Dépouillements

High School Math and Science Preparation and Postsecondary STEM Participation for Students With an Autism Spectrum Disorder / Xin WEI in Focus on Autism and Other Developmental Disabilities, 32-2 (June 2017)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 32-2 (June 2017) . - p.83-92 Titre : High School Math and Science Preparation and Postsecondary STEM Participation for Students With an Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Xin WEI, Auteur ; Jennifer W. YU, Auteur ; Paul SHATTUCK, Auteur ; Jose BLACKORBY, Auteur Article en page(s) : p.83-92 Langues : Anglais (eng) Mots-clés : autism spectrum disorder, postsecondary major, college, science, technology, engineering, and mathematics (STEM), high school coursework, standardized test scores Index. décimale : PER Périodiques Résumé : Previous studies suggest that individuals with an autism spectrum disorder (ASD) are more likely than other disability groups and the general population to gravitate toward science, technology, engineering, and mathematics (STEM) fields. However, the field knows little about which factors influence the STEM pipeline between high school and postsecondary STEM major. This study analyzed data from the National Longitudinal Transition Study?2, a nationally representative sample of students with an ASD in special education in the United States. Findings suggest that students with an ASD who took more classes in advanced math in a general education setting were more likely to declare a STEM major after controlling for background characteristics and previous achievement level. Educational policy implications are discussed. En ligne : http://dx.doi.org/10.1177/1088357615588489 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307 [article] High School Math and Science Preparation and Postsecondary STEM Participation for Students With an Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Xin WEI, Auteur ; Jennifer W. YU, Auteur ; Paul SHATTUCK, Auteur ; Jose BLACKORBY, Auteur . - p.83-92. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 32-2 (June 2017) . - p.83-92 Mots-clés : autism spectrum disorder, postsecondary major, college, science, technology, engineering, and mathematics (STEM), high school coursework, standardized test scores Index. décimale : PER Périodiques Résumé : Previous studies suggest that individuals with an autism spectrum disorder (ASD) are more likely than other disability groups and the general population to gravitate toward science, technology, engineering, and mathematics (STEM) fields. However, the field knows little about which factors influence the STEM pipeline between high school and postsecondary STEM major. This study analyzed data from the National Longitudinal Transition Study?2, a nationally representative sample of students with an ASD in special education in the United States. Findings suggest that students with an ASD who took more classes in advanced math in a general education setting were more likely to declare a STEM major after controlling for background characteristics and previous achievement level. Educational policy implications are discussed. En ligne : http://dx.doi.org/10.1177/1088357615588489 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307

Comparison of Prompting Techniques to Teach Children With Autism to Ask Questions in the Context of a Conversation / Matthew G. SWERDAN in Focus on Autism and Other Developmental Disabilities, 32-2 (June 2017)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 32-2 (June 2017) . - p.93-101 Titre : Comparison of Prompting Techniques to Teach Children With Autism to Ask Questions in the Context of a Conversation Type de document : Texte imprimé et/ou numérique Auteurs : Matthew G. SWERDAN, Auteur ; Rocio ROSALES, Auteur Article en page(s) : p.93-101 Langues : Anglais (eng) Mots-clés : prompt comparison, conversation skills, question-asking, autism Index. décimale : PER Périodiques Résumé : An adapted alternating treatments design was used to compare the efficacy of echoic and textual prompts to teach three students with autism (ages 8?15) to ask questions related to two pre-selected topics of conversation. Participants were first required to answer questions related to the topics to determine whether accurate responses were within their repertoire. This was followed by a transfer of stimulus control procedure to teach participants to ask relevant questions to the experimenter on the same topics. Probes with a novel conversation topic were conducted in the natural environment with a peer, and follow-up probes were conducted after training. Results indicate questions taught using an echoic prompt were acquired in fewer trials to criterion than questions taught using a textual prompt for two of the three participants. Limitations and implications for future research will be discussed. En ligne : http://dx.doi.org/10.1177/1088357615610111 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307 [article] Comparison of Prompting Techniques to Teach Children With Autism to Ask Questions in the Context of a Conversation [Texte imprimé et/ou numérique] / Matthew G. SWERDAN, Auteur ; Rocio ROSALES, Auteur . - p.93-101. