An Exploratory Study Using Science eTexts With Students With Autism Spectrum Disorder / Victoria F. KNIGHT in Focus on Autism and Other Developmental Disabilities, 30-2 (June 2015)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 30-2 (June 2015) . - p.86-99 Titre : An Exploratory Study Using Science eTexts With Students With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Victoria F. KNIGHT, Auteur ; Charles L. WOOD, Auteur ; Fred SPOONER, Auteur ; Diane M. BROWDER, Auteur ; Christopher P. O’BRIEN, Auteur Article en page(s) : p.86-99 Langues : Anglais (eng) Mots-clés : supported electronic text  digital text  teaching science content  universal design for learning  explicit instruction  ASD and intellectual disability Index. décimale : PER Périodiques Résumé : Supported electronic text (eText), or text altered to provide support, may promote comprehension of science content for students with disabilities. According to the Center for Applied Special Technology, Book Builder™ uses supported eText to promote reading for meaning for all students. Students with autism spectrum disorder experience difficulty comprehending science content because of the extensive amount of background knowledge required in conjunction with difficulties understanding abstract and figurative language. Investigations on the most effective methods for reading comprehension and teaching science to this population are equally limited. In this pilot study, feasibility was supported in high levels of treatment fidelity and teacher- and student-reported satisfaction. A multiple probe across participants with an embedded ABCD design was used to evaluate various modifications of Book Builder™ on measures of vocabulary, literal comprehension, and application questions. Considerations for students with ASD, limitations, and recommendations for future research conclude the article. En ligne : http://dx.doi.org/10.1177/1088357614559214 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257 [article] An Exploratory Study Using Science eTexts With Students With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Victoria F. KNIGHT, Auteur ; Charles L. WOOD, Auteur ; Fred SPOONER, Auteur ; Diane M. BROWDER, Auteur ; Christopher P. O’BRIEN, Auteur . - p.86-99. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 30-2 (June 2015) . - p.86-99 Mots-clés : supported electronic text  digital text  teaching science content  universal design for learning  explicit instruction  ASD and intellectual disability Index. décimale : PER Périodiques Résumé : Supported electronic text (eText), or text altered to provide support, may promote comprehension of science content for students with disabilities. According to the Center for Applied Special Technology, Book Builder™ uses supported eText to promote reading for meaning for all students. Students with autism spectrum disorder experience difficulty comprehending science content because of the extensive amount of background knowledge required in conjunction with difficulties understanding abstract and figurative language. Investigations on the most effective methods for reading comprehension and teaching science to this population are equally limited. In this pilot study, feasibility was supported in high levels of treatment fidelity and teacher- and student-reported satisfaction. A multiple probe across participants with an embedded ABCD design was used to evaluate various modifications of Book Builder™ on measures of vocabulary, literal comprehension, and application questions. Considerations for students with ASD, limitations, and recommendations for future research conclude the article. En ligne : http://dx.doi.org/10.1177/1088357614559214 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257

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 computer-assisted explicit instruction on map-reading skills for students with autism / Bethany R. MCKISSICK in Research in Autism Spectrum Disorders, 7-12 (December 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-12 (December 2013) . - p.1653-1662 Titre : Effects of computer-assisted explicit instruction on map-reading skills for students with autism Type de document : Texte imprimé et/ou numérique Auteurs : Bethany R. MCKISSICK, Auteur ; Fred SPOONER, Auteur ; Charles L. WOOD, Auteur ; Karen M. DIEGELMANN, Auteur Article en page(s) : p.1653-1662 Langues : Anglais (eng) Mots-clés : Social studies instruction  Explicit instruction  Computer-assisted instruction  Autism Index. décimale : PER Périodiques Résumé : Abstract Educational reform for students with disabilities, including autism, has a history of focusing solely on the content areas of reading, mathematics, and science. To date, few empirical studies examining social studies have been published. This study investigated the effects of a computer-assisted explicit instruction package to teach map-reading skills to three elementary school students with autism. A multiple probe across participants design was used to examine the effectiveness of the intervention package. While results did not show a functional relationship, all three students’ data indicated a change in level and two students’ data showed a change in trend. Implications for practice and suggestions for future research are also discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.09.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219 [article] Effects of computer-assisted explicit instruction on map-reading skills for students with autism [Texte imprimé et/ou numérique] / Bethany R. MCKISSICK, Auteur ; Fred SPOONER, Auteur ; Charles L. WOOD, Auteur ; Karen M. DIEGELMANN, Auteur . - p.1653-1662. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-12 (December 2013) . - p.1653-1662 Mots-clés : Social studies instruction  Explicit instruction  Computer-assisted instruction  Autism Index. décimale : PER Périodiques Résumé : Abstract Educational reform for students with disabilities, including autism, has a history of focusing solely on the content areas of reading, mathematics, and science. To date, few empirical studies examining social studies have been published. This study investigated the effects of a computer-assisted explicit instruction package to teach map-reading skills to three elementary school students with autism. A multiple probe across participants design was used to examine the effectiveness of the intervention package. While results did not show a functional relationship, all three students’ data indicated a change in level and two students’ data showed a change in trend. Implications for practice and suggestions for future research are also discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.09.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219

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

Using embedded computer-assisted explicit instruction to teach science to students with autism spectrum disorder / Bethany R. SMITH in Research in Autism Spectrum Disorders, 7-3 (March 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-3 (March 2013) . - p.433-443 Titre : Using embedded computer-assisted explicit instruction to teach science to students with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Bethany R. SMITH, Auteur ; Fred SPOONER, Auteur ; Charles L. WOOD, Auteur Article en page(s) : p.433-443 Mots-clés : Science instruction  Embedded instruction  Computer-assisted instruction  Autism spectrum disorders Index. décimale : PER Périodiques Résumé : For students with Autism Spectrum Disorders and intellectual disability, the need for scientific literacy is further complicated by the need for individualized instruction necessary to teach new skills, especially when those skills are academic. This study investigated the effects of embedded, computer-assisted explicit instruction to teach science terms and application of those terms to three middle school students with autism and intellectual disability. This study was implemented within an inclusive science classroom and a multiple probe across participants design was used to examine the effectiveness of the intervention. Results showed a functional relationship between the number of correct responses made during probe sessions and introduction of the intervention. Implications for practice and suggestions for future research are also discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.10.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191 [article] Using embedded computer-assisted explicit instruction to teach science to students with autism spectrum disorder [Texte imprimé et/ou numérique] / Bethany R. SMITH, Auteur ; Fred SPOONER, Auteur ; Charles L. WOOD, Auteur . - p.433-443. in Research in Autism Spectrum Disorders > 7-3 (March 2013) . - p.433-443 Mots-clés : Science instruction  Embedded instruction  Computer-assisted instruction  Autism spectrum disorders Index. décimale : PER Périodiques Résumé : For students with Autism Spectrum Disorders and intellectual disability, the need for scientific literacy is further complicated by the need for individualized instruction necessary to teach new skills, especially when those skills are academic. This study investigated the effects of embedded, computer-assisted explicit instruction to teach science terms and application of those terms to three middle school students with autism and intellectual disability. This study was implemented within an inclusive science classroom and a multiple probe across participants design was used to examine the effectiveness of the intervention. Results showed a functional relationship between the number of correct responses made during probe sessions and introduction of the intervention. Implications for practice and suggestions for future research are also discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.10.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191

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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Using Systematic Instruction and Graphic Organizers to Teach Science Concepts to Students With Autism Spectrum Disorders and Intellectual Disability / Victoria F. KNIGHT in Focus on Autism and Other Developmental Disabilities, 28-2 (June 2013)  

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