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

Effects of structured inquiry and graphic organizers on social studies comprehension by students with autism spectrum disorders / Heather SCHENNING in Research in Autism Spectrum Disorders, 7-4 (April 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-4 (April 2013) . - p.526-540 Titre : Effects of structured inquiry and graphic organizers on social studies comprehension by students with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Heather SCHENNING, Auteur ; Victoria KNIGHT, Auteur ; Fred SPOONER, Auteur Article en page(s) : p.526-540 Langues : Anglais (eng) Mots-clés : Moderate and severe disabilities  Moderate disability  Severe disability  Access to general curriculum  Social studies Index. décimale : PER Périodiques Résumé : In social studies, students learn about society and the culture in which they live, current and historical events, people from different backgrounds, and how to develop skills for participating in a democratic system. As people with disabilities are members of our society, participation in social studies content is an important component of their knowledge. Despite the potential benefits of learning social studies content, there is limited investigation in this area for individuals with autism spectrum disorders (ASD). In this study, three middle school students with autism spectrum disorders (ASD) who participated in alternate assessment standards testing based on alternate achievement standards (AA-AAS) learned social studies content (geographic relationships, historical perspectives, economics and development, and government and active citizenship) via structured inquiry and explicit instruction. Results from the single-case multiple probe across participants design suggest a functional relation between the implementation of structured inquiry using explicit instruction and student comprehension of social studies content. In addition, students were able to generalize to “real-world” applications. Future research and implications for practices are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.12.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192 [article] Effects of structured inquiry and graphic organizers on social studies comprehension by students with autism spectrum disorders [Texte imprimé et/ou numérique] / Heather SCHENNING, Auteur ; Victoria KNIGHT, Auteur ; Fred SPOONER, Auteur . - p.526-540. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-4 (April 2013) . - p.526-540 Mots-clés : Moderate and severe disabilities  Moderate disability  Severe disability  Access to general curriculum  Social studies Index. décimale : PER Périodiques Résumé : In social studies, students learn about society and the culture in which they live, current and historical events, people from different backgrounds, and how to develop skills for participating in a democratic system. As people with disabilities are members of our society, participation in social studies content is an important component of their knowledge. Despite the potential benefits of learning social studies content, there is limited investigation in this area for individuals with autism spectrum disorders (ASD). In this study, three middle school students with autism spectrum disorders (ASD) who participated in alternate assessment standards testing based on alternate achievement standards (AA-AAS) learned social studies content (geographic relationships, historical perspectives, economics and development, and government and active citizenship) via structured inquiry and explicit instruction. Results from the single-case multiple probe across participants design suggest a functional relation between the implementation of structured inquiry using explicit instruction and student comprehension of social studies content. In addition, students were able to generalize to “real-world” applications. Future research and implications for practices are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.12.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192

Effects of systematic instruction and self-directed video prompting on text comprehension of elementary students with autism spectrum disorder / Emily C. SARTINI in Research in Autism Spectrum Disorders, 72 (April 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 72 (April 2020) . - p.101529 Titre : Effects of systematic instruction and self-directed video prompting on text comprehension of elementary students with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Emily C. SARTINI, Auteur ; Victoria KNIGHT, Auteur ; Amy D. SPRIGGS, Auteur ; R. Allan ALLDAY, Auteur Article en page(s) : p.101529 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Text comprehension  Self-directed video  Academic instruction  Elementary school  ELA Index. décimale : PER Périodiques Résumé : The purpose of this study was to investigate the effects of systematic instruction combined with a self-directed video prompt to teach text comprehension skills to students with autism spectrum disorder. Participants included four elementary school students with autism spectrum disorder. A multiple probe across participants design was used to evaluate the intervention's effectiveness. Results indicated the intervention was successful for all participants. All participants mastered the comprehension skills; however, data were highly variable during the acquisition phase. Implications for researchers and practitioners are discussed, followed by limitations and recommendations for future research. En ligne : https://doi.org/10.1016/j.rasd.2020.101529 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421 [article] Effects of systematic instruction and self-directed video prompting on text comprehension of elementary students with autism spectrum disorder [Texte imprimé et/ou numérique] / Emily C. SARTINI, Auteur ; Victoria KNIGHT, Auteur ; Amy D. SPRIGGS, Auteur ; R. Allan ALLDAY, Auteur . - p.101529. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 72 (April 2020) . - p.101529 Mots-clés : Autism spectrum disorder  Text comprehension  Self-directed video  Academic instruction  Elementary school  ELA Index. décimale : PER Périodiques Résumé : The purpose of this study was to investigate the effects of systematic instruction combined with a self-directed video prompt to teach text comprehension skills to students with autism spectrum disorder. Participants included four elementary school students with autism spectrum disorder. A multiple probe across participants design was used to evaluate the intervention's effectiveness. Results indicated the intervention was successful for all participants. All participants mastered the comprehension skills; however, data were highly variable during the acquisition phase. Implications for researchers and practitioners are discussed, followed by limitations and recommendations for future research. En ligne : https://doi.org/10.1016/j.rasd.2020.101529 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421

Erratum to: A Review of Technology-Based Interventions to Teach Academic Skills to Students with Autism Spectrum Disorder / Victoria KNIGHT in Journal of Autism and Developmental Disorders, 43-11 (November 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-11 (November 2013) . - p.2649-2649 Titre : Erratum to: A Review of Technology-Based Interventions to Teach Academic Skills to Students with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Victoria KNIGHT, Auteur ; Bethany R. MCKISSICK, Auteur ; Alicia SAUNDERS, Auteur Article en page(s) : p.2649-2649 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-013-1848-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=217 [article] Erratum to: A Review of Technology-Based Interventions to Teach Academic Skills to Students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Victoria KNIGHT, Auteur ; Bethany R. MCKISSICK, Auteur ; Alicia SAUNDERS, Auteur . - p.2649-2649. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-11 (November 2013) . - p.2649-2649 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-013-1848-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=217

Erratum to: A Review of Technology-Based Interventions to Teach Academic Skills to Students with Autism Spectrum Disorder / Victoria KNIGHT in Journal of Autism and Developmental Disorders, 45-1 (January 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-1 (January 2015) . - p.275-275 Titre : Erratum to: A Review of Technology-Based Interventions to Teach Academic Skills to Students with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Victoria KNIGHT, Auteur ; Bethany R. MCKISSICK, Auteur ; Alicia SAUNDERS, Auteur Article en page(s) : p.275-275 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-014-2034-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258 [article] Erratum to: A Review of Technology-Based Interventions to Teach Academic Skills to Students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Victoria KNIGHT, Auteur ; Bethany R. MCKISSICK, Auteur ; Alicia SAUNDERS, Auteur . - p.275-275. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-1 (January 2015) . - p.275-275 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-014-2034-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258

Evaluating Visual Activity Schedules as Evidence-Based Practice for Individuals with Autism Spectrum Disorders / Victoria KNIGHT in Journal of Autism and Developmental Disorders, 45-1 (January 2015)  

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A Review of Technology-Based Interventions to Teach Academic Skills to Students with Autism Spectrum Disorder / Victoria KNIGHT in Journal of Autism and Developmental Disorders, 43-11 (November 2013)  

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Talking Picture Schedules: Embedding Video Models into Visual Activity Schedules to Increase Independence for Students with ASD / Amy D. SPRIGGS in Journal of Autism and Developmental Disorders, 45-12 (December 2015)  

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Using Explicit Instruction to Teach Science Descriptors to Students with Autism Spectrum Disorder / Victoria KNIGHT in Journal of Autism and Developmental Disorders, 42-3 (March 2012)  

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