase social responsiveness and approach during DTT are warranted. The effect of antecedent strategies on social avoidance during DTT in two children with ASD was examined. A pairing procedure in which one therapist removed demands and paired social interaction with access to preferred toys and activities was compared to a demand procedure in which a therapist presented instructions. Social approach was higher and social avoidance was lower in sessions with the pairing therapist compared to the non-pairing therapist during the Pairing Intervention and during post-pairing demand sessions. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.07.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241 [article] Increasing social approach and decreasing social avoidance in children with autism spectrum disorder during discrete trial training [Texte imprimé et/ou numérique] / M. Alice SHILLINGSBURG, Auteur ; Crystal N. BOWEN, Auteur ; Steven K. SHAPIRO, Auteur . - p.1443-1453. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-11 (November 2014) . - p.1443-1453 Mots-clés : Social approach  Social avoidance  Discrete trial training  Autism  Pairing  Reflexive establishing operations Index. décimale : PER Périodiques Résumé : Instructions presented during discrete trial training (DTT) may evoke problem behavior and exacerbate social avoidance in children with autism spectrum disorder (ASD). Given the importance of DTT in comprehensive interventions, evaluating procedures to increase social responsiveness and approach during DTT are warranted. The effect of antecedent strategies on social avoidance during DTT in two children with ASD was examined. A pairing procedure in which one therapist removed demands and paired social interaction with access to preferred toys and activities was compared to a demand procedure in which a therapist presented instructions. Social approach was higher and social avoidance was lower in sessions with the pairing therapist compared to the non-pairing therapist during the Pairing Intervention and during post-pairing demand sessions. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.07.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241

Teaching children with autism to request information / M. Alice SHILLINGSBURG in Research in Autism Spectrum Disorders, 5-1 (January-March 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-1 (January-March 2011) . - p.670-679 Titre : Teaching children with autism to request information Type de document : Texte imprimé et/ou numérique Auteurs : M. Alice SHILLINGSBURG, Auteur ; Amber L. VALENTINO, Auteur ; Crystal N. BOWEN, Auteur ; Danielle BRADLEY, Auteur ; Dana ZAVATKAY, Auteur Année de publication : 2011 Article en page(s) : p.670-679 Langues : Anglais (eng) Mots-clés : Autism Establishing-operations Generalization Language-acquisition Mands Question-asking Requests Index. décimale : PER Périodiques Résumé : Question asking behavior, or requesting information, is often deficient in children with autism and can prove challenging to teach. Currently, there exists a paucity of research regarding the types of teaching strategies that are effective in teaching children with autism this crucial skill. The purpose of the present study was to examine strategies to teach two children with autism to request information using “when?,” “who?,” “where?,” and “which?” Results indicated successful acquisition and maintenance of all ‘wh’ questions. Generalization to untaught scenarios within the same request form was observed more quickly when a general response topography was taught than when a specific response topography was taught. The applied value of the current findings is discussed as well as areas for future research. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.08.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=112 [article] Teaching children with autism to request information [Texte imprimé et/ou numérique] / M. Alice SHILLINGSBURG, Auteur ; Amber L. VALENTINO, Auteur ; Crystal N. BOWEN, Auteur ; Danielle BRADLEY, Auteur ; Dana ZAVATKAY, Auteur . - 2011 . - p.670-679. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-1 (January-March 2011) . - p.670-679 Mots-clés : Autism Establishing-operations Generalization Language-acquisition Mands Question-asking Requests Index. décimale : PER Périodiques Résumé : Question asking behavior, or requesting information, is often deficient in children with autism and can prove challenging to teach. Currently, there exists a paucity of research regarding the types of teaching strategies that are effective in teaching children with autism this crucial skill. The purpose of the present study was to examine strategies to teach two children with autism to request information using “when?,” “who?,” “where?,” and “which?” Results indicated successful acquisition and maintenance of all ‘wh’ questions. Generalization to untaught scenarios within the same request form was observed more quickly when a general response topography was taught than when a specific response topography was taught. The applied value of the current findings is discussed as well as areas for future research. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.08.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=112

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