Alignment of Instruction, Expectations, and Accountability Testing for Students With Autism Spectrum Disorder / Sara E. WITMER in Focus on Autism and Other Developmental Disabilities, 29-3 (September 2014)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 29-3 (September 2014) . - p.131-144 Titre : Alignment of Instruction, Expectations, and Accountability Testing for Students With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Sara E. WITMER, Auteur ; Summer J. FERRERI, Auteur Article en page(s) : p.131-144 Langues : Anglais (eng) Mots-clés : assessment  inclusion  instruction Index. décimale : PER Périodiques Résumé : Current large-scale assessment and accountability policies in the United States emphasize the need for all students to be appropriately included. However, there are many challenges to effective inclusion. Students with autism spectrum disorder (ASD) exhibit unique social communication and behavior challenges that can hinder their effective inclusion in instruction and testing. However, no studies have systematically examined how this unique group of students is currently included in accountability programs. A statewide representative sample of 191 teachers selected a student with ASD and reported on (a) the extent to which the student received instruction according to the general curriculum, (b) the teacher’s academic expectations for the student, and (c) the method by which the student participated in accountability testing. Results indicated that many students were reported to rarely receive instruction according to the general curriculum, and many were reported to participate in an alternate assessment. En ligne : http://dx.doi.org/10.1177/1088357614522294 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] Alignment of Instruction, Expectations, and Accountability Testing for Students With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Sara E. WITMER, Auteur ; Summer J. FERRERI, Auteur . - p.131-144. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 29-3 (September 2014) . - p.131-144 Mots-clés : assessment  inclusion  instruction Index. décimale : PER Périodiques Résumé : Current large-scale assessment and accountability policies in the United States emphasize the need for all students to be appropriately included. However, there are many challenges to effective inclusion. Students with autism spectrum disorder (ASD) exhibit unique social communication and behavior challenges that can hinder their effective inclusion in instruction and testing. However, no studies have systematically examined how this unique group of students is currently included in accountability programs. A statewide representative sample of 191 teachers selected a student with ASD and reported on (a) the extent to which the student received instruction according to the general curriculum, (b) the teacher’s academic expectations for the student, and (c) the method by which the student participated in accountability testing. Results indicated that many students were reported to rarely receive instruction according to the general curriculum, and many were reported to participate in an alternate assessment. En ligne : http://dx.doi.org/10.1177/1088357614522294 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

Collateral effects of mand training for children with autism / Joshua B. PLAVNICK in Research in Autism Spectrum Disorders, 6-4 (October-December 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-4 (October-December 2012) . - p.1366-1376 Titre : Collateral effects of mand training for children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Joshua B. PLAVNICK, Auteur ; Summer J. FERRERI, Auteur Année de publication : 2012 Article en page(s) : p.1366-1376 Langues : Anglais (eng) Mots-clés : Autism  Collateral effects  Mand training  Social skills  Verbal behavior Index. décimale : PER Périodiques Résumé : Proponents of the verbal behavior approach to instruction for individuals with autism have identified mand training as a starting point for early intervention. Mand training is a process whereby the learner is taught to request highly preferred items under conditions when those items are most valuable. A hypothesized benefit of this approach is that mand training has a collateral effect on nontargeted behavior, though empirical support for this hypothesis is currently tenuous. The present investigation examined the collateral effects of vocal mand training compared to vocal request training for 3 previously nonvocal children with autism. Levels of orienting toward a speaker, compliance with instruction, and overall problem behavior were measured across experimental conditions and analyzed using an alternating treatment design. Results indicate that problem behavior for all participants occurred at lower levels during mand training than request training and that the level of nontargeted social behavior (i.e., orienting and compliance) was higher during mand training for 2 participants and was similar across both conditions for the final participant. The results support the hypothesis that mand training can have a collateral impact on nontargeted behavior, though explicit instruction of social behaviors may also need to be embedded within mand training procedures. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.05.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165 [article] Collateral effects of mand training for children with autism [Texte imprimé et/ou numérique] / Joshua B. PLAVNICK, Auteur ; Summer J. FERRERI, Auteur . - 2012 . - p.1366-1376. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-4 (October-December 2012) . - p.1366-1376 Mots-clés : Autism  Collateral effects  Mand training  Social skills  Verbal behavior Index. décimale : PER Périodiques Résumé : Proponents of the verbal behavior approach to instruction for individuals with autism have identified mand training as a starting point for early intervention. Mand training is a process whereby the learner is taught to request highly preferred items under conditions when those items are most valuable. A hypothesized benefit of this approach is that mand training has a collateral effect on nontargeted behavior, though empirical support for this hypothesis is currently tenuous. The present investigation examined the collateral effects of vocal mand training compared to vocal request training for 3 previously nonvocal children with autism. Levels of orienting toward a speaker, compliance with instruction, and overall problem behavior were measured across experimental conditions and analyzed using an alternating treatment design. Results indicate that problem behavior for all participants occurred at lower levels during mand training than request training and that the level of nontargeted social behavior (i.e., orienting and compliance) was higher during mand training for 2 participants and was similar across both conditions for the final participant. The results support the hypothesis that mand training can have a collateral impact on nontargeted behavior, though explicit instruction of social behaviors may also need to be embedded within mand training procedures. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.05.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165

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