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 32-2 (June 2017) . - p.93-101 Mots-clés : prompt comparison, conversation skills, question-asking, autism Index. décimale : PER Périodiques Résumé : An adapted alternating treatments design was used to compare the efficacy of echoic and textual prompts to teach three students with autism (ages 8?15) to ask questions related to two pre-selected topics of conversation. Participants were first required to answer questions related to the topics to determine whether accurate responses were within their repertoire. This was followed by a transfer of stimulus control procedure to teach participants to ask relevant questions to the experimenter on the same topics. Probes with a novel conversation topic were conducted in the natural environment with a peer, and follow-up probes were conducted after training. Results indicate questions taught using an echoic prompt were acquired in fewer trials to criterion than questions taught using a textual prompt for two of the three participants. Limitations and implications for future research will be discussed. En ligne : http://dx.doi.org/10.1177/1088357615610111 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307

Using a Constant Time Delay Procedure to Teach Support Personnel to Use a Simultaneous Prompting Procedure / Nicole Scott BRITTON in Focus on Autism and Other Developmental Disabilities, 32-2 (June 2017)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 32-2 (June 2017) . - p.102-113 Titre : Using a Constant Time Delay Procedure to Teach Support Personnel to Use a Simultaneous Prompting Procedure Type de document : Texte imprimé et/ou numérique Auteurs : Nicole Scott BRITTON, Auteur ; Belva C. COLLINS, Auteur ; Melinda Jones AULT, Auteur ; Margaret E. BAUSCH, Auteur Article en page(s) : p.102-113 Langues : Anglais (eng) Mots-clés : systematic instruction, constant time delay, simultaneous prompting, paraprofessional, peer tutor Index. décimale : PER Périodiques Résumé : Within the context of a multiple baseline design, the researchers in this investigation used a constant time delay (CTD) procedure to teach two classroom support personnel (i.e., paraprofessional, peer tutor) to use a simultaneous prompting (SP) procedure when teaching a high school student with a moderate intellectual disability to (a) identify words from science core content, (b) identify words from social studies core content, (c) make Kool-Aid, and (d) alphabetize last names by their first letters. The classroom teacher implemented the CTD procedure with a high degree of fidelity, the paraprofessional and the peer tutor implemented the SP procedure with high levels of fidelity, and the student increased his ability to perform the targeted skills. En ligne : http://dx.doi.org/10.1177/1088357615587505 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307 [article] Using a Constant Time Delay Procedure to Teach Support Personnel to Use a Simultaneous Prompting Procedure [Texte imprimé et/ou numérique] / Nicole Scott BRITTON, Auteur ; Belva C. COLLINS, Auteur ; Melinda Jones AULT, Auteur ; Margaret E. BAUSCH, Auteur . - p.102-113. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 32-2 (June 2017) . - p.102-113 Mots-clés : systematic instruction, constant time delay, simultaneous prompting, paraprofessional, peer tutor Index. décimale : PER Périodiques Résumé : Within the context of a multiple baseline design, the researchers in this investigation used a constant time delay (CTD) procedure to teach two classroom support personnel (i.e., paraprofessional, peer tutor) to use a simultaneous prompting (SP) procedure when teaching a high school student with a moderate intellectual disability to (a) identify words from science core content, (b) identify words from social studies core content, (c) make Kool-Aid, and (d) alphabetize last names by their first letters. The classroom teacher implemented the CTD procedure with a high degree of fidelity, the paraprofessional and the peer tutor implemented the SP procedure with high levels of fidelity, and the student increased his ability to perform the targeted skills. En ligne : http://dx.doi.org/10.1177/1088357615587505 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307

Teaching Paraprofessionals to Implement Function-Based Interventions / Virginia L. WALKER in Focus on Autism and Other Developmental Disabilities, 32-2 (June 2017)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 32-2 (June 2017) . - p.114-123 Titre : Teaching Paraprofessionals to Implement Function-Based Interventions Type de document : Texte imprimé et/ou numérique Auteurs : Virginia L. WALKER, Auteur ; Martha E. SNELL, Auteur Article en page(s) : p.114-123 Langues : Anglais (eng) Mots-clés : challenging behavior, function-based intervention, coaching, paraprofessional Index. décimale : PER Périodiques Résumé : The purpose of this study was to evaluate the effects of workshops and coaching on paraprofessional implementation of function-based interventions. The results of indirect and direct functional behavior assessment guided the development of intervention strategies for three students with autism and intellectual disability. Following intervention, students? appropriate behavior increased and challenging behavior decreased. In general, paraprofessionals implemented strategies with high levels of fidelity and judged both the coaching and workshop training procedures and student intervention strategies as socially valid. Implications for practice, limitations, and suggestions for future research are discussed. En ligne : http://dx.doi.org/10.1177/1088357616673561 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307 [article] Teaching Paraprofessionals to Implement Function-Based Interventions [Texte imprimé et/ou numérique] / Virginia L. WALKER, Auteur ; Martha E. SNELL, Auteur . - p.114-123. