Dépouillements

Effects of a Story-Mapping Procedure Using the iPad on the Comprehension of Narrative Texts by Students With Autism Spectrum Disorder / M. Browder DIANE in Focus on Autism and Other Developmental Disabilities, 32-4 (December 2017)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 32-4 (December 2017) . - p.243-255 Titre : Effects of a Story-Mapping Procedure Using the iPad on the Comprehension of Narrative Texts by Students With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : M. Browder DIANE, Auteur ; R. Root JENNY, Auteur ; Wood LEAH, Auteur ; Allison CARYN, Auteur Article en page(s) : p.243-255 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study investigated the effects of a modified system of least prompts and an electronic story-mapping intervention for elementary students with autism spectrum disorder. Participants were first taught to identify story element definitions using constant time delay. Participants then listened to age-appropriate narrative texts with a problem?solution structure, completed an electronic story map, and orally answered questions related to the story elements. If unable to complete the map or answer questions, a system of least prompts was used that redirected the students to use provided supports and provided rereads of portions of the text. A multiple probe across participants design was used to examine the effects of the intervention. Outcomes indicated the intervention was effective for teaching story element definitions, labeling of the story element map on an iPad, and comprehension of story element questions. The limitations of the study as well as implications for future research and practice are discussed. En ligne : https://doi.org/10.1177/1088357615611387 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=324 [article] Effects of a Story-Mapping Procedure Using the iPad on the Comprehension of Narrative Texts by Students With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / M. Browder DIANE, Auteur ; R. Root JENNY, Auteur ; Wood LEAH, Auteur ; Allison CARYN, Auteur . - p.243-255. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 32-4 (December 2017) . - p.243-255 Index. décimale : PER Périodiques Résumé : This study investigated the effects of a modified system of least prompts and an electronic story-mapping intervention for elementary students with autism spectrum disorder. Participants were first taught to identify story element definitions using constant time delay. Participants then listened to age-appropriate narrative texts with a problem?solution structure, completed an electronic story map, and orally answered questions related to the story elements. If unable to complete the map or answer questions, a system of least prompts was used that redirected the students to use provided supports and provided rereads of portions of the text. A multiple probe across participants design was used to examine the effects of the intervention. Outcomes indicated the intervention was effective for teaching story element definitions, labeling of the story element map on an iPad, and comprehension of story element questions. The limitations of the study as well as implications for future research and practice are discussed. En ligne : https://doi.org/10.1177/1088357615611387 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=324

School-Based Social Skills Training for Children With Autism Spectrum Disorder / C. Radley KEITH in Focus on Autism and Other Developmental Disabilities, 32-4 (December 2017)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 32-4 (December 2017) . - p.256-268 Titre : School-Based Social Skills Training for Children With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : C. Radley KEITH, Auteur ; B. McHugh MELISSA, Auteur ; Taber TRACI, Auteur ; Allison A. BATTAGLIA, Auteur ; W. Blake FORD, Auteur Article en page(s) : p.256-268 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The present study evaluated the effects of the Superheroes Social Skills program, a social skills curriculum for children with autism spectrum disorders (ASD). Previous research has found the curriculum to improve social engagements of children with ASD during unstructured recess periods but has been limited in research design and lack of maintenance data. Five elementary-age participants with current placements in inclusive public school settings were included in the study. A multiple baseline design across participants was used to determine the effects of the intervention on social engagement during unstructured recess periods, as well as teacher ratings of social functioning and sociometric status. Visual and statistical analyses of data indicate increased social engagement of participants during recess periods following introduction of social skills training. Improvements were also observed in teacher ratings of social functioning and sociometric status. Limitations of the current study are also discussed. En ligne : https://doi.org/10.1177/1088357615583470 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=324 [article] School-Based Social Skills Training for Children With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / C. Radley KEITH, Auteur ; B. McHugh MELISSA, Auteur ; Taber TRACI, Auteur ; Allison A. BATTAGLIA, Auteur ; W. Blake FORD, Auteur . - p.256-268. