[article] inJournal of Autism and Developmental Disorders > 42-3 (March 2012) . - p.378-389
| Titre : |
Using Explicit Instruction to Teach Science Descriptors to Students with Autism Spectrum Disorder |
| Type de document : |
Texte imprimé et/ou numérique |
| Auteurs : |
Victoria KNIGHT, Auteur ; Bethany R. SMITH, Auteur ; Fred SPOONER, Auteur ; Diane M. BROWDER, Auteur |
| Année de publication : |
2012 |
| Article en page(s) : |
p.378-389 |
| Langues : |
Anglais (eng) |
| Mots-clés : |
Science content Explicit instruction Autism spectrum disorder |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Science content is one area of general curriculum access that needs more investigation. Explicit instruction is effective for teaching students with high incidence disabilities a variety of skills, including science content. In this study, we taught three elementary aged students with autism spectrum disorder to acquire science descriptors (e.g., wet) and then generalization to novel objects, pictures, and within a science inquiry lesson via explicit instruction. A multiple probe across behaviors with concurrent replication across participants design measured the effects of the intervention. All three participants met criterion, some were able to generalize to novel objects, pictures, and objects within science inquiry lesson. Outcomes are discussed from the perspective of implications for practice and future research investigations. |
| En ligne : |
http://dx.doi.org/10.1007/s10803-011-1258-1 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=152 |
[article] Using Explicit Instruction to Teach Science Descriptors to Students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Victoria KNIGHT, Auteur ; Bethany R. SMITH, Auteur ; Fred SPOONER, Auteur ; Diane M. BROWDER, Auteur . - 2012 . - p.378-389. Langues : Anglais ( eng) in Journal of Autism and Developmental Disorders > 42-3 (March 2012) . - p.378-389
| Mots-clés : |
Science content Explicit instruction Autism spectrum disorder |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Science content is one area of general curriculum access that needs more investigation. Explicit instruction is effective for teaching students with high incidence disabilities a variety of skills, including science content. In this study, we taught three elementary aged students with autism spectrum disorder to acquire science descriptors (e.g., wet) and then generalization to novel objects, pictures, and within a science inquiry lesson via explicit instruction. A multiple probe across behaviors with concurrent replication across participants design measured the effects of the intervention. All three participants met criterion, some were able to generalize to novel objects, pictures, and objects within science inquiry lesson. Outcomes are discussed from the perspective of implications for practice and future research investigations. |
| En ligne : |
http://dx.doi.org/10.1007/s10803-011-1258-1 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=152 |
|  |
Using Explicit Instruction to Teach Science Descriptors to Students with Autism Spectrum Disorder in Journal of Autism and Developmental Disorders, 42-3 (March 2012)