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 32-2 (June 2017) . - p.114-123 Mots-clés : challenging behavior, function-based intervention, coaching, paraprofessional Index. décimale : PER Périodiques Résumé : The purpose of this study was to evaluate the effects of workshops and coaching on paraprofessional implementation of function-based interventions. The results of indirect and direct functional behavior assessment guided the development of intervention strategies for three students with autism and intellectual disability. Following intervention, students? appropriate behavior increased and challenging behavior decreased. In general, paraprofessionals implemented strategies with high levels of fidelity and judged both the coaching and workshop training procedures and student intervention strategies as socially valid. Implications for practice, limitations, and suggestions for future research are discussed. En ligne : http://dx.doi.org/10.1177/1088357616673561 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307

Comparisons of Self-Determination Among Students With Autism, Intellectual Disability, and Learning Disabilities: A Multivariate Analysis / Yu-Chi CHOU in Focus on Autism and Other Developmental Disabilities, 32-2 (June 2017)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 32-2 (June 2017) . - p.124-132 Titre : Comparisons of Self-Determination Among Students With Autism, Intellectual Disability, and Learning Disabilities: A Multivariate Analysis Type de document : Texte imprimé et/ou numérique Auteurs : Yu-Chi CHOU, Auteur ; Michael L. WEHMEYER, Auteur ; Susan B. PALMER, Auteur ; Jaehoon LEE, Auteur Article en page(s) : p.124-132 Langues : Anglais (eng) Mots-clés : self-determination, autism, The Arc’s Self-Determination Scale, intellectual disability, learning disabilities Index. décimale : PER Périodiques Résumé : This study examined differences in self-determination among students with autism spectrum disorders (ASD), students with intellectual disability (ID), and students with learning disabilities (LD). A total of 222 participants with an equal size group for each of the three disability categories were selected to participate in the comparison of total self-determination and domain scores. A multivariate analysis of covariance (MANCOVA) was performed on four dependent variables (DVs)/factors, including autonomy, self-regulation, psychological empowerment, and self-realization. The results indicated that students with ASD had significantly lower levels of autonomy compared with students in either other group; that students with ID had significantly lower levels of self-regulation than students with LD, but not significantly different from students with ASD; that students with ASD and students with ID had significantly lower levels of psychological empowerment than students with LD; and that students with ID had significantly lower levels of self-realization than students with LD, but not significantly different from students with ASD. Suggestions for future research and implications for educators were also discussed. En ligne : http://dx.doi.org/10.1177/1088357615625059 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307 [article] Comparisons of Self-Determination Among Students With Autism, Intellectual Disability, and Learning Disabilities: A Multivariate Analysis [Texte imprimé et/ou numérique] / Yu-Chi CHOU, Auteur ; Michael L. WEHMEYER, Auteur ; Susan B. PALMER, Auteur ; Jaehoon LEE, Auteur . - p.124-132. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 32-2 (June 2017) . - p.124-132 Mots-clés : self-determination, autism, The Arc’s Self-Determination Scale, intellectual disability, learning disabilities Index. décimale : PER Périodiques Résumé : This study examined differences in self-determination among students with autism spectrum disorders (ASD), students with intellectual disability (ID), and students with learning disabilities (LD). A total of 222 participants with an equal size group for each of the three disability categories were selected to participate in the comparison of total self-determination and domain scores. A multivariate analysis of covariance (MANCOVA) was performed on four dependent variables (DVs)/factors, including autonomy, self-regulation, psychological empowerment, and self-realization. The results indicated that students with ASD had significantly lower levels of autonomy compared with students in either other group; that students with ID had significantly lower levels of self-regulation than students with LD, but not significantly different from students with ASD; that students with ASD and students with ID had significantly lower levels of psychological empowerment than students with LD; and that students with ID had significantly lower levels of self-realization than students with LD, but not significantly different from students with ASD. Suggestions for future research and implications for educators were also discussed. En ligne : http://dx.doi.org/10.1177/1088357615625059 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307

