Brief Report: Learning Via the Electronic Interactive Whiteboard for Two Students with Autism and a Student with Moderate Intellectual Disability / Gulnoza YAKUBOVA in Journal of Autism and Developmental Disorders, 43-6 (June 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-6 (June 2013) . - p.1465-1472 Titre : Brief Report: Learning Via the Electronic Interactive Whiteboard for Two Students with Autism and a Student with Moderate Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : Gulnoza YAKUBOVA, Auteur ; Teresa TABER-DOUGHTY, Auteur Article en page(s) : p.1465-1472 Langues : Anglais (eng) Mots-clés : Interactive whiteboard  Autism  Instructional technology  Video modeling Index. décimale : PER Périodiques Résumé : The effects of a multicomponent intervention (a self-operated video modeling and self-monitoring delivered via an electronic interactive whiteboard (IWB) and a system of least prompts) on skill acquisition and interaction behavior of two students with autism and one student with moderate intellectual disability were examined using a multi-probe across students design. Students were taught to operate and view video modeling clips, perform a chain of novel tasks and self-monitor task performance using a SMART Board IWB. Results support the effectiveness of a multicomponent intervention in improving students’ skill acquisition. Results also highlight the use of this technology as a self-operated and interactive device rather than a traditional teacher-operated device to enhance students’ active participation in learning. En ligne : http://dx.doi.org/10.1007/s10803-012-1682-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=201 [article] Brief Report: Learning Via the Electronic Interactive Whiteboard for Two Students with Autism and a Student with Moderate Intellectual Disability [Texte imprimé et/ou numérique] / Gulnoza YAKUBOVA, Auteur ; Teresa TABER-DOUGHTY, Auteur . - p.1465-1472. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-6 (June 2013) . - p.1465-1472 Mots-clés : Interactive whiteboard  Autism  Instructional technology  Video modeling Index. décimale : PER Périodiques Résumé : The effects of a multicomponent intervention (a self-operated video modeling and self-monitoring delivered via an electronic interactive whiteboard (IWB) and a system of least prompts) on skill acquisition and interaction behavior of two students with autism and one student with moderate intellectual disability were examined using a multi-probe across students design. Students were taught to operate and view video modeling clips, perform a chain of novel tasks and self-monitor task performance using a SMART Board IWB. Results support the effectiveness of a multicomponent intervention in improving students’ skill acquisition. Results also highlight the use of this technology as a self-operated and interactive device rather than a traditional teacher-operated device to enhance students’ active participation in learning. En ligne : http://dx.doi.org/10.1007/s10803-012-1682-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=201

Does Latency in Recording Data Make a Difference? Confirming the Accuracy of Teachers’ Data / Teresa TABER-DOUGHTY in Focus on Autism and Other Developmental Disabilities, 27-3 (September 2012)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 27-3 (September 2012) . - p.168-176 Titre : Does Latency in Recording Data Make a Difference? Confirming the Accuracy of Teachers’ Data Type de document : Texte imprimé et/ou numérique Auteurs : Teresa TABER-DOUGHTY, Auteur ; Andrea JASPER, Auteur Année de publication : 2012 Article en page(s) : p.168-176 Langues : Anglais (eng) Mots-clés : data collection  latency  accuracy  reliability  direct measurement Index. décimale : PER Périodiques Résumé : The effects of latency on the accuracy of data recorded by three special education teachers were examined in this study. Teachers recorded data on the target behaviors of three students with varying disabilities. The accuracy of data recorded was assessed during three time periods: immediately after the target behavior occurred, at the end of the school day, and the following school day. A multielement design was used to evaluate data accuracy. Results were interpreted to confirm that data recorded immediately after a behavior occurred were more accurate and reliable than data documented at the end of the school day or the start of the following school day. In addition, data recorded by each teacher had a mean agreement of 97% or above for the time period immediately after a student’s behavior occurred. Furthermore, each teacher reported that it was beneficial to record data immediately after the target behavior occurred. Implications and future research directions are provided. En ligne : http://dx.doi.org/10.1177/1088357612451121 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179 [article] Does Latency in Recording Data Make a Difference? Confirming the Accuracy of Teachers’ Data [Texte imprimé et/ou numérique] / Teresa TABER-DOUGHTY, Auteur ; Andrea JASPER, Auteur . - 2012 . - p.168-176. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 27-3 (September 2012) . - p.168-176 Mots-clés : data collection  latency  accuracy  reliability  direct measurement Index. décimale : PER Périodiques Résumé : The effects of latency on the accuracy of data recorded by three special education teachers were examined in this study. Teachers recorded data on the target behaviors of three students with varying disabilities. The accuracy of data recorded was assessed during three time periods: immediately after the target behavior occurred, at the end of the school day, and the following school day. A multielement design was used to evaluate data accuracy. Results were interpreted to confirm that data recorded immediately after a behavior occurred were more accurate and reliable than data documented at the end of the school day or the start of the following school day. In addition, data recorded by each teacher had a mean agreement of 97% or above for the time period immediately after a student’s behavior occurred. Furthermore, each teacher reported that it was beneficial to record data immediately after the target behavior occurred. Implications and future research directions are provided. En ligne : http://dx.doi.org/10.1177/1088357612451121 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179

