Dépouillements

Using a Three-Step Decoding Strategy With Constant Time Delay to Teach Word Reading to Students With Mild and Moderate Mental Retardation / Elisabeth TUCKER COHEN in Focus on Autism and Other Developmental Disabilities, 23-2 (June 2008)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 23-2 (June 2008) . - p.67-78 Titre : Using a Three-Step Decoding Strategy With Constant Time Delay to Teach Word Reading to Students With Mild and Moderate Mental Retardation Type de document : Texte imprimé et/ou numérique Auteurs : Elisabeth TUCKER COHEN, Auteur ; Kathryn WOLFF HELLER, Auteur ; Laura D. FREDRICK, Auteur ; Paul A. ALBERTO, Auteur Année de publication : 2008 Article en page(s) : p.67-78 Langues : Anglais (eng) Mots-clés : decoding time-delay mental-retardation instruction literacy Index. décimale : PER Périodiques Résumé : The use of a three-step decoding strategy with constant time delay for teaching decoding and word reading to students with mild and moderate mental retardation was investigated in this study. A multiple probe design was used to examine the percentage of words correctly decoded and read as well as the percentage of sounds correctly decoded. The data indicate that all five students learned to read words using the three-step decoding strategy with constant time delay. This was replicated with increased learning efficiency using a second set of phonetically similar words. Implications of this study on phonological memory and reading ability are discussed. En ligne : http://dx.doi.org/10.1177/1088357608314899 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 [article] Using a Three-Step Decoding Strategy With Constant Time Delay to Teach Word Reading to Students With Mild and Moderate Mental Retardation [Texte imprimé et/ou numérique] / Elisabeth TUCKER COHEN, Auteur ; Kathryn WOLFF HELLER, Auteur ; Laura D. FREDRICK, Auteur ; Paul A. ALBERTO, Auteur . - 2008 . - p.67-78. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 23-2 (June 2008) . - p.67-78 Mots-clés : decoding time-delay mental-retardation instruction literacy Index. décimale : PER Périodiques Résumé : The use of a three-step decoding strategy with constant time delay for teaching decoding and word reading to students with mild and moderate mental retardation was investigated in this study. A multiple probe design was used to examine the percentage of words correctly decoded and read as well as the percentage of sounds correctly decoded. The data indicate that all five students learned to read words using the three-step decoding strategy with constant time delay. This was replicated with increased learning efficiency using a second set of phonetically similar words. Implications of this study on phonological memory and reading ability are discussed. En ligne : http://dx.doi.org/10.1177/1088357608314899 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452

The Impact of Social Scripts and Visual Cues on Verbal Communication in Three Children With Autism Spectrum Disorders / Jennifer B. GANZ in Focus on Autism and Other Developmental Disabilities, 23-2 (June 2008)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 23-2 (June 2008) . - p.79-94 Titre : The Impact of Social Scripts and Visual Cues on Verbal Communication in Three Children With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer B. GANZ, Auteur ; Maria KAYLOR, Auteur ; Bethany BOURGEOIS, Auteur ; Kathy HADDEN, Auteur Année de publication : 2008 Article en page(s) : p.79-94 Langues : Anglais (eng) Mots-clés : autism scripts verbal-communication visual-strategies conversation perseverative-speech unscripted-speech Index. décimale : PER Périodiques Résumé : Social script and visual cue use with students with autism spectrum disorders (ASD) were examined. A multiple baseline design across activities with embedded withdrawal was used to measure student acquisition of verbal communication skills. Three children with ASD, two boys and one girl, were taught a series of scripts and were shown a "quiet" picture when they engaged in perseverative speech (e.g., repetitive phrases or words). The number of scripted statements increased during treatment, with reductions in perseverative speech for all three students. One student's unscripted statements increased during intervention. Analysis of percentage of nonoverlapping data indicated that the intervention was highly effective for scripted statements, ineffective for unscripted statements, and produced variable results for total communicative statements. En ligne : http://dx.doi.org/10.1177/1088357607311447 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 [article] The Impact of Social Scripts and Visual Cues on Verbal Communication in Three Children With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Jennifer B. GANZ, Auteur ; Maria KAYLOR, Auteur ; Bethany BOURGEOIS, Auteur ; Kathy HADDEN, Auteur . - 2008 . - p.79-94. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 23-2 (June 2008) . - p.79-94 Mots-clés : autism scripts verbal-communication visual-strategies conversation perseverative-speech unscripted-speech Index. décimale : PER Périodiques Résumé : Social script and visual cue use with students with autism spectrum disorders (ASD) were examined. A multiple baseline design across activities with embedded withdrawal was used to measure student acquisition of verbal communication skills. Three children with ASD, two boys and one girl, were taught a series of scripts and were shown a "quiet" picture when they engaged in perseverative speech (e.g., repetitive phrases or words). The number of scripted statements increased during treatment, with reductions in perseverative speech for all three students. One student's unscripted statements increased during intervention. Analysis of percentage of nonoverlapping data indicated that the intervention was highly effective for scripted statements, ineffective for unscripted statements, and produced variable results for total communicative statements. En ligne : http://dx.doi.org/10.1177/1088357607311447 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452

