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 et/ou numérique 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 et/ou numérique] / 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 et/ou numérique 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 et/ou numérique] / 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 et/ou numérique 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 et/ou numérique] / 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

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)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 27-3 (September 2012) . - p.158-167 Titre : Writing Instruction for Students With Autism Spectrum Disorders. A Review of Literature Type de document : Texte imprimé et/ou numérique Auteurs : Robert C. PENNINGTON, Auteur ; Monica E. DELANO, Auteur Année de publication : 2012 Article en page(s) : p.158-167 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  writing instruction  evidence-based practice  review Index. décimale : PER Périodiques Résumé : Historically, learners with autism spectrum disorders (ASD) have not had access to the general education curriculum. Current legislation mandates that all children, including children with ASD, have access to and make progress in the general education curriculum. This article contains a review of the literature on writing instruction for children with ASD. Investigation yielded 15 studies with 29 participants with ASD ages 4 to 21 years. Based on the studies reviewed, we concluded that students with ASD benefit from explicit writing instruction, but more research is needed to establish an evidence-based set of practices to guide educators in the development of effective writing programs for this population of students. Strategies that are particularly promising and suggestions for future research are given. En ligne : http://dx.doi.org/10.1177/1088357612451318 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179 [article] Writing Instruction for Students With Autism Spectrum Disorders. A Review of Literature [Texte imprimé et/ou numérique] / Robert C. PENNINGTON, Auteur ; Monica E. DELANO, Auteur . - 2012 . - p.158-167. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 27-3 (September 2012) . - p.158-167 Mots-clés : autism spectrum disorders  writing instruction  evidence-based practice  review Index. décimale : PER Périodiques Résumé : Historically, learners with autism spectrum disorders (ASD) have not had access to the general education curriculum. Current legislation mandates that all children, including children with ASD, have access to and make progress in the general education curriculum. This article contains a review of the literature on writing instruction for children with ASD. Investigation yielded 15 studies with 29 participants with ASD ages 4 to 21 years. Based on the studies reviewed, we concluded that students with ASD benefit from explicit writing instruction, but more research is needed to establish an evidence-based set of practices to guide educators in the development of effective writing programs for this population of students. Strategies that are particularly promising and suggestions for future research are given. En ligne : http://dx.doi.org/10.1177/1088357612451318 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179

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