High-Tech or Low-Tech? Comparing Self-Monitoring Systems to Increase Task Independence for Students With Autism / Emily C. BOUCK 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.156-167 Titre : High-Tech or Low-Tech? Comparing Self-Monitoring Systems to Increase Task Independence for Students With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Emily C. BOUCK, Auteur ; Melissa N. SAVAGE, Auteur ; Nancy K. MEYER, Auteur ; Teresa TABER-DOUGHTY, Auteur ; Megan HUNLEY, Auteur Article en page(s) : p.156-167 Langues : Anglais (eng) Mots-clés : high school  age  functional skills  independence  autism spectrum disorders  daily living  skills  intellectual disability Index. décimale : PER Périodiques Résumé : Independence is the ultimate goal for students with disabilities, including secondary students with autism. One avenue targeted for increasing independence and decreasing prompt-dependency is through self-monitoring. In this study, investigators sought to determine whether a difference exists in levels of task independence when three students with autism complete food preparation tasks while self-monitoring using a low-tech treatment (paper/pencil) and high-tech treatment (iPad). Although both interventions decreased the need for prompting thereby increasing independence, students needed less assistance when using the iPad. Students also maintained their levels of independence in food preparation following summer vacation. Social validity interviews indicated students preferred self-monitoring with the iPad over the paper/pencil. En ligne : http://dx.doi.org/10.1177/1088357614528797 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] High-Tech or Low-Tech? Comparing Self-Monitoring Systems to Increase Task Independence for Students With Autism [Texte imprimé et/ou numérique] / Emily C. BOUCK, Auteur ; Melissa N. SAVAGE, Auteur ; Nancy K. MEYER, Auteur ; Teresa TABER-DOUGHTY, Auteur ; Megan HUNLEY, Auteur . - p.156-167. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 29-3 (September 2014) . - p.156-167 Mots-clés : high school  age  functional skills  independence  autism spectrum disorders  daily living  skills  intellectual disability Index. décimale : PER Périodiques Résumé : Independence is the ultimate goal for students with disabilities, including secondary students with autism. One avenue targeted for increasing independence and decreasing prompt-dependency is through self-monitoring. In this study, investigators sought to determine whether a difference exists in levels of task independence when three students with autism complete food preparation tasks while self-monitoring using a low-tech treatment (paper/pencil) and high-tech treatment (iPad). Although both interventions decreased the need for prompting thereby increasing independence, students needed less assistance when using the iPad. Students also maintained their levels of independence in food preparation following summer vacation. Social validity interviews indicated students preferred self-monitoring with the iPad over the paper/pencil. En ligne : http://dx.doi.org/10.1177/1088357614528797 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

