Dépouillements

Teaching Students With Developmental Disabilities Daily Living Skills Using Point-of-View Modeling Plus Video Prompting With Error Correction / Stephanie J. GARDNER in Focus on Autism and Other Developmental Disabilities, 30-4 (December 2015)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 30-4 (December 2015) . - p.195-207 Titre : Teaching Students With Developmental Disabilities Daily Living Skills Using Point-of-View Modeling Plus Video Prompting With Error Correction Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie J. GARDNER, Auteur ; Pamela S. WOLFE, Auteur Article en page(s) : p.195-207 Langues : Anglais (eng) Mots-clés : developmental disabilities  autism spectrum disorder  video prompting  error correction  daily living skills  point-of-view  modeling Index. décimale : PER Périodiques Résumé : A primary goal of instruction for students with developmental disabilities is to enhance their future quality of life by promoting skill acquisition, which will enable them to live, function, and participate in the community. One instructional method that can help students with developmental disabilities improve independence in performing daily living skills is video prompting (VP). This study investigated the effectiveness of a VP plus error correction procedure on skill acquisition when teaching daily living skills to four adolescents with mild and moderate developmental disabilities. A multiple baseline across participants design demonstrated that all four participants rapidly acquired dish washing skills upon introduction of the intervention. Future research should further explore the efficacy of error correction procedures used with VP and the impact that these procedures have on student learning and skill retention. En ligne : http://dx.doi.org/10.1177/1088357614547810 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 [article] Teaching Students With Developmental Disabilities Daily Living Skills Using Point-of-View Modeling Plus Video Prompting With Error Correction [Texte imprimé et/ou numérique] / Stephanie J. GARDNER, Auteur ; Pamela S. WOLFE, Auteur . - p.195-207. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 30-4 (December 2015) . - p.195-207 Mots-clés : developmental disabilities  autism spectrum disorder  video prompting  error correction  daily living skills  point-of-view  modeling Index. décimale : PER Périodiques Résumé : A primary goal of instruction for students with developmental disabilities is to enhance their future quality of life by promoting skill acquisition, which will enable them to live, function, and participate in the community. One instructional method that can help students with developmental disabilities improve independence in performing daily living skills is video prompting (VP). This study investigated the effectiveness of a VP plus error correction procedure on skill acquisition when teaching daily living skills to four adolescents with mild and moderate developmental disabilities. A multiple baseline across participants design demonstrated that all four participants rapidly acquired dish washing skills upon introduction of the intervention. Future research should further explore the efficacy of error correction procedures used with VP and the impact that these procedures have on student learning and skill retention. En ligne : http://dx.doi.org/10.1177/1088357614547810 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270

Evaluation of Generalized Performance Across Materials When Using Video Technology by Students With Autism Spectrum Disorder and Moderate Intellectual Disability / Linda C. MECHLING in Focus on Autism and Other Developmental Disabilities, 30-4 (December 2015)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 30-4 (December 2015) . - p.208-221 Titre : Evaluation of Generalized Performance Across Materials When Using Video Technology by Students With Autism Spectrum Disorder and Moderate Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : Linda C. MECHLING, Auteur ; Kevin M. AYRES, Auteur ; Ashley L. FOSTER, Auteur ; Kathryn J. BRYANT, Auteur Article en page(s) : p.208-221 Langues : Anglais (eng) Mots-clés : video modeling  generalization  autism spectrum disorders  moderate intellectual disability Index. décimale : PER Périodiques Résumé : The purpose of this study was to evaluate the ability of four high school–aged students with a diagnosis of autism spectrum disorder and moderate intellectual disability to generalize performance of skills when using materials different from those presented through video models. An adapted alternating treatments design was used to evaluate student performance when using materials depicted directly in the custom-made video programs compared with materials different from those depicted in the custom-made video programs. Results indicated that overall, students committed more errors and required more sessions to reach criteria when using the generalized materials; however, three of the four students completed tasks under Comparisons 1 and 2 with 100% accuracy when using materials that differed from those in the video model. En ligne : http://dx.doi.org/10.1177/1088357614528795 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 [article] Evaluation of Generalized Performance Across Materials When Using Video Technology by Students With Autism Spectrum Disorder and Moderate Intellectual Disability [Texte imprimé et/ou numérique] / Linda C. MECHLING, Auteur ; Kevin M. AYRES, Auteur ; Ashley L. FOSTER, Auteur ; Kathryn J. BRYANT, Auteur . - p.208-221. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 30-4 (December 2015) . - p.208-221 Mots-clés : video modeling  generalization  autism spectrum disorders  moderate intellectual disability Index. décimale : PER Périodiques Résumé : The purpose of this study was to evaluate the ability of four high school–aged students with a diagnosis of autism spectrum disorder and moderate intellectual disability to generalize performance of skills when using materials different from those presented through video models. An adapted alternating treatments design was used to evaluate student performance when using materials depicted directly in the custom-made video programs compared with materials different from those depicted in the custom-made video programs. Results indicated that overall, students committed more errors and required more sessions to reach criteria when using the generalized materials; however, three of the four students completed tasks under Comparisons 1 and 2 with 100% accuracy when using materials that differed from those in the video model. En ligne : http://dx.doi.org/10.1177/1088357614528795 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270