The Role of Procedural Integrity: Using Self-Monitoring to Enhance Discrete Trial Instruction (DTI) / Phil J. BELFIORE in Focus on Autism and Other Developmental Disabilities, 23-2 (June 2008)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 23-2 (June 2008) . - p.95-102 Titre : The Role of Procedural Integrity: Using Self-Monitoring to Enhance Discrete Trial Instruction (DTI) Type de document : Texte imprimé et/ou numérique Auteurs : Phil J. BELFIORE, Auteur ; Kevin M. FRITTS, Auteur ; Brian C. HERMAN, Auteur Année de publication : 2008 Article en page(s) : p.95-102 Langues : Anglais (eng) Mots-clés : evidence-based-practices autism auditory-processing autism-spectrum-disorders applied-behavior-analysis personnel-preparation Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine the effects of staff video self-monitoring (SM) training on the accuracy of delivering Discrete Trial Instruction (DTI) to students enrolled in a classroom for children with autism. Staff were trained to self-monitor a five-step DTI trial: (a) delivery of discriminative stimulus, (b) wait time for student response, (c) response-specific feedback, (d) immediacy of specific feedback, and (e) latency before delivery of next discriminative stimulus. The dependent measure was the accuracy of completing the five-step trial. Prior to intervention, staff were trained to criteria using videotapes of their teaching in scoring their DTI delivery. A multiple baseline design across staff was used to evaluate the effectiveness of SM. Results showed that video self-monitoring and self-evaluation increased the accuracy of DTI and, more specifically, the accuracy of managing the intertrial interval. En ligne : http://dx.doi.org/10.1177/1088357607311445 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 [article] The Role of Procedural Integrity: Using Self-Monitoring to Enhance Discrete Trial Instruction (DTI) [Texte imprimé et/ou numérique] / Phil J. BELFIORE, Auteur ; Kevin M. FRITTS, Auteur ; Brian C. HERMAN, Auteur . - 2008 . - p.95-102. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 23-2 (June 2008) . - p.95-102 Mots-clés : evidence-based-practices autism auditory-processing autism-spectrum-disorders applied-behavior-analysis personnel-preparation Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine the effects of staff video self-monitoring (SM) training on the accuracy of delivering Discrete Trial Instruction (DTI) to students enrolled in a classroom for children with autism. Staff were trained to self-monitor a five-step DTI trial: (a) delivery of discriminative stimulus, (b) wait time for student response, (c) response-specific feedback, (d) immediacy of specific feedback, and (e) latency before delivery of next discriminative stimulus. The dependent measure was the accuracy of completing the five-step trial. Prior to intervention, staff were trained to criteria using videotapes of their teaching in scoring their DTI delivery. A multiple baseline design across staff was used to evaluate the effectiveness of SM. Results showed that video self-monitoring and self-evaluation increased the accuracy of DTI and, more specifically, the accuracy of managing the intertrial interval. En ligne : http://dx.doi.org/10.1177/1088357607311445 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452