Effects of Tact Prompts on Acquisition and Maintenance of Divergent Intraverbal Responses by a Child With Autism / Hua FENG in Focus on Autism and Other Developmental Disabilities, 32-2 (June 2017)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 32-2 (June 2017) . - p.133-141 Titre : Effects of Tact Prompts on Acquisition and Maintenance of Divergent Intraverbal Responses by a Child With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Hua FENG, Auteur ; Wan-Chi CHOU, Auteur ; Gabrielle T. LEE, Auteur Article en page(s) : p.133-141 Langues : Anglais (eng) Mots-clés : autism, complex categorization, divergent responding, intraverbal behavior, tact prompts Index. décimale : PER Périodiques Résumé : This study investigated the effects of tact prompts on the acquisition and retention of divergent intraverbal responding to categorical questions involving conditional discriminations. A 6-year-old boy with autism participated in the study. A multiple probe design across behaviors was used. A tact-prompt procedure was implemented. The results suggested that the tact-prompt procedure was effective to establish and increase the number of divergent intraverbal responses to questions across two categories. The child spontaneously emitted novel responses during training and generalization probe sessions, indicating occurrences of response generalization after divergent intraverbal training. Maintenance probes showed that divergent intraverbal responses were maintained at high levels for all target categorical questions 3 weeks after the completion of training. En ligne : http://dx.doi.org/10.1177/1088357615610540 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307 [article] Effects of Tact Prompts on Acquisition and Maintenance of Divergent Intraverbal Responses by a Child With Autism [Texte imprimé et/ou numérique] / Hua FENG, Auteur ; Wan-Chi CHOU, Auteur ; Gabrielle T. LEE, Auteur . - p.133-141. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 32-2 (June 2017) . - p.133-141 Mots-clés : autism, complex categorization, divergent responding, intraverbal behavior, tact prompts Index. décimale : PER Périodiques Résumé : This study investigated the effects of tact prompts on the acquisition and retention of divergent intraverbal responding to categorical questions involving conditional discriminations. A 6-year-old boy with autism participated in the study. A multiple probe design across behaviors was used. A tact-prompt procedure was implemented. The results suggested that the tact-prompt procedure was effective to establish and increase the number of divergent intraverbal responses to questions across two categories. The child spontaneously emitted novel responses during training and generalization probe sessions, indicating occurrences of response generalization after divergent intraverbal training. Maintenance probes showed that divergent intraverbal responses were maintained at high levels for all target categorical questions 3 weeks after the completion of training. En ligne : http://dx.doi.org/10.1177/1088357615610540 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307

Parental Stress, Discipline Strategies, and Child Behavior Problems in Families With Young Children With Autism Spectrum Disorders / Paul M. SHAWLER in Focus on Autism and Other Developmental Disabilities, 32-2 (June 2017)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 32-2 (June 2017) . - p.142-151 Titre : Parental Stress, Discipline Strategies, and Child Behavior Problems in Families With Young Children With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Paul M. SHAWLER, Auteur ; Maureen A. SULLIVAN, Auteur Article en page(s) : p.142-151 Langues : Anglais (eng) Mots-clés : autism, parenting stress, parenting, child behavior problems, parent training Index. décimale : PER Périodiques Résumé : The current study investigated the parent?child relationship by examining associations between parent stress, parental discipline strategies, child disruptive behavior problems, and level of autism spectrum disorder (ASD) symptoms. A sample of 130 parents of children with ASD ages 3 to 11 years participated. Parents reported high levels of parent stress and high levels of child disruptive behavior problems. A series of mediation analyses via bootstrapping were used to examine the development of child disruptive behavior. Use of harsh and punitive parental discipline strategies mediated the link between parent stress and child disruptive behavior problems. These findings suggest that parental discipline strategies should be a central target in prevention and treatment interventions for children with ASD to reduce the emergence of child disruptive behavior problems. Reducing challenging behavior in children with ASD may improve the rate of skill acquisition and improve the parent?child relationship. Future directions for research along with clinical implications for families are discussed. En ligne : http://dx.doi.org/10.1177/1088357615610114 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307 [article] Parental Stress, Discipline Strategies, and Child Behavior Problems in Families With Young Children With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Paul M. SHAWLER, Auteur ; Maureen A. SULLIVAN, Auteur . - p.142-151. