A Comprehensive Review and Meta-Analysis of the Social Stories Literature / David W. TEST in Focus on Autism and Other Developmental Disabilities, 26-1 (March 2011)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 26-1 (March 2011) . - p.49-62 Titre : A Comprehensive Review and Meta-Analysis of the Social Stories Literature Type de document : Texte imprimé et/ou numérique Auteurs : David W. TEST, Auteur ; Sharon RICHTER, Auteur ; Victoria KNIGHT, Auteur ; Fred SPOONER, Auteur Année de publication : 2011 Article en page(s) : p.49-62 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This comprehensive review of Social Story™ literature included (a) a descriptive review, (b) an analysis of research quality, and (c) a meta-analysis using percentage of nonoverlapping data. In the review, 28 studies were included; 18 were included in the meta-analysis. Descriptive results highlighted information on participants, dependent variables, independent variables, and alignment with Social Stories standards. Analysis of research quality yielded strengths in participant description and selection of socially important dependent variables, whereas weaknesses were identified in data collection related to procedural reliability and social validity of procedures. Finally, percentage of nonoverlapping data ranged from 0 to 97.7%, with a median of 50%. Suggestions for future research, implications for practitioners, and limitations are provided. En ligne : http://dx.doi.org/10.1177/1088357609351573 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=117 [article] A Comprehensive Review and Meta-Analysis of the Social Stories Literature [Texte imprimé et/ou numérique] / David W. TEST, Auteur ; Sharon RICHTER, Auteur ; Victoria KNIGHT, Auteur ; Fred SPOONER, Auteur . - 2011 . - p.49-62. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 26-1 (March 2011) . - p.49-62 Index. décimale : PER Périodiques Résumé : This comprehensive review of Social Story™ literature included (a) a descriptive review, (b) an analysis of research quality, and (c) a meta-analysis using percentage of nonoverlapping data. In the review, 28 studies were included; 18 were included in the meta-analysis. Descriptive results highlighted information on participants, dependent variables, independent variables, and alignment with Social Stories standards. Analysis of research quality yielded strengths in participant description and selection of socially important dependent variables, whereas weaknesses were identified in data collection related to procedural reliability and social validity of procedures. Finally, percentage of nonoverlapping data ranged from 0 to 97.7%, with a median of 50%. Suggestions for future research, implications for practitioners, and limitations are provided. En ligne : http://dx.doi.org/10.1177/1088357609351573 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=117

Employment Training for Young Adults with Autism Spectrum Disorder / David W. TEST

Public ISBD in Adolescents with Autism Spectrum Disorder / Nicholas W. GELBAR Titre : Employment Training for Young Adults with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : David W. TEST, Auteur ; Debra G. HOLZBERG, Auteur ; Kelly CLARK, Auteur ; Misty TERRELL, Auteur ; Dana E. RUSHER, Auteur Année de publication : 2018 Importance : p.196-222 Langues : Anglais (eng) Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Résumé : Despite legislation to improve post-school outcomes for young adults with autism spectrum disorder, they experience poorer employment outcomes than their peers without disabilities. Data indicate persons with ASD experience lower employment rates, earn less money, work fewer hours, are less engaged in their communities, and live independently less frequently than their peers without disabilities. Furthermore, the earnings of individuals with ASD lag behind earnings of their peers both with and without disabilities. In order to help improve employment outcomes for youth with ASD, this chapter describes the characteristics contributing to employment of individuals with ASD, the factors influencing employment of individuals with ASD, and the research related to evidence-based practices for young adults with ASD. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=418 in Adolescents with Autism Spectrum Disorder / Nicholas W. GELBAR Employment Training for Young Adults with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / David W. TEST, Auteur ; Debra G. HOLZBERG, Auteur ; Kelly CLARK, Auteur ; Misty TERRELL, Auteur ; Dana E. RUSHER, Auteur . - 2018 . - p.196-222. Langues : Anglais (eng) Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Résumé : Despite legislation to improve post-school outcomes for young adults with autism spectrum disorder, they experience poorer employment outcomes than their peers without disabilities. Data indicate persons with ASD experience lower employment rates, earn less money, work fewer hours, are less engaged in their communities, and live independently less frequently than their peers without disabilities. Furthermore, the earnings of individuals with ASD lag behind earnings of their peers both with and without disabilities. In order to help improve employment outcomes for youth with ASD, this chapter describes the characteristics contributing to employment of individuals with ASD, the factors influencing employment of individuals with ASD, and the research related to evidence-based practices for young adults with ASD. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=418

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Establishing Computer-Assisted Instruction to Teach Academics to Students with Autism as an Evidence-Based Practice / Jenny R. ROOT in Journal of Autism and Developmental Disorders, 47-2 (February 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-2 (February 2017) . - p.275-284 Titre : Establishing Computer-Assisted Instruction to Teach Academics to Students with Autism as an Evidence-Based Practice Type de document : Texte imprimé et/ou numérique Auteurs : Jenny R. ROOT, Auteur ; Bradley S. STEVENSON, Auteur ; Luann Ley DAVIS, Auteur ; Jennifer GEDDES-HALL, Auteur ; David W. TEST, Auteur Article en page(s) : p.275-284 Langues : Anglais (eng) Mots-clés : Technology  Academics  Autism  Evidence-based practice Index. décimale : PER Périodiques Résumé : Computer-assisted instruction (CAI) is growing in popularity and has demonstrated positive effects for students with disabilities, including those with autism spectrum disorder (ASD). In this review, criteria for group experimental and single case studies were used to determine quality (Horner et al., Exceptional Children 71:165–179, 2005; Gersten et al., Exceptional Children 71:149–164, 2005; National Technical Assistance Center on Transition Center 2015). Included studies of high and adequate quality were further analyzed in terms of content, context, and specific instructional practices. Based on the NTACT criteria, this systematic review has established CAI as an evidence-based practice for teaching academics to students with ASD with support from 10 single-case and two group design studies of high or adequate quality. Suggestions for future research and implications for practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-016-2947-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303 [article] Establishing Computer-Assisted Instruction to Teach Academics to Students with Autism as an Evidence-Based Practice [Texte imprimé et/ou numérique] / Jenny R. ROOT, Auteur ; Bradley S. STEVENSON, Auteur ; Luann Ley DAVIS, Auteur ; Jennifer GEDDES-HALL, Auteur ; David W. TEST, Auteur . - p.275-284. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-2 (February 2017) . - p.275-284 Mots-clés : Technology  Academics  Autism  Evidence-based practice Index. décimale : PER Périodiques Résumé : Computer-assisted instruction (CAI) is growing in popularity and has demonstrated positive effects for students with disabilities, including those with autism spectrum disorder (ASD). In this review, criteria for group experimental and single case studies were used to determine quality (Horner et al., Exceptional Children 71:165–179, 2005; Gersten et al., Exceptional Children 71:149–164, 2005; National Technical Assistance Center on Transition Center 2015). Included studies of high and adequate quality were further analyzed in terms of content, context, and specific instructional practices. Based on the NTACT criteria, this systematic review has established CAI as an evidence-based practice for teaching academics to students with ASD with support from 10 single-case and two group design studies of high or adequate quality. Suggestions for future research and implications for practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-016-2947-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303

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