Using a 3D Immersive Virtual Environment System to Enhance Social Understanding and Social Skills for Children With Autism Spectrum Disorders / Yufang CHENG in Focus on Autism and Other Developmental Disabilities, 30-4 (December 2015)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 30-4 (December 2015) . - p.222-236 Titre : Using a 3D Immersive Virtual Environment System to Enhance Social Understanding and Social Skills for Children With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Yufang CHENG, Auteur ; Cheng-Li HUANG, Auteur ; Chung-Sung YANG, Auteur Article en page(s) : p.222-236 Langues : Anglais (eng) Mots-clés : single-subject experimental research  virtual environment  social understanding and social skills  children with autism spectrum disorders Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASDs) have a severe deficiency in social understanding and skills. The present study utilized single-subject design (N = 3) with multiple probes to investigate the effectiveness of a three-dimensional social understanding system with a head-mounted display to improve social understanding and skills in three children with ASD. We tested the proposed system based on immersive virtual environments. The target behaviors of non-verbal communication, social initiations, and social cognition for each participant and the impact of using immersive digital equipment with this population were examined simultaneously. A preliminary empirical study for three participants diagnosed with ASD was conducted over a 6-week period. The findings indicate that participants’ targeted behaviors improved from baseline to intervention through maintenance following their use of the system. These suggest that the system may present an effective learning environment for the promotion of social understanding and skills in children with ASD. En ligne : http://dx.doi.org/10.1177/1088357615583473 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 [article] Using a 3D Immersive Virtual Environment System to Enhance Social Understanding and Social Skills for Children With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Yufang CHENG, Auteur ; Cheng-Li HUANG, Auteur ; Chung-Sung YANG, Auteur . - p.222-236. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 30-4 (December 2015) . - p.222-236 Mots-clés : single-subject experimental research  virtual environment  social understanding and social skills  children with autism spectrum disorders Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASDs) have a severe deficiency in social understanding and skills. The present study utilized single-subject design (N = 3) with multiple probes to investigate the effectiveness of a three-dimensional social understanding system with a head-mounted display to improve social understanding and skills in three children with ASD. We tested the proposed system based on immersive virtual environments. The target behaviors of non-verbal communication, social initiations, and social cognition for each participant and the impact of using immersive digital equipment with this population were examined simultaneously. A preliminary empirical study for three participants diagnosed with ASD was conducted over a 6-week period. The findings indicate that participants’ targeted behaviors improved from baseline to intervention through maintenance following their use of the system. These suggest that the system may present an effective learning environment for the promotion of social understanding and skills in children with ASD. En ligne : http://dx.doi.org/10.1177/1088357615583473 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270

