Brief Report: An Evaluation of an Instructional Package for Teaching Sentence Construction to Students with ASD / Robert C. PENNINGTON in Journal of Autism and Developmental Disorders, 48-1 (January 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-1 (January 2018) . - p.301-306 Titre : Brief Report: An Evaluation of an Instructional Package for Teaching Sentence Construction to Students with ASD Type de document : texte imprimé Auteurs : Robert C. PENNINGTON, Auteur ; Jessica ROCKHOLD, Auteur Article en page(s) : p.301-306 Langues : Anglais (eng) Mots-clés : Autism  Sentence writing  Technology  Written expression Index. décimale : PER Périodiques Résumé : In the current study, we investigated the effects of an instructional package on the construction of sentences writing by four children ages 6-9, with autism spectrum disorder (ASD). We employed a multiple probe across behaviors design to evaluate the efficacy of the intervention package and also conducted probes to assess generalization and increases in the use of spoken sentences. Data indicated that the package was effective and produced variable levels of maintenance and generalized responding across three of the participants. Further, changes in vocal responding were observed in one of the participants. En ligne : https://doi.org/10.1007/s10803-017-3309-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=337 [article] Brief Report: An Evaluation of an Instructional Package for Teaching Sentence Construction to Students with ASD [texte imprimé] / Robert C. PENNINGTON, Auteur ; Jessica ROCKHOLD, Auteur . - p.301-306. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-1 (January 2018) . - p.301-306 Mots-clés : Autism  Sentence writing  Technology  Written expression Index. décimale : PER Périodiques Résumé : In the current study, we investigated the effects of an instructional package on the construction of sentences writing by four children ages 6-9, with autism spectrum disorder (ASD). We employed a multiple probe across behaviors design to evaluate the efficacy of the intervention package and also conducted probes to assess generalization and increases in the use of spoken sentences. Data indicated that the package was effective and produced variable levels of maintenance and generalized responding across three of the participants. Further, changes in vocal responding were observed in one of the participants. En ligne : https://doi.org/10.1007/s10803-017-3309-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=337

Computer-Assisted Instruction for Teaching Academic Skills to Students With Autism Spectrum Disorders: A Review of Literature / Robert C. PENNINGTON in Focus on Autism and Other Developmental Disabilities, 25-4 (December 2010)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 25-4 (December 2010) . - p.239-248 Titre : Computer-Assisted Instruction for Teaching Academic Skills to Students With Autism Spectrum Disorders: A Review of Literature Type de document : texte imprimé Auteurs : Robert C. PENNINGTON, Auteur Année de publication : 2010 Article en page(s) : p.239-248 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Although legislation mandates that students with autism receive instruction linked to the general education core content, there is limited research supporting the effectiveness of interventions for teaching core content to these students. In this study, the author reviewed research conducted between the years 1997 and 2008 using computer-assisted instruction (CAI) to teach academic skills to students with autism. The author concluded that CAI was effective for teaching a limited set of academic skills to individuals with autism; however, functional relations were found in few of the single-case designs and none of the group designs included a control group. Future researchers should explore the use of CAI in various instructional arrangements, identify critical technology components, and evaluate commercially available software. En ligne : http://dx.doi.org/10.1177/1088357610378291 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114 [article] Computer-Assisted Instruction for Teaching Academic Skills to Students With Autism Spectrum Disorders: A Review of Literature [texte imprimé] / Robert C. PENNINGTON, Auteur . - 2010 . - p.239-248. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 25-4 (December 2010) . - p.239-248 Index. décimale : PER Périodiques Résumé : Although legislation mandates that students with autism receive instruction linked to the general education core content, there is limited research supporting the effectiveness of interventions for teaching core content to these students. In this study, the author reviewed research conducted between the years 1997 and 2008 using computer-assisted instruction (CAI) to teach academic skills to students with autism. The author concluded that CAI was effective for teaching a limited set of academic skills to individuals with autism; however, functional relations were found in few of the single-case designs and none of the group designs included a control group. Future researchers should explore the use of CAI in various instructional arrangements, identify critical technology components, and evaluate commercially available software. En ligne : http://dx.doi.org/10.1177/1088357610378291 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114

Evaluating the Evidence-Base Supporting Writing Instruction Strategies for Students With Autism Spectrum Disorder: A Systematic Review of Experimental Research / Robert C. PENNINGTON ; Stacy Crawford BEWLEY in Focus on Autism and Other Developmental Disabilities, 39-3 (September 2024)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 39-3 (September 2024) . - p.139-149 Titre : Evaluating the Evidence-Base Supporting Writing Instruction Strategies for Students With Autism Spectrum Disorder: A Systematic Review of Experimental Research Type de document : texte imprimé Auteurs : Robert C. PENNINGTON, Auteur ; Stacy Crawford BEWLEY, Auteur Article en page(s) : p.139-149 Langues : Anglais (eng) Mots-clés : autism  writing  systematic review  interventions  research Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder (ASD) often present with difficulties in writing performance. Despite the importance of writing to achieving positive academic, employment, and social outcomes, relatively little research has been conducted examining the effects of intervention on the writing performance of individuals with ASD. Previous reviews of research examining these interventions have not evaluated the quality and rigor of studies. The purpose of this systematic review was to evaluate the extant writing intervention research for individuals with ASD using two sets of quality indicators to offer recommendations for practices and areas for future research. En ligne : https://dx.doi.org/10.1177/10883576231221980 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533 [article] Evaluating the Evidence-Base Supporting Writing Instruction Strategies for Students With Autism Spectrum Disorder: A Systematic Review of Experimental Research [texte imprimé] / Robert C. PENNINGTON, Auteur ; Stacy Crawford BEWLEY, Auteur . - p.139-149. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 39-3 (September 2024) . - p.139-149 Mots-clés : autism  writing  systematic review  interventions  research Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder (ASD) often present with difficulties in writing performance. Despite the importance of writing to achieving positive academic, employment, and social outcomes, relatively little research has been conducted examining the effects of intervention on the writing performance of individuals with ASD. Previous reviews of research examining these interventions have not evaluated the quality and rigor of studies. The purpose of this systematic review was to evaluate the extant writing intervention research for individuals with ASD using two sets of quality indicators to offer recommendations for practices and areas for future research. En ligne : https://dx.doi.org/10.1177/10883576231221980 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533

