School Psychology and Education Professionals / Aaron J. FISCHER

Public ISBD in Handbook of Interdisciplinary Treatments for Autism Spectrum Disorder / Robert D. RIESKE Titre : School Psychology and Education Professionals Type de document : Texte imprimé et/ou numérique Auteurs : Aaron J. FISCHER, Auteur ; Erica LEHMAN, Auteur ; Natalie JENSEN, Auteur ; Heather S. DAVIS, Auteur Année de publication : 2019 Importance : p.335-354 Langues : Anglais (eng) Index. décimale : AUT-F AUT-F - L'Autisme - Soins Résumé : For individuals with ASD who are in educational settings, the role of the staff—teachers, aides, and school psychologists—is a crucial component to successful treatment. This chapter addresses common problems individuals within educational settings experience as well as the importance of staff support and expertise within the broader treatment context of the interdisciplinary team. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=418 in Handbook of Interdisciplinary Treatments for Autism Spectrum Disorder / Robert D. RIESKE School Psychology and Education Professionals [Texte imprimé et/ou numérique] / Aaron J. FISCHER, Auteur ; Erica LEHMAN, Auteur ; Natalie JENSEN, Auteur ; Heather S. DAVIS, Auteur . - 2019 . - p.335-354. Langues : Anglais (eng) Index. décimale : AUT-F AUT-F - L'Autisme - Soins Résumé : For individuals with ASD who are in educational settings, the role of the staff—teachers, aides, and school psychologists—is a crucial component to successful treatment. This chapter addresses common problems individuals within educational settings experience as well as the importance of staff support and expertise within the broader treatment context of the interdisciplinary team. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=418

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The effect of instructional use of an iPad® on challenging behavior and academic engagement for two students with autism / Leslie NEELY in Research in Autism Spectrum Disorders, 7-4 (April 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-4 (April 2013) . - p.509-516 Titre : The effect of instructional use of an iPad® on challenging behavior and academic engagement for two students with autism Type de document : Texte imprimé et/ou numérique Auteurs : Leslie NEELY, Auteur ; Mandy RISPOLI, Auteur ; Siglia CAMARGO, Auteur ; Heather S. DAVIS, Auteur ; Margot B. BOLES, Auteur Article en page(s) : p.509-516 Langues : Anglais (eng) Mots-clés : iPad®  Autism spectrum disorder  Challenging behavior  Academic demand Index. décimale : PER Périodiques Résumé : iPads® are increasingly used in the education of children with autism spectrum disorder. However, few empirical studies have examined the effects of iPads® on student behaviors. The purpose of this study was to compare academic instruction delivered with an iPad® to instruction delivered through traditional materials for two students with autism spectrum disorder who engaged in escape-maintained challenging behavior. An ABAB reversal design was utilized in which academic instruction with an iPad® and academic instruction with traditional materials were compared. Both participants demonstrated lower levels of challenging behavior and higher levels of academic engagement in the iPad® condition and higher levels of challenging behavior with lower levels of academic engagement during the traditional materials condition. These results suggest that the use of an iPad® as a means of instructional delivery may reduce escape-maintained behavior for some children with autism. Suggestions for future research directions are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.12.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192 [article] The effect of instructional use of an iPad® on challenging behavior and academic engagement for two students with autism [Texte imprimé et/ou numérique] / Leslie NEELY, Auteur ; Mandy RISPOLI, Auteur ; Siglia CAMARGO, Auteur ; Heather S. DAVIS, Auteur ; Margot B. BOLES, Auteur . - p.509-516. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-4 (April 2013) . - p.509-516 Mots-clés : iPad®  Autism spectrum disorder  Challenging behavior  Academic demand Index. décimale : PER Périodiques Résumé : iPads® are increasingly used in the education of children with autism spectrum disorder. However, few empirical studies have examined the effects of iPads® on student behaviors. The purpose of this study was to compare academic instruction delivered with an iPad® to instruction delivered through traditional materials for two students with autism spectrum disorder who engaged in escape-maintained challenging behavior. An ABAB reversal design was utilized in which academic instruction with an iPad® and academic instruction with traditional materials were compared. Both participants demonstrated lower levels of challenging behavior and higher levels of academic engagement in the iPad® condition and higher levels of challenging behavior with lower levels of academic engagement during the traditional materials condition. These results suggest that the use of an iPad® as a means of instructional delivery may reduce escape-maintained behavior for some children with autism. Suggestions for future research directions are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.12.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192