Promoting the Generalization of Paraprofessional Discrete Trial Teaching Skills / Janice BOLTON in Focus on Autism and Other Developmental Disabilities, 23-2 (June 2008)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 23-2 (June 2008) . - p.103-111 Titre : Promoting the Generalization of Paraprofessional Discrete Trial Teaching Skills Type de document : Texte imprimé et/ou numérique Auteurs : Janice BOLTON, Auteur ; Michele D. MAYER, Auteur Année de publication : 2008 Article en page(s) : p.103-111 Langues : Anglais (eng) Mots-clés : autism staff-training generalization general-case-instruction discrete-trial-instruction autism-spectrum-disorders personnel-preparation applied-behavior-analysis Index. décimale : PER Périodiques Résumé : This study investigated the effectiveness of a brief staff training procedure aimed at promoting the generalization of accurate implementation of discrete trial instruction from the training environment to the teaching environment. Three bachelor's-level paraprofessionals received classroom training using a training package that included didactic instruction, modeling, general case instruction, and practice with specific performance feedback. Participants were required to meet performance criteria of 98% accuracy or better to exit training. After successfully completing the training program, participants were followed into the treatment environment and shown to maintain a high level of treatment integrity in implementing varied discrete trial programs with children in early intervention and school-age services for periods of up to 23 weeks. En ligne : http://dx.doi.org/10.1177/1088357608316269 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 [article] Promoting the Generalization of Paraprofessional Discrete Trial Teaching Skills [Texte imprimé et/ou numérique] / Janice BOLTON, Auteur ; Michele D. MAYER, Auteur . - 2008 . - p.103-111. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 23-2 (June 2008) . - p.103-111 Mots-clés : autism staff-training generalization general-case-instruction discrete-trial-instruction autism-spectrum-disorders personnel-preparation applied-behavior-analysis Index. décimale : PER Périodiques Résumé : This study investigated the effectiveness of a brief staff training procedure aimed at promoting the generalization of accurate implementation of discrete trial instruction from the training environment to the teaching environment. Three bachelor's-level paraprofessionals received classroom training using a training package that included didactic instruction, modeling, general case instruction, and practice with specific performance feedback. Participants were required to meet performance criteria of 98% accuracy or better to exit training. After successfully completing the training program, participants were followed into the treatment environment and shown to maintain a high level of treatment integrity in implementing varied discrete trial programs with children in early intervention and school-age services for periods of up to 23 weeks. En ligne : http://dx.doi.org/10.1177/1088357608316269 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452

Scaffolding Strategies During Repeated Storybook Reading / Monica L. BELLON-HARN in Focus on Autism and Other Developmental Disabilities, 23-2 (June 2008)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 23-2 (June 2008) . - p.112-124 Titre : Scaffolding Strategies During Repeated Storybook Reading Type de document : Texte imprimé et/ou numérique Auteurs : Monica L. BELLON-HARN, Auteur ; William E. HARN, Auteur Année de publication : 2008 Article en page(s) : p.112-124 Langues : Anglais (eng) Mots-clés : voice-output-aids communication language-intervention speech—language-pathology repeated-storybook-reading Index. décimale : PER Périodiques Résumé : Adult scaffolding during repeated storybook reading was developed for children who use speech as their primary expressive modality, but through the use of augmentative and alternative communication, it has been extended to children who do not have functional, intelligible speech. Scaffolding strategies during repeated storybook reading and during repeated storybook reading plus augmentative and alternative communication were compared for a child with severe speech and language impairments. Although the overall number of utterances was greater during the augmentative and alternative communication condition, increases in phonological complexity occurred in both contexts because of adult scaffolding. Mean length of utterance, child initiations, correct responses to wh-questions, off-topic utterances, and repetition of adult models did not differ between the two conditions. Clinical implications are discussed. En ligne : http://dx.doi.org/10.1177/1088357608316606 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 [article] Scaffolding Strategies During Repeated Storybook Reading [Texte imprimé et/ou numérique] / Monica L. BELLON-HARN, Auteur ; William E. HARN, Auteur . - 2008 . - p.112-124. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 23-2 (June 2008) . - p.112-124 Mots-clés : voice-output-aids communication language-intervention speech—language-pathology repeated-storybook-reading Index. décimale : PER Périodiques Résumé : Adult scaffolding during repeated storybook reading was developed for children who use speech as their primary expressive modality, but through the use of augmentative and alternative communication, it has been extended to children who do not have functional, intelligible speech. Scaffolding strategies during repeated storybook reading and during repeated storybook reading plus augmentative and alternative communication were compared for a child with severe speech and language impairments. Although the overall number of utterances was greater during the augmentative and alternative communication condition, increases in phonological complexity occurred in both contexts because of adult scaffolding. Mean length of utterance, child initiations, correct responses to wh-questions, off-topic utterances, and repetition of adult models did not differ between the two conditions. Clinical implications are discussed. En ligne : http://dx.doi.org/10.1177/1088357608316606 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452

Enhancing and Accelerating the Pace of Autism Research and Treatment: The Promise of Developing Innovative Technology / Matthew GOODWIN in Focus on Autism and Other Developmental Disabilities, 23-2 (June 2008)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 23-2 (June 2008) . - p.125-128 Titre : Enhancing and Accelerating the Pace of Autism Research and Treatment: The Promise of Developing Innovative Technology Type de document : Texte imprimé et/ou numérique Auteurs : Matthew GOODWIN, Auteur Année de publication : 2008 Article en page(s) : p.125-128 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357608316678 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 [article] Enhancing and Accelerating the Pace of Autism Research and Treatment: The Promise of Developing Innovative Technology [Texte imprimé et/ou numérique] / Matthew GOODWIN, Auteur . - 2008 . - p.125-128. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 23-2 (June 2008) . - p.125-128 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357608316678 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452