Dépouillements

Improving Problem-Solving Performance of Students With Autism Spectrum Disorders / Gulnoza YAKUBOVA in Focus on Autism and Other Developmental Disabilities, 32-1 (March 2017)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 32-1 (March 2017) . - p.3-17 Titre : Improving Problem-Solving Performance of Students With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Gulnoza YAKUBOVA, Auteur ; Teresa TABER-DOUGHTY, Auteur Article en page(s) : p.3-17 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The effectiveness of a multicomponent intervention to improve the problem-solving performance of students with autism spectrum disorders (ASD) during vocational tasks was examined. A multiple-probe across-students design was used to illustrate the effectiveness of point-of-view video modeling paired with practice sessions and a self-operated cue sheet to solve problems encountered during vocational tasks. Following intervention, all students improved performance and generalized problem-solving skills to a second untrained setting. Three of four students maintained performance at a 6-week follow-up. Overall, evidence indicated that students with ASD could learn to engage in problem solving independently following the intervention. En ligne : http://dx.doi.org/10.1177/1088357615587506 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303 [article] Improving Problem-Solving Performance of Students With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Gulnoza YAKUBOVA, Auteur ; Teresa TABER-DOUGHTY, Auteur . - p.3-17. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 32-1 (March 2017) . - p.3-17 Index. décimale : PER Périodiques Résumé : The effectiveness of a multicomponent intervention to improve the problem-solving performance of students with autism spectrum disorders (ASD) during vocational tasks was examined. A multiple-probe across-students design was used to illustrate the effectiveness of point-of-view video modeling paired with practice sessions and a self-operated cue sheet to solve problems encountered during vocational tasks. Following intervention, all students improved performance and generalized problem-solving skills to a second untrained setting. Three of four students maintained performance at a 6-week follow-up. Overall, evidence indicated that students with ASD could learn to engage in problem solving independently following the intervention. En ligne : http://dx.doi.org/10.1177/1088357615587506 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303

Providing Access to Academic Content for High-School Students With Significant Intellectual Disability Through Interactive Videos / Anya S. EVMENOVA in Focus on Autism and Other Developmental Disabilities, 32-1 (March 2017)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 32-1 (March 2017) . - p.18-30 Titre : Providing Access to Academic Content for High-School Students With Significant Intellectual Disability Through Interactive Videos Type de document : Texte imprimé et/ou numérique Auteurs : Anya S. EVMENOVA, Auteur ; Heidi J. GRAFF, Auteur ; Michael M. BEHRMANN, Auteur Article en page(s) : p.18-30 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : There has been a slight increase in the number of studies focused on the strategies used to introduce content-based instruction to students with moderate/severe disability. However, interventions for students with significant intellectual disability (ID) are lacking adapted materials to make instruction available in all major academic areas including social studies. This multiple baseline study examined the effects of adapted videos for improving factual comprehension of non-fiction clips by four high school students with significant ID. Video adaptations included picture/word-based closed captions and interactive video searching for answers. According to the visual analyses, students performed better with adapted and interactive video clips. Furthermore, social validity interviews revealed that all students enjoyed the adapted and interactive videos and found them beneficial. Limitations and directions for future research in the area of adapted and interactive video instruction are discussed. En ligne : http://dx.doi.org/10.1177/1088357615609307 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303 [article] Providing Access to Academic Content for High-School Students With Significant Intellectual Disability Through Interactive Videos [Texte imprimé et/ou numérique] / Anya S. EVMENOVA, Auteur ; Heidi J. GRAFF, Auteur ; Michael M. BEHRMANN, Auteur . - p.18-30. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 32-1 (March 2017) . - p.18-30 Index. décimale : PER Périodiques Résumé : There has been a slight increase in the number of studies focused on the strategies used to introduce content-based instruction to students with moderate/severe disability. However, interventions for students with significant intellectual disability (ID) are lacking adapted materials to make instruction available in all major academic areas including social studies. This multiple baseline study examined the effects of adapted videos for improving factual comprehension of non-fiction clips by four high school students with significant ID. Video adaptations included picture/word-based closed captions and interactive video searching for answers. According to the visual analyses, students performed better with adapted and interactive video clips. Furthermore, social validity interviews revealed that all students enjoyed the adapted and interactive videos and found them beneficial. Limitations and directions for future research in the area of adapted and interactive video instruction are discussed. En ligne : http://dx.doi.org/10.1177/1088357615609307 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303