Improving Problem-Solving Performance of Students With Autism Spectrum Disorders / Gulnoza YAKUBOVA in Focus on Autism and Other Developmental Disabilities, 32-1 (March 2017)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 32-1 (March 2017) . - p.3-17 Titre : Improving Problem-Solving Performance of Students With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Gulnoza YAKUBOVA, Auteur ; Teresa TABER-DOUGHTY, Auteur Article en page(s) : p.3-17 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The effectiveness of a multicomponent intervention to improve the problem-solving performance of students with autism spectrum disorders (ASD) during vocational tasks was examined. A multiple-probe across-students design was used to illustrate the effectiveness of point-of-view video modeling paired with practice sessions and a self-operated cue sheet to solve problems encountered during vocational tasks. Following intervention, all students improved performance and generalized problem-solving skills to a second untrained setting. Three of four students maintained performance at a 6-week follow-up. Overall, evidence indicated that students with ASD could learn to engage in problem solving independently following the intervention. En ligne : http://dx.doi.org/10.1177/1088357615587506 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303 [article] Improving Problem-Solving Performance of Students With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Gulnoza YAKUBOVA, Auteur ; Teresa TABER-DOUGHTY, Auteur . - p.3-17. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 32-1 (March 2017) . - p.3-17 Index. décimale : PER Périodiques Résumé : The effectiveness of a multicomponent intervention to improve the problem-solving performance of students with autism spectrum disorders (ASD) during vocational tasks was examined. A multiple-probe across-students design was used to illustrate the effectiveness of point-of-view video modeling paired with practice sessions and a self-operated cue sheet to solve problems encountered during vocational tasks. Following intervention, all students improved performance and generalized problem-solving skills to a second untrained setting. Three of four students maintained performance at a 6-week follow-up. Overall, evidence indicated that students with ASD could learn to engage in problem solving independently following the intervention. En ligne : http://dx.doi.org/10.1177/1088357615587506 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303

Special Educators and Data Recording: What’s Delayed Recording Got to Do With It? / Andrea D. JASPER in Focus on Autism and Other Developmental Disabilities, 30-3 (September 2015)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 30-3 (September 2015) . - p.143-153 Titre : Special Educators and Data Recording: What’s Delayed Recording Got to Do With It? Type de document : Texte imprimé et/ou numérique Auteurs : Andrea D. JASPER, Auteur ; Teresa TABER-DOUGHTY, Auteur Article en page(s) : p.143-153 Langues : Anglais (eng) Mots-clés : data recording  delayed recording  special educators  disabilities Index. décimale : PER Périodiques Résumé : This study examined the effects of delayed recording on the accuracy of data recorded by special educators serving students with high- or low-incidence disabilities. A multi-element design was used to compare the accuracy of data recorded across three conditions: (a) immediately after a student’s target behavior occurred, (b) immediately after the conclusion of the instructional lesson, and (c) 3 hr after the conclusion of the instructional lesson. Results indicated special educators achieved higher levels of agreement recording data immediately after a student’s target behavior occurred and immediately after the conclusion of the instructional lesson. En ligne : http://dx.doi.org/10.1177/1088357614547809 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=266 [article] Special Educators and Data Recording: What’s Delayed Recording Got to Do With It? [Texte imprimé et/ou numérique] / Andrea D. JASPER, Auteur ; Teresa TABER-DOUGHTY, Auteur . - p.143-153. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 30-3 (September 2015) . - p.143-153 Mots-clés : data recording  delayed recording  special educators  disabilities Index. décimale : PER Périodiques Résumé : This study examined the effects of delayed recording on the accuracy of data recorded by special educators serving students with high- or low-incidence disabilities. A multi-element design was used to compare the accuracy of data recorded across three conditions: (a) immediately after a student’s target behavior occurred, (b) immediately after the conclusion of the instructional lesson, and (c) 3 hr after the conclusion of the instructional lesson. Results indicated special educators achieved higher levels of agreement recording data immediately after a student’s target behavior occurred and immediately after the conclusion of the instructional lesson. En ligne : http://dx.doi.org/10.1177/1088357614547809 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=266

The Picture Plus Discussion Intervention: Text Access for High School Students with Moderate Intellectual Disability / Jordan SHURR in Focus on Autism and Other Developmental Disabilities, 32-3 (September 2017)  

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The Use of Cell Phones to Address Safety Skills for Students With a Moderate ID in Community-Based Settings / Laura A. BASSETTE in Focus on Autism and Other Developmental Disabilities, 33-2 (June 2018)  

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Virtual and Concrete Manipulatives: A Comparison of Approaches for Solving Mathematics Problems for Students with Autism Spectrum Disorder / Emily C. BOUCK in Journal of Autism and Developmental Disorders, 44-1 (January 2014)  

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