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 32-4 (December 2017) . - p.256-268 Index. décimale : PER Périodiques Résumé : The present study evaluated the effects of the Superheroes Social Skills program, a social skills curriculum for children with autism spectrum disorders (ASD). Previous research has found the curriculum to improve social engagements of children with ASD during unstructured recess periods but has been limited in research design and lack of maintenance data. Five elementary-age participants with current placements in inclusive public school settings were included in the study. A multiple baseline design across participants was used to determine the effects of the intervention on social engagement during unstructured recess periods, as well as teacher ratings of social functioning and sociometric status. Visual and statistical analyses of data indicate increased social engagement of participants during recess periods following introduction of social skills training. Improvements were also observed in teacher ratings of social functioning and sociometric status. Limitations of the current study are also discussed. En ligne : https://doi.org/10.1177/1088357615583470 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=324

Practitioners’ Recommendations for Foundational Educational Supports for Elementary-Age Learners With Autism Spectrum Disorders / L. Long JENNIE in Focus on Autism and Other Developmental Disabilities, 32-4 (December 2017)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 32-4 (December 2017) . - p.269-278 Titre : Practitioners’ Recommendations for Foundational Educational Supports for Elementary-Age Learners With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : L. Long JENNIE, Auteur ; L. Simpson RICHARD, Auteur Article en page(s) : p.269-278 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Professional literature related to Autism Spectrum Disorder (ASD) has increasingly focused on identifying interventions and strategies most likely to lead to successful outcomes. However, there is a paucity of research documenting the basic foundational structure and supports that are needed to promote successful classroom experiences and outcomes. Specifically, literature does not clearly define the basic educational elements that are needed for all students with an ASD diagnosis. Related to this void, this study reports educational practitioners? recommendations for foundational elements for four groups of elementary-age learners with ASD who differed in age and severity of disability. Participants offered recommendations for supports and program resources that fell within nine categories. Results are discussed relative to the extant literature along with implications for preservice teacher preparation, educators? professional development, and elemental programming for learners with ASD. En ligne : https://doi.org/10.1177/1088357617712484 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=324 [article] Practitioners’ Recommendations for Foundational Educational Supports for Elementary-Age Learners With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / L. Long JENNIE, Auteur ; L. Simpson RICHARD, Auteur . - p.269-278. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 32-4 (December 2017) . - p.269-278 Index. décimale : PER Périodiques Résumé : Professional literature related to Autism Spectrum Disorder (ASD) has increasingly focused on identifying interventions and strategies most likely to lead to successful outcomes. However, there is a paucity of research documenting the basic foundational structure and supports that are needed to promote successful classroom experiences and outcomes. Specifically, literature does not clearly define the basic educational elements that are needed for all students with an ASD diagnosis. Related to this void, this study reports educational practitioners? recommendations for foundational elements for four groups of elementary-age learners with ASD who differed in age and severity of disability. Participants offered recommendations for supports and program resources that fell within nine categories. Results are discussed relative to the extant literature along with implications for preservice teacher preparation, educators? professional development, and elemental programming for learners with ASD. En ligne : https://doi.org/10.1177/1088357617712484 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=324