Executive Functions in Young Adults With Autism Spectrum Disorder / Danielle I. BRADY in Focus on Autism and Other Developmental Disabilities, 32-1 (March 2017)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 32-1 (March 2017) . - p.31-43 Titre : Executive Functions in Young Adults With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Danielle I. BRADY, Auteur ; Donald H. SAKLOFSKE, Auteur ; Vicki L. SCHWEAN, Auteur ; Janine M. MONTGOMERY, Auteur ; Keoma J. THORNE, Auteur ; Adam W. MCCRIMMON, Auteur Article en page(s) : p.31-43 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Researchers have proposed that autism spectrum disorder (ASD) is characterized, at least in part, by executive function (EF) difficulties associated with the integrity of the frontal lobe. Given the paucity of research regarding EFs in young adults with high functioning ASD (HF-ASD), this research involves an examination of various indices of EF related to inhibition, planning, and generativity. Results indicate that although young adults with HF-ASD as a group met normative expectations on all measures of EF, they also exhibited considerable individual variability relative to their age- and sex-matched typically developing peers. These findings have important research and clinical implications, including the need to carefully consider the impact of the research comparison group, and to recognize individual variability in executive functioning among young adults with HF-ASD. En ligne : http://dx.doi.org/10.1177/1088357615609306 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303 [article] Executive Functions in Young Adults With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Danielle I. BRADY, Auteur ; Donald H. SAKLOFSKE, Auteur ; Vicki L. SCHWEAN, Auteur ; Janine M. MONTGOMERY, Auteur ; Keoma J. THORNE, Auteur ; Adam W. MCCRIMMON, Auteur . - p.31-43. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 32-1 (March 2017) . - p.31-43 Index. décimale : PER Périodiques Résumé : Researchers have proposed that autism spectrum disorder (ASD) is characterized, at least in part, by executive function (EF) difficulties associated with the integrity of the frontal lobe. Given the paucity of research regarding EFs in young adults with high functioning ASD (HF-ASD), this research involves an examination of various indices of EF related to inhibition, planning, and generativity. Results indicate that although young adults with HF-ASD as a group met normative expectations on all measures of EF, they also exhibited considerable individual variability relative to their age- and sex-matched typically developing peers. These findings have important research and clinical implications, including the need to carefully consider the impact of the research comparison group, and to recognize individual variability in executive functioning among young adults with HF-ASD. En ligne : http://dx.doi.org/10.1177/1088357615609306 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303

Effects of Shared Active Surface Technology on the Communication and Speech of Two Preschool Children With Disabilities / Jason C. TRAVERS in Focus on Autism and Other Developmental Disabilities, 32-1 (March 2017)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 32-1 (March 2017) . - p.44-54 Titre : Effects of Shared Active Surface Technology on the Communication and Speech of Two Preschool Children With Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Jason C. TRAVERS, Auteur ; Sarah A. FEFER, Auteur Article en page(s) : p.44-54 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Shared active surface (SAS) technology can be described as a supersized tablet computer for multiple simultaneous users. SAS technology has the potential to resolve issues historically associated with learning via single-user computer technology. This study reports findings of a SAS on the social communication and nonsocial speech of two preschool children with disabilities. An alternating treatments design was used to compare differences in these behaviors during a SAS technology?based coloring activity and analog coloring activity. Results indicated distinct differences in social communication and nonsocial speech across participants. Implications of the findings are discussed, and directions for potential research with this technology are provided. En ligne : http://dx.doi.org/10.1177/1088357615611390 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303 [article] Effects of Shared Active Surface Technology on the Communication and Speech of Two Preschool Children With Disabilities [Texte imprimé et/ou numérique] / Jason C. TRAVERS, Auteur ; Sarah A. FEFER, Auteur . - p.44-54. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 32-1 (March 2017) . - p.44-54 Index. décimale : PER Périodiques Résumé : Shared active surface (SAS) technology can be described as a supersized tablet computer for multiple simultaneous users. SAS technology has the potential to resolve issues historically associated with learning via single-user computer technology. This study reports findings of a SAS on the social communication and nonsocial speech of two preschool children with disabilities. An alternating treatments design was used to compare differences in these behaviors during a SAS technology?based coloring activity and analog coloring activity. Results indicated distinct differences in social communication and nonsocial speech across participants. Implications of the findings are discussed, and directions for potential research with this technology are provided. En ligne : http://dx.doi.org/10.1177/1088357615611390 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303