Video-based modeling: Differential effects due to treatment protocol / Rose A. MASON in Research in Autism Spectrum Disorders, 7-1 (January 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-1 (January 2013) . - p.120-31 Titre : Video-based modeling: Differential effects due to treatment protocol Type de document : Texte imprimé et/ou numérique Auteurs : Rose A. MASON, Auteur ; Jennifer B. GANZ, Auteur ; Richard I. PARKER, Auteur ; Margot B. BOLES, Auteur ; Heather S. DAVIS, Auteur ; Mandy RISPOLI, Auteur Année de publication : 2013 Article en page(s) : p.120-31 Langues : Anglais (eng) Mots-clés : Video modeling  Special education  Developmental disabilities  Autism spectrum disorders  Meta-analysis  Improvement rate difference  Intervention Index. décimale : PER Périodiques Résumé : Identifying evidence-based practices for individuals with disabilities requires specification of procedural implementation. Video-based modeling (VBM), consisting of both video self-modeling and video modeling with others as model (VMO), is one class of interventions that has frequently been explored in the literature. However, current information related to differential effects that occur based on variations in procedural implementation is not available. The purpose of this study was to analyze VBM with individuals with disabilities using improvement rate difference meta-analytic procedures. The impact of type of VBM and type of model was investigated as well as the differential effects that occur when VBM is implemented alone or as a component of a package. In addition, the quality of research is assessed. Results yielded an overall large effect size of .81 CI.834 [.80, .82] with a range from −.26 to .96. No statistically significant differences were found based on type of VBM. However, when disaggregated by model, differential effects were indicated with VMO with adult as model demonstrating the greatest magnitude of change. Additionally, VMO with reinforcement demonstrated greater effects then when delivered alone or as part of a package. Implications for practice and future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.08.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179 [article] Video-based modeling: Differential effects due to treatment protocol [Texte imprimé et/ou numérique] / Rose A. MASON, Auteur ; Jennifer B. GANZ, Auteur ; Richard I. PARKER, Auteur ; Margot B. BOLES, Auteur ; Heather S. DAVIS, Auteur ; Mandy RISPOLI, Auteur . - 2013 . - p.120-31. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-1 (January 2013) . - p.120-31 Mots-clés : Video modeling  Special education  Developmental disabilities  Autism spectrum disorders  Meta-analysis  Improvement rate difference  Intervention Index. décimale : PER Périodiques Résumé : Identifying evidence-based practices for individuals with disabilities requires specification of procedural implementation. Video-based modeling (VBM), consisting of both video self-modeling and video modeling with others as model (VMO), is one class of interventions that has frequently been explored in the literature. However, current information related to differential effects that occur based on variations in procedural implementation is not available. The purpose of this study was to analyze VBM with individuals with disabilities using improvement rate difference meta-analytic procedures. The impact of type of VBM and type of model was investigated as well as the differential effects that occur when VBM is implemented alone or as a component of a package. In addition, the quality of research is assessed. Results yielded an overall large effect size of .81 CI.834 [.80, .82] with a range from −.26 to .96. No statistically significant differences were found based on type of VBM. However, when disaggregated by model, differential effects were indicated with VMO with adult as model demonstrating the greatest magnitude of change. Additionally, VMO with reinforcement demonstrated greater effects then when delivered alone or as part of a package. Implications for practice and future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.08.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179

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