Early Numerical Competencies in 4- and 5-Year-Old Children With Autism Spectrum Disorder / Titeca DAISY in Focus on Autism and Other Developmental Disabilities, 32-4 (December 2017)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 32-4 (December 2017) . - p.279-292 Titre : Early Numerical Competencies in 4- and 5-Year-Old Children With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Titeca DAISY, Auteur ; Roeyers HERBERT, Auteur ; Desoete ANNEMIE, Auteur Article en page(s) : p.279-292 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Studies comparing mathematical abilities of children with autism spectrum disorder (ASD) and typically developing children are hitherto scarce, inconclusive, and mainly focusing on elementary school children or adolescents. The present study wants to gain insight into the foundation of mathematics by looking at preschool performances. Five early numerical competencies known to be important for mathematical development were examined: verbal subitizing, counting, magnitude comparison, estimation, and arithmetic operations. These competencies were studied in 20 high-functioning children with ASD and 20 age-matched control children aged 4 and 5 years. Our data revealed similar early number processing in children with and without ASD at preschool age, meaning that both groups did not differ on the foundation of mathematics development. Given the pervasiveness and the family impact of the condition of ASD, this is an important positive message for parents and preschool teachers. Implications and several directions for future research are proposed. En ligne : https://doi.org/10.1177/1088357615588523 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=324 [article] Early Numerical Competencies in 4- and 5-Year-Old Children With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Titeca DAISY, Auteur ; Roeyers HERBERT, Auteur ; Desoete ANNEMIE, Auteur . - p.279-292. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 32-4 (December 2017) . - p.279-292 Index. décimale : PER Périodiques Résumé : Studies comparing mathematical abilities of children with autism spectrum disorder (ASD) and typically developing children are hitherto scarce, inconclusive, and mainly focusing on elementary school children or adolescents. The present study wants to gain insight into the foundation of mathematics by looking at preschool performances. Five early numerical competencies known to be important for mathematical development were examined: verbal subitizing, counting, magnitude comparison, estimation, and arithmetic operations. These competencies were studied in 20 high-functioning children with ASD and 20 age-matched control children aged 4 and 5 years. Our data revealed similar early number processing in children with and without ASD at preschool age, meaning that both groups did not differ on the foundation of mathematics development. Given the pervasiveness and the family impact of the condition of ASD, this is an important positive message for parents and preschool teachers. Implications and several directions for future research are proposed. En ligne : https://doi.org/10.1177/1088357615588523 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=324

Examining the Reliability and Validity of the Supports Intensity Scale–Children’s Version in Children With Autism and Intellectual Disability / A. Shogren KARRIE in Focus on Autism and Other Developmental Disabilities, 32-4 (December 2017)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 32-4 (December 2017) . - p.293-304 Titre : Examining the Reliability and Validity of the Supports Intensity Scale–Children’s Version in Children With Autism and Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : A. Shogren KARRIE, Auteur ; L. Wehmeyer MICHAEL, Auteur ; Seo HYOJEONG, Auteur ; R. Thompson JAMES, Auteur ; L. Schalock ROBERT, Auteur ; Hughes CAROLYN, Auteur ; D. Little TODD, Auteur ; B. Palmer SUSAN, Auteur Article en page(s) : p.293-304 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study compared the reliability, validity, and measurement properties of the Supports Intensity Scale?Children?s Version (SIS-C) in children with autism and intellectual disability (n = 2,124) and children with intellectual disability only (n = 1,861). The results suggest that SIS-C is a valid and reliable tool in both populations. Furthermore, the results of multi-group confirmatory factor analyses suggest that measurement invariance can be established across the two groups but that latent differences are present. Specifically, children with autism and intellectual disability tend to have higher intensities of support needs in social activities across age cohorts (5- to 6-, 7- to 8-, 9- to 10-, 11- to 12-, 13- to 14, and 15- to 16-year-olds), and children with intellectual disability only tended to have stronger correlations among support need domains measured on the SIS-C. Implications for applying the SIS-C to assessment and support planning are described. En ligne : https://doi.org/10.1177/1088357615625060 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=324 [article] Examining the Reliability and Validity of the Supports Intensity Scale–Children’s Version in Children With Autism and Intellectual Disability [Texte imprimé et/ou numérique] / A. Shogren KARRIE, Auteur ; L. Wehmeyer MICHAEL, Auteur ; Seo HYOJEONG, Auteur ; R. Thompson JAMES, Auteur ; L. Schalock ROBERT, Auteur ; Hughes CAROLYN, Auteur ; D. Little TODD, Auteur ; B. Palmer SUSAN, Auteur . - p.293-304. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 32-4 (December 2017) . - p.293-304 Index. décimale : PER Périodiques Résumé : This study compared the reliability, validity, and measurement properties of the Supports Intensity Scale?Children?s Version (SIS-C) in children with autism and intellectual disability (n = 2,124) and children with intellectual disability only (n = 1,861). The results suggest that SIS-C is a valid and reliable tool in both populations. Furthermore, the results of multi-group confirmatory factor analyses suggest that measurement invariance can be established across the two groups but that latent differences are present. Specifically, children with autism and intellectual disability tend to have higher intensities of support needs in social activities across age cohorts (5- to 6-, 7- to 8-, 9- to 10-, 11- to 12-, 13- to 14, and 15- to 16-year-olds), and children with intellectual disability only tended to have stronger correlations among support need domains measured on the SIS-C. Implications for applying the SIS-C to assessment and support planning are described. En ligne : https://doi.org/10.1177/1088357615625060 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=324

Parent Perceptions About Autism Spectrum Disorder Influence Treatment Choices / S. Mire SARAH in Focus on Autism and Other Developmental Disabilities, 32-4 (December 2017)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 32-4 (December 2017) . - p.305-318 Titre : Parent Perceptions About Autism Spectrum Disorder Influence Treatment Choices Type de document : Texte imprimé et/ou numérique Auteurs : S. Mire SARAH, Auteur ; Gealy WHITNEY, Auteur ; Kubiszyn TOM, Auteur ; Burridge ANDREA BACKSCHEIDER, Auteur ; P. Goin-Kochel ROBIN, Auteur Article en page(s) : p.305-318 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Parents of children with autism spectrum disorder (ASD) must identify, select, and even implement treatments. Child age, cognitive functioning, ASD symptoms, family income, parent education, and cultural background, all may influence treatment selection. Parents? perceptions about ASD also may contribute. We explored whether parents? perceptions of ASD, along with family- and child-specific characteristics, predicted use of various ASD treatment categories. Sixty-eight families from the Simons Simplex Collection completed the Revised Illness Perception Questionnaire (IPQ-R). Logistic regression results indicated that when parent perceptions predicted use of a treatment category, relative contribution of perceptions was somewhat stronger than child- and family-specific factors (i.e., demographics, functioning). Moreover, predictive factors differed between treatment categories. Overall, treatment category use was influenced by parents? perceptions of control over ASD treatment, behaviors perceived to be related to ASD, and beliefs about chronicity of the diagnosis. These findings may contribute to broader understanding of parents? ASD treatment selection and enhance professionals? ability to guide families? decision-making. En ligne : https://doi.org/10.1177/1088357615610547 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=324 [article] Parent Perceptions About Autism Spectrum Disorder Influence Treatment Choices [Texte imprimé et/ou numérique] / S. Mire SARAH, Auteur ; Gealy WHITNEY, Auteur ; Kubiszyn TOM, Auteur ; Burridge ANDREA BACKSCHEIDER, Auteur ; P. Goin-Kochel ROBIN, Auteur . - p.305-318. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 32-4 (December 2017) . - p.305-318 Index. décimale : PER Périodiques Résumé : Parents of children with autism spectrum disorder (ASD) must identify, select, and even implement treatments. Child age, cognitive functioning, ASD symptoms, family income, parent education, and cultural background, all may influence treatment selection. Parents? perceptions about ASD also may contribute. We explored whether parents? perceptions of ASD, along with family- and child-specific characteristics, predicted use of various ASD treatment categories. Sixty-eight families from the Simons Simplex Collection completed the Revised Illness Perception Questionnaire (IPQ-R). Logistic regression results indicated that when parent perceptions predicted use of a treatment category, relative contribution of perceptions was somewhat stronger than child- and family-specific factors (i.e., demographics, functioning). Moreover, predictive factors differed between treatment categories. Overall, treatment category use was influenced by parents? perceptions of control over ASD treatment, behaviors perceived to be related to ASD, and beliefs about chronicity of the diagnosis. These findings may contribute to broader understanding of parents? ASD treatment selection and enhance professionals? ability to guide families? decision-making. En ligne : https://doi.org/10.1177/1088357615610547 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=324