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)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-3 (March 2012) . - p.378-389 Titre : Using Explicit Instruction to Teach Science Descriptors to Students with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Victoria KNIGHT, Auteur ; Bethany R. SMITH, Auteur ; Fred SPOONER, Auteur ; Diane M. BROWDER, Auteur Année de publication : 2012 Article en page(s) : p.378-389 Langues : Anglais (eng) Mots-clés : Science content  Explicit instruction  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : Science content is one area of general curriculum access that needs more investigation. Explicit instruction is effective for teaching students with high incidence disabilities a variety of skills, including science content. In this study, we taught three elementary aged students with autism spectrum disorder to acquire science descriptors (e.g., wet) and then generalization to novel objects, pictures, and within a science inquiry lesson via explicit instruction. A multiple probe across behaviors with concurrent replication across participants design measured the effects of the intervention. All three participants met criterion, some were able to generalize to novel objects, pictures, and objects within science inquiry lesson. Outcomes are discussed from the perspective of implications for practice and future research investigations. En ligne : http://dx.doi.org/10.1007/s10803-011-1258-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=152 [article] Using Explicit Instruction to Teach Science Descriptors to Students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Victoria KNIGHT, Auteur ; Bethany R. SMITH, Auteur ; Fred SPOONER, Auteur ; Diane M. BROWDER, Auteur . - 2012 . - p.378-389. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-3 (March 2012) . - p.378-389 Mots-clés : Science content  Explicit instruction  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : Science content is one area of general curriculum access that needs more investigation. Explicit instruction is effective for teaching students with high incidence disabilities a variety of skills, including science content. In this study, we taught three elementary aged students with autism spectrum disorder to acquire science descriptors (e.g., wet) and then generalization to novel objects, pictures, and within a science inquiry lesson via explicit instruction. A multiple probe across behaviors with concurrent replication across participants design measured the effects of the intervention. All three participants met criterion, some were able to generalize to novel objects, pictures, and objects within science inquiry lesson. Outcomes are discussed from the perspective of implications for practice and future research investigations. En ligne : http://dx.doi.org/10.1007/s10803-011-1258-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=152

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)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 28-2 (June 2013) . - p.115-126 Titre : Using Systematic Instruction and Graphic Organizers to Teach Science Concepts to Students With Autism Spectrum Disorders and Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : Victoria F. KNIGHT, Auteur ; Fred SPOONER, Auteur ; Diane M. BROWDER, Auteur ; Bethany R. SMITH, Auteur ; Charles L. WOOD, Auteur Article en page(s) : p.115-126 Langues : Anglais (eng) Mots-clés : science  graphic organizer  comprehension  systematic instruction  students with ASD and intellectual disability Index. décimale : PER Périodiques Résumé : Literacy in science is important for all students and is one component of access and progress in the general education curriculum. One barrier to science literacy for students with autism spectrum disorders (ASD) is the extensive amount of vocabulary involved in comprehending science content. Based on the inherent link between vocabulary knowledge and comprehension, graphic organizers (GOs) paired with explicit instruction can improve vocabulary as well as comprehension for students with disabilities. Using a multiple probe design, three students with ASD and intellectual disability were taught various scientific concepts related to convection (e.g., precipitation, condensation) via systematic instruction that included constant time delay and multiple exemplars of a teacher-directed GO. A functional relation was demonstrated between the GO with systematic instruction and students’ number of correct steps completed on the task analysis. Future research and implications for practice are discussed. En ligne : http://dx.doi.org/10.1177/1088357612475301 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=201 [article] Using Systematic Instruction and Graphic Organizers to Teach Science Concepts to Students With Autism Spectrum Disorders and Intellectual Disability [Texte imprimé et/ou numérique] / Victoria F. KNIGHT, Auteur ; Fred SPOONER, Auteur ; Diane M. BROWDER, Auteur ; Bethany R. SMITH, Auteur ; Charles L. WOOD, Auteur . - p.115-126. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 28-2 (June 2013) . - p.115-126 Mots-clés : science  graphic organizer  comprehension  systematic instruction  students with ASD and intellectual disability Index. décimale : PER Périodiques Résumé : Literacy in science is important for all students and is one component of access and progress in the general education curriculum. One barrier to science literacy for students with autism spectrum disorders (ASD) is the extensive amount of vocabulary involved in comprehending science content. Based on the inherent link between vocabulary knowledge and comprehension, graphic organizers (GOs) paired with explicit instruction can improve vocabulary as well as comprehension for students with disabilities. Using a multiple probe design, three students with ASD and intellectual disability were taught various scientific concepts related to convection (e.g., precipitation, condensation) via systematic instruction that included constant time delay and multiple exemplars of a teacher-directed GO. A functional relation was demonstrated between the GO with systematic instruction and students’ number of correct steps completed on the task analysis. Future research and implications for practice are discussed. En ligne : http://dx.doi.org/10.1177/1088357612475301 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=201

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