The Secret Agent Society Social-Emotional Skills Program for Children With a High-Functioning Autism Spectrum Disorder / Kate SOFRONOFF in Focus on Autism and Other Developmental Disabilities, 32-1 (March 2017)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 32-1 (March 2017) . - p.55-70 Titre : The Secret Agent Society Social-Emotional Skills Program for Children With a High-Functioning Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Kate SOFRONOFF, Auteur ; Jenni SILVA, Auteur ; Renae BEAUMONT, Auteur Article en page(s) : p.55-70 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study evaluated a parent-delivered social and emotional skills intervention?the Secret Agent Society (SAS) for children with high-functioning autism spectrum disorders (HF-ASD). The study was a pre?post follow-up design with an 8-week baseline period and 6-week follow-up period. Participants were 38 parents and 41 children recruited from regional/rural Queensland and metropolitan Brisbane, Australia. Child participants completed measures of social skills and emotion management, and parents completed measures related to child behavioral problems, parent self-efficacy, child anxiety, and parent emotional distress at pre-intervention, post intervention, and 6-week follow-up. Analyses of outcomes were conducted with a series of repeated-measures MANOVAs and one-way ANOVAs at post intervention and 6-week follow-up. There were significant improvements in child social skills reported by parents with gains maintained at 6-week follow-up with large effect sizes. Parent self-efficacy, child behavior, and child anxiety levels also improved significantly. In addition, outcomes from the SAS self-directed program were compared with the original clinic-based program conducted by Beaumont and Sofronoff. Results indicated greater changes in social skills outcomes in the clinic-based program and no difference between groups on emotional management strategies. The limitations of the study and clinical implications are discussed. En ligne : http://dx.doi.org/10.1177/1088357615583467 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303 [article] The Secret Agent Society Social-Emotional Skills Program for Children With a High-Functioning Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Kate SOFRONOFF, Auteur ; Jenni SILVA, Auteur ; Renae BEAUMONT, Auteur . - p.55-70. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 32-1 (March 2017) . - p.55-70 Index. décimale : PER Périodiques Résumé : This study evaluated a parent-delivered social and emotional skills intervention?the Secret Agent Society (SAS) for children with high-functioning autism spectrum disorders (HF-ASD). The study was a pre?post follow-up design with an 8-week baseline period and 6-week follow-up period. Participants were 38 parents and 41 children recruited from regional/rural Queensland and metropolitan Brisbane, Australia. Child participants completed measures of social skills and emotion management, and parents completed measures related to child behavioral problems, parent self-efficacy, child anxiety, and parent emotional distress at pre-intervention, post intervention, and 6-week follow-up. Analyses of outcomes were conducted with a series of repeated-measures MANOVAs and one-way ANOVAs at post intervention and 6-week follow-up. There were significant improvements in child social skills reported by parents with gains maintained at 6-week follow-up with large effect sizes. Parent self-efficacy, child behavior, and child anxiety levels also improved significantly. In addition, outcomes from the SAS self-directed program were compared with the original clinic-based program conducted by Beaumont and Sofronoff. Results indicated greater changes in social skills outcomes in the clinic-based program and no difference between groups on emotional management strategies. The limitations of the study and clinical implications are discussed. En ligne : http://dx.doi.org/10.1177/1088357615583467 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303

The Search for an Early Intervention Outcome Measurement Tool in Autism / Sue FLETCHER-WATSON in Focus on Autism and Other Developmental Disabilities, 32-1 (March 2017)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 32-1 (March 2017) . - p.71-80 Titre : The Search for an Early Intervention Outcome Measurement Tool in Autism Type de document : Texte imprimé et/ou numérique Auteurs : Sue FLETCHER-WATSON, Auteur ; H. MCCONACHIE, Auteur Article en page(s) : p.71-80 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Evidence is accumulating that early intervention can be effective in improving the skills of young children with autism spectrum disorder. However, the science is hampered by the lack of agreed ?gold standard? tools for the measurement of progress and outcome. What is required is a reliable, valid, and sensitive measure of change in the core domains of autism, which can be undertaken blind to group and time. This article explores the use of a promising measure of change, for which reliability, validity, and sensitivity to change over a lengthy period have been previously demonstrated. Pilot data indicate that, despite some sensitivity to change over a short period of time, it does not capture treatment effects more effectively than an existing diagnostic tool. Future directions for the ongoing search are suggested, including consideration of how to achieve sensitivity to differential change as well as to change over time. En ligne : http://dx.doi.org/10.1177/1088357615583468 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303 [article] The Search for an Early Intervention Outcome Measurement Tool in Autism [Texte imprimé et/ou numérique] / Sue FLETCHER-WATSON, Auteur ; H. MCCONACHIE, Auteur . - p.71-80. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 32-1 (March 2017) . - p.71-80 Index. décimale : PER Périodiques Résumé : Evidence is accumulating that early intervention can be effective in improving the skills of young children with autism spectrum disorder. However, the science is hampered by the lack of agreed ?gold standard? tools for the measurement of progress and outcome. What is required is a reliable, valid, and sensitive measure of change in the core domains of autism, which can be undertaken blind to group and time. This article explores the use of a promising measure of change, for which reliability, validity, and sensitivity to change over a lengthy period have been previously demonstrated. Pilot data indicate that, despite some sensitivity to change over a short period of time, it does not capture treatment effects more effectively than an existing diagnostic tool. Future directions for the ongoing search are suggested, including consideration of how to achieve sensitivity to differential change as well as to change over time. En ligne : http://dx.doi.org/10.1177/1088357615583468 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303