Small-Group Technology-Assisted Instruction: Virtual Teacher and Robot Peer for Individuals with Autism Spectrum Disorder / Mohammad Nasser SAADATZI in Journal of Autism and Developmental Disorders, 48-11 (November 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-11 (November 2018) . - p.3816-3830 Titre : Small-Group Technology-Assisted Instruction: Virtual Teacher and Robot Peer for Individuals with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Mohammad Nasser SAADATZI, Auteur ; Robert C. PENNINGTON, Auteur ; Karla C. WELCH, Auteur ; James H. GRAHAM, Auteur Article en page(s) : p.3816-3830 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The authors combined virtual reality technology and social robotics to develop a tutoring system that resembled a small-group arrangement. This tutoring system featured a virtual teacher instructing sight words, and included a humanoid robot emulating a peer. The authors used a multiple-probe design across word sets to evaluate the effects of the instructional package on the explicit acquisition and vicarious learning of sight words instructed to three children with autism spectrum disorder (ASD) and the robot peer. Results indicated that participants acquired, maintained, and generalized 100% of the words explicitly instructed to them, made fewer errors while learning the words common between them and the robot peer, and vicariously learned 94% of the words solely instructed to the robot. En ligne : https://doi.org/10.1007/s10803-018-3654-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=370 [article] Small-Group Technology-Assisted Instruction: Virtual Teacher and Robot Peer for Individuals with Autism Spectrum Disorder [texte imprimé] / Mohammad Nasser SAADATZI, Auteur ; Robert C. PENNINGTON, Auteur ; Karla C. WELCH, Auteur ; James H. GRAHAM, Auteur . - p.3816-3830. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-11 (November 2018) . - p.3816-3830 Index. décimale : PER Périodiques Résumé : The authors combined virtual reality technology and social robotics to develop a tutoring system that resembled a small-group arrangement. This tutoring system featured a virtual teacher instructing sight words, and included a humanoid robot emulating a peer. The authors used a multiple-probe design across word sets to evaluate the effects of the instructional package on the explicit acquisition and vicarious learning of sight words instructed to three children with autism spectrum disorder (ASD) and the robot peer. Results indicated that participants acquired, maintained, and generalized 100% of the words explicitly instructed to them, made fewer errors while learning the words common between them and the robot peer, and vicariously learned 94% of the words solely instructed to the robot. En ligne : https://doi.org/10.1007/s10803-018-3654-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=370

The Use of Response Prompting and Frames for Teaching Sentence Writing to Students With Moderate Intellectual Disability / Robert C. PENNINGTON in Focus on Autism and Other Developmental Disabilities, 33-3 (September 2018)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 33-3 (September 2018) . - p.142-149 Titre : The Use of Response Prompting and Frames for Teaching Sentence Writing to Students With Moderate Intellectual Disability Type de document : texte imprimé Auteurs : Robert C. PENNINGTON, Auteur ; Allison FLICK, Auteur ; Kendra SMITH-WEHR, Auteur Article en page(s) : p.142-149 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : In the current study, we examined the effects of response prompting strategies (i.e., constant time delay, system of least prompts) and frames on sentence writing for three participants, ages 7 to 12, with moderate intellectual disability. We used a concurrent multiple probe across behaviors design to evaluate the efficacy of the intervention package and posttest probes to assess generalized responding to untrained stimulation. During intervention, the teacher taught two students to construct sentences using selection-based software and another to generate handwritten responses across three different writing frames (i.e., I want _________, I see _____, The _____ is ______). Our findings suggest that the package was effective and produced variable levels of maintenance and generalized responding for all three participants. En ligne : https://doi.org/10.1177/1088357616673568 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367 [article] The Use of Response Prompting and Frames for Teaching Sentence Writing to Students With Moderate Intellectual Disability [texte imprimé] / Robert C. PENNINGTON, Auteur ; Allison FLICK, Auteur ; Kendra SMITH-WEHR, Auteur . - p.142-149. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 33-3 (September 2018) . - p.142-149 Index. décimale : PER Périodiques Résumé : In the current study, we examined the effects of response prompting strategies (i.e., constant time delay, system of least prompts) and frames on sentence writing for three participants, ages 7 to 12, with moderate intellectual disability. We used a concurrent multiple probe across behaviors design to evaluate the efficacy of the intervention package and posttest probes to assess generalized responding to untrained stimulation. During intervention, the teacher taught two students to construct sentences using selection-based software and another to generate handwritten responses across three different writing frames (i.e., I want _________, I see _____, The _____ is ______). Our findings suggest that the package was effective and produced variable levels of maintenance and generalized responding for all three participants. En ligne : https://doi.org/10.1177/1088357616673568 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367

Writing Instruction for Students With Autism Spectrum Disorders. A Review of Literature / Robert C. PENNINGTON in Focus on Autism and Other Developmental Disabilities, 27-3 (September 2012)  

Permalink

---

1 (1 - 6 / 6) Par page : 25 50 100 200