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 32-2 (June 2017) . - p.142-151 Mots-clés : autism, parenting stress, parenting, child behavior problems, parent training Index. décimale : PER Périodiques Résumé : The current study investigated the parent?child relationship by examining associations between parent stress, parental discipline strategies, child disruptive behavior problems, and level of autism spectrum disorder (ASD) symptoms. A sample of 130 parents of children with ASD ages 3 to 11 years participated. Parents reported high levels of parent stress and high levels of child disruptive behavior problems. A series of mediation analyses via bootstrapping were used to examine the development of child disruptive behavior. Use of harsh and punitive parental discipline strategies mediated the link between parent stress and child disruptive behavior problems. These findings suggest that parental discipline strategies should be a central target in prevention and treatment interventions for children with ASD to reduce the emergence of child disruptive behavior problems. Reducing challenging behavior in children with ASD may improve the rate of skill acquisition and improve the parent?child relationship. Future directions for research along with clinical implications for families are discussed. En ligne : http://dx.doi.org/10.1177/1088357615610114 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307

Parental Report of the Diagnostic Process and Outcome: ASD Compared With Other Developmental Disabilities / Donald P. OSWALD in Focus on Autism and Other Developmental Disabilities, 32-2 (June 2017)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 32-2 (June 2017) . - p.152-160 Titre : Parental Report of the Diagnostic Process and Outcome: ASD Compared With Other Developmental Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Donald P. OSWALD, Auteur ; Shannon M. HAWORTH, Auteur ; Bernadette K. MACKENZIE, Auteur ; Janet H. WILLIS, Auteur Article en page(s) : p.152-160 Langues : Anglais (eng) Mots-clés : autism, diagnosis, parents Index. décimale : PER Périodiques Résumé : Parents report that the process of getting an autism spectrum disorder (ASD) diagnosis is arduous, lengthy, and fraught with difficulties. This analysis of the Pathways survey data set examined the experiences of parents who said, at the time of the survey, that their child currently had ASD compared with parents who said, at the time of the survey, that their child currently had some other developmental disability. Despite substantially earlier parental concerns about their child?s development, the ASD group (n = 1,420) received their current diagnosis about 7 months later (M age at diagnosis = 62.8 months, SE = 1.62) on average, than did children in the group diagnosed with other developmental delay (n = 2,098, M age at diagnosis = 55.4 months, SE = 2.13). Parents in the ?Current ASD? group were more likely to report that the health professional said nothing was wrong or that the child might ?grow out of it,? emphasizing a common parental complaint. Continued efforts to improve parents? experience of the diagnostic process are warranted. En ligne : http://dx.doi.org/10.1177/1088357615587500 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307 [article] Parental Report of the Diagnostic Process and Outcome: ASD Compared With Other Developmental Disabilities [Texte imprimé et/ou numérique] / Donald P. OSWALD, Auteur ; Shannon M. HAWORTH, Auteur ; Bernadette K. MACKENZIE, Auteur ; Janet H. WILLIS, Auteur . - p.152-160. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 32-2 (June 2017) . - p.152-160 Mots-clés : autism, diagnosis, parents Index. décimale : PER Périodiques Résumé : Parents report that the process of getting an autism spectrum disorder (ASD) diagnosis is arduous, lengthy, and fraught with difficulties. This analysis of the Pathways survey data set examined the experiences of parents who said, at the time of the survey, that their child currently had ASD compared with parents who said, at the time of the survey, that their child currently had some other developmental disability. Despite substantially earlier parental concerns about their child?s development, the ASD group (n = 1,420) received their current diagnosis about 7 months later (M age at diagnosis = 62.8 months, SE = 1.62) on average, than did children in the group diagnosed with other developmental delay (n = 2,098, M age at diagnosis = 55.4 months, SE = 2.13). Parents in the ?Current ASD? group were more likely to report that the health professional said nothing was wrong or that the child might ?grow out of it,? emphasizing a common parental complaint. Continued efforts to improve parents? experience of the diagnostic process are warranted. En ligne : http://dx.doi.org/10.1177/1088357615587500 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307