Involvement of Children With Autism Spectrum Disorder (ASD) in the Child Protection System / Jennifer HALL-LANDE in Focus on Autism and Other Developmental Disabilities, 30-4 (December 2015)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 30-4 (December 2015) . - p.237-248 Titre : Involvement of Children With Autism Spectrum Disorder (ASD) in the Child Protection System Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer HALL-LANDE, Auteur ; Amy HEWITT, Auteur ; Shweta MISHRA, Auteur ; Kristine PIESCHER, Auteur ; Traci LALIBERTE, Auteur Article en page(s) : p.237-248 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  child maltreatment  disabilities Index. décimale : PER Périodiques Résumé : The present study provides information about children with autism spectrum disorder (ASD) who are involved in the child protection system in a large, Midwestern state. Findings revealed that children with ASD (and children with other disabilities) were more likely to receive services from the child protection system (CPS) than children without disabilities. Children with ASD in CPS were more likely to be elementary school-age (6–10 years) and Caucasian than other children involved in CPS. Children diagnosed with ASD and other disabilities were significantly overrepresented for physical abuse as the primary reason for involvement in CPS. Parental mental health issues were more evident than was expected for families of children with ASD (17%) as compared with children diagnosed with other disabilities (10%) and children not diagnosed with any disability (10%). The implications of these findings as they relate to interventions for children with ASD in CPS are discussed. En ligne : http://dx.doi.org/10.1177/1088357614539834 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 [article] Involvement of Children With Autism Spectrum Disorder (ASD) in the Child Protection System [Texte imprimé et/ou numérique] / Jennifer HALL-LANDE, Auteur ; Amy HEWITT, Auteur ; Shweta MISHRA, Auteur ; Kristine PIESCHER, Auteur ; Traci LALIBERTE, Auteur . - p.237-248. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 30-4 (December 2015) . - p.237-248 Mots-clés : autism spectrum disorders  child maltreatment  disabilities Index. décimale : PER Périodiques Résumé : The present study provides information about children with autism spectrum disorder (ASD) who are involved in the child protection system in a large, Midwestern state. Findings revealed that children with ASD (and children with other disabilities) were more likely to receive services from the child protection system (CPS) than children without disabilities. Children with ASD in CPS were more likely to be elementary school-age (6–10 years) and Caucasian than other children involved in CPS. Children diagnosed with ASD and other disabilities were significantly overrepresented for physical abuse as the primary reason for involvement in CPS. Parental mental health issues were more evident than was expected for families of children with ASD (17%) as compared with children diagnosed with other disabilities (10%) and children not diagnosed with any disability (10%). The implications of these findings as they relate to interventions for children with ASD in CPS are discussed. En ligne : http://dx.doi.org/10.1177/1088357614539834 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270

Educational Placement of Students With Autism: The Impact of State of Residence / Jennifer A. KURTH in Focus on Autism and Other Developmental Disabilities, 30-4 (December 2015)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 30-4 (December 2015) . - p.249-256 Titre : Educational Placement of Students With Autism: The Impact of State of Residence Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer A. KURTH, Auteur Article en page(s) : p.249-256 Langues : Anglais (eng) Mots-clés : inclusion  instruction  placement  autism  auditory processing Index. décimale : PER Périodiques Résumé : Typically, child characteristics such as IQ and severity of autism symptoms are thought to determine educational placement. The present study examines external factors, including state of residence and state funding formulas, to determine their potential influence on placement outcomes. Findings reveal that considerable variations exist among states in placing students with autism spectrum disorders in inclusive, mainstreaming, self-contained, and separate schools. This variation suggests that factors beyond child characteristics, such as IQ, play a major role in educational placement decisions. Furthermore, states in the Eastern United States tend to have more restrictive placement rates than states in the Western United States. State special education funding was found to have a minimal impact on placement outcomes. As a whole, it is unlikely that child characteristics alone determine placement outcomes. En ligne : http://dx.doi.org/10.1177/1088357614547891 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 [article] Educational Placement of Students With Autism: The Impact of State of Residence [Texte imprimé et/ou numérique] / Jennifer A. KURTH, Auteur . - p.249-256. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 30-4 (December 2015) . - p.249-256 Mots-clés : inclusion  instruction  placement  autism  auditory processing Index. décimale : PER Périodiques Résumé : Typically, child characteristics such as IQ and severity of autism symptoms are thought to determine educational placement. The present study examines external factors, including state of residence and state funding formulas, to determine their potential influence on placement outcomes. Findings reveal that considerable variations exist among states in placing students with autism spectrum disorders in inclusive, mainstreaming, self-contained, and separate schools. This variation suggests that factors beyond child characteristics, such as IQ, play a major role in educational placement decisions. Furthermore, states in the Eastern United States tend to have more restrictive placement rates than states in the Western United States. State special education funding was found to have a minimal impact on placement outcomes. As a whole, it is unlikely that child characteristics alone determine placement outcomes. En ligne : http://dx.doi.org/10.1177/1088357614547891 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270