Evaluation of a Social Stories™ intervention implemented by pre-service teachers for students with autism in general education settings / Jeffrey M. CHAN in Research in Autism Spectrum Disorders, 5-2 (April-June 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-2 (April-June 2011) . - p.715-721 Titre : Evaluation of a Social Stories™ intervention implemented by pre-service teachers for students with autism in general education settings Type de document : Texte imprimé et/ou numérique Auteurs : Jeffrey M. CHAN, Auteur ; Mark O'REILLY, Auteur ; Russell B. LANG, Auteur ; E. Amanda BOUTOT, Auteur ; Pamela J. WHITE, Auteur ; Nigel PIERCE, Auteur ; Sonia BAKER, Auteur Année de publication : 2011 Article en page(s) : p.715-721 Langues : Anglais (eng) Mots-clés : Social Stories  Autism  Inclusion  Teachers Index. décimale : PER Périodiques Résumé : Pre-service teachers were trained to implement a Social Stories™ intervention to three students with autism in the general education classroom. A multiple baseline across students was used to assess the effects of Social Stories on classroom behavior and an alternating treatments design was used to compare two conditions. In one condition (immediate) data on student behavior was collected immediately following exposure to the Social Stories and in the second condition (delayed) data was collected after a delay of several hours following exposure to Social Stories. Results indicate some improvement in classroom behavior following Social Stories for all three students. No differences between the immediate and delayed conditions were noted in student behavior. Improvements in classroom behavior considered in tandem with treatment fidelity, social validity, and peer comparison data suggest Social Stories may not be a particularly powerful intervention in terms of the magnitude of behavior change, but that they may offer a simple, acceptable, classroom friendly intervention. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.08.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114 [article] Evaluation of a Social Stories™ intervention implemented by pre-service teachers for students with autism in general education settings [Texte imprimé et/ou numérique] / Jeffrey M. CHAN, Auteur ; Mark O'REILLY, Auteur ; Russell B. LANG, Auteur ; E. Amanda BOUTOT, Auteur ; Pamela J. WHITE, Auteur ; Nigel PIERCE, Auteur ; Sonia BAKER, Auteur . - 2011 . - p.715-721. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-2 (April-June 2011) . - p.715-721 Mots-clés : Social Stories  Autism  Inclusion  Teachers Index. décimale : PER Périodiques Résumé : Pre-service teachers were trained to implement a Social Stories™ intervention to three students with autism in the general education classroom. A multiple baseline across students was used to assess the effects of Social Stories on classroom behavior and an alternating treatments design was used to compare two conditions. In one condition (immediate) data on student behavior was collected immediately following exposure to the Social Stories and in the second condition (delayed) data was collected after a delay of several hours following exposure to Social Stories. Results indicate some improvement in classroom behavior following Social Stories for all three students. No differences between the immediate and delayed conditions were noted in student behavior. Improvements in classroom behavior considered in tandem with treatment fidelity, social validity, and peer comparison data suggest Social Stories may not be a particularly powerful intervention in terms of the magnitude of behavior change, but that they may offer a simple, acceptable, classroom friendly intervention. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.08.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114

Use of school recess time in the education and treatment of children with autism spectrum disorders: A systematic review / Russell B. LANG in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1296-1305 Titre : Use of school recess time in the education and treatment of children with autism spectrum disorders: A systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Russell B. LANG, Auteur ; Sarah KURIAKOSE, Auteur ; Gregory LYONS, Auteur ; Austin MULLOY, Auteur ; E. Amanda BOUTOT, Auteur ; Courtney BRITT, Auteur ; Stephanie CARUTHERS, Auteur ; Lilia ORTEGA, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur Année de publication : 2011 Article en page(s) : p.1296-1305 Langues : Anglais (eng) Mots-clés : Autism  Recess  Play  Intervention  Review  Playground Index. décimale : PER Périodiques Résumé : School recess is an opportunity to include students with autism spectrum disorders (ASD) with their typically developing peers and is a setting in which instruction can occur. However, the educational opportunities for children with ASD within recess are often overlooked and recess time is being reduced or eliminated in the United States. This review involved a systematic search and analysis of 15 studies that utilized recess to implement academic, social, or behavioral interventions for students with ASD. Each identified study that met pre-determined inclusion criteria was analyzed and summarized in terms of: (a) participant characteristics, (b) intervention procedures, (c) dependent variables, and (d) intervention outcomes. This review has three main aims: (a) to evaluate and synthesize the evidence-base, (b) to inform and guide teachers interested in utilizing recess time for educational purposes, and (c) to stimulate and guide future research in this area. Results demonstrate that recess time can indeed be used to teach target behaviors to students with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Use of school recess time in the education and treatment of children with autism spectrum disorders: A systematic review [Texte imprimé et/ou numérique] / Russell B. LANG, Auteur ; Sarah KURIAKOSE, Auteur ; Gregory LYONS, Auteur ; Austin MULLOY, Auteur ; E. Amanda BOUTOT, Auteur ; Courtney BRITT, Auteur ; Stephanie CARUTHERS, Auteur ; Lilia ORTEGA, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur . - 2011 . - p.1296-1305. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1296-1305 Mots-clés : Autism  Recess  Play  Intervention  Review  Playground Index. décimale : PER Périodiques Résumé : School recess is an opportunity to include students with autism spectrum disorders (ASD) with their typically developing peers and is a setting in which instruction can occur. However, the educational opportunities for children with ASD within recess are often overlooked and recess time is being reduced or eliminated in the United States. This review involved a systematic search and analysis of 15 studies that utilized recess to implement academic, social, or behavioral interventions for students with ASD. Each identified study that met pre-determined inclusion criteria was analyzed and summarized in terms of: (a) participant characteristics, (b) intervention procedures, (c) dependent variables, and (d) intervention outcomes. This review has three main aims: (a) to evaluate and synthesize the evidence-base, (b) to inform and guide teachers interested in utilizing recess time for educational purposes, and (c) to stimulate and guide future research in this area. Results demonstrate that recess time can indeed be used to teach target behaviors to students with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

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