Components of Visual Literacy: Teaching Logos / Paul A. ALBERTO in Focus on Autism and Other Developmental Disabilities, 22-4 (Winter 2007)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 22-4 (Winter 2007) . - p.234-243 Titre : Components of Visual Literacy: Teaching Logos Type de document : Texte imprimé et/ou numérique Auteurs : Paul A. ALBERTO, Auteur ; David F. CIHAK, Auteur ; Laura D. FREDRICK, Auteur ; Melissa HUGHES, Auteur ; Laura MCINTOSH, Auteur Année de publication : 2007 Article en page(s) : p.234-243 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Definitions of literacy that focus solely on reading words provide too narrow a framework for many students with severe disabilities. Obtaining information from the environment may be accomplished in a variety of modes, such as visual literacy, which is the ability to discern meaning conveyed through images. A component of visual literacy is picture reading. This study demonstrates the teaching of logo reading through time delay as an additional component of visual literacy. Visual literacy is discussed as a primary means of obtaining information for some students and as an additional means of literacy for students who can also learn to read Words. En ligne : http://dx.doi.org/10.1177/10883576070220040501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=830 [article] Components of Visual Literacy: Teaching Logos [Texte imprimé et/ou numérique] / Paul A. ALBERTO, Auteur ; David F. CIHAK, Auteur ; Laura D. FREDRICK, Auteur ; Melissa HUGHES, Auteur ; Laura MCINTOSH, Auteur . - 2007 . - p.234-243. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 22-4 (Winter 2007) . - p.234-243 Index. décimale : PER Périodiques Résumé : Definitions of literacy that focus solely on reading words provide too narrow a framework for many students with severe disabilities. Obtaining information from the environment may be accomplished in a variety of modes, such as visual literacy, which is the ability to discern meaning conveyed through images. A component of visual literacy is picture reading. This study demonstrates the teaching of logo reading through time delay as an additional component of visual literacy. Visual literacy is discussed as a primary means of obtaining information for some students and as an additional means of literacy for students who can also learn to read Words. En ligne : http://dx.doi.org/10.1177/10883576070220040501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=830

Concept Mastery Routines to Teach Social Skills to Elementary Children with High Functioning Autism / Kelle M. LAUSHEY in Journal of Autism and Developmental Disorders, 39-10 (October 2009)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 39-10 (October 2009) . - p.1435-1448 Titre : Concept Mastery Routines to Teach Social Skills to Elementary Children with High Functioning Autism Type de document : Texte imprimé et/ou numérique Auteurs : Kelle M. LAUSHEY, Auteur ; L. Juane HEFLIN, Auteur ; Laura D. FREDRICK, Auteur ; Margaret SHIPPEN, Auteur ; Paul A. ALBERTO, Auteur Année de publication : 2009 Article en page(s) : p.1435-1448 Langues : Anglais (eng) Mots-clés : Social-skills High-functioning-autism Concept-mastery-routines Index. décimale : PER Périodiques Résumé : Children with autism are included in general education classrooms for exposure to appropriate social models; however, simply placing children with autism with typical peers is insufficient for promoting desired gains in social skills. A multiple baseline design was used to explore the effects of concept mastery routines (CMR) on social skills for four elementary-age boys with high functioning autism. Visual and non-parametric analyses support the conclusion that small group instruction with typical peers via the CMR was effective for increasing responses, initiations, and recognition of emotional states. The skills taught in small groups generalized when the visual strategy of the completed concept diagram was taken to another setting. Most importantly, the four boys experienced improved social status following intervention. En ligne : http://dx.doi.org/10.1007/s10803-009-0757-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=839 [article] Concept Mastery Routines to Teach Social Skills to Elementary Children with High Functioning Autism [Texte imprimé et/ou numérique] / Kelle M. LAUSHEY, Auteur ; L. Juane HEFLIN, Auteur ; Laura D. FREDRICK, Auteur ; Margaret SHIPPEN, Auteur ; Paul A. ALBERTO, Auteur . - 2009 . - p.1435-1448. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 39-10 (October 2009) . - p.1435-1448 Mots-clés : Social-skills High-functioning-autism Concept-mastery-routines Index. décimale : PER Périodiques Résumé : Children with autism are included in general education classrooms for exposure to appropriate social models; however, simply placing children with autism with typical peers is insufficient for promoting desired gains in social skills. A multiple baseline design was used to explore the effects of concept mastery routines (CMR) on social skills for four elementary-age boys with high functioning autism. Visual and non-parametric analyses support the conclusion that small group instruction with typical peers via the CMR was effective for increasing responses, initiations, and recognition of emotional states. The skills taught in small groups generalized when the visual strategy of the completed concept diagram was taken to another setting. Most importantly, the four boys experienced improved social status following intervention. En ligne : http://dx.doi.org/10.1007/s10803-009-0757-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=839

From the Editors / L. Juane HEFLIN in Focus on Autism and Other Developmental Disabilities, 27-4 (December 2012)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 27-4 (December 2012) . - p.199 Titre : From the Editors Type de document : Texte imprimé et/ou numérique Auteurs : L. Juane HEFLIN, Auteur ; Paul A. ALBERTO, Auteur Article en page(s) : p.199 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357612460654 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184 [article] From the Editors [Texte imprimé et/ou numérique] / L. Juane HEFLIN, Auteur ; Paul A. ALBERTO, Auteur . - p.199. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 27-4 (December 2012) . - p.199 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357612460654 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184

Literacy: Introduction to the Special Series / Paul A. ALBERTO in Focus on Autism and Other Developmental Disabilities, 22-4 (Winter 2007)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 22-4 (Winter 2007) . - p.204-205 Titre : Literacy: Introduction to the Special Series Type de document : Texte imprimé et/ou numérique Auteurs : Paul A. ALBERTO, Auteur ; L. Juane HEFLIN, Auteur Année de publication : 2007 Article en page(s) : p.204-205 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/10883576070220040201 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=830 [article] Literacy: Introduction to the Special Series [Texte imprimé et/ou numérique] / Paul A. ALBERTO, Auteur ; L. Juane HEFLIN, Auteur . - 2007 . - p.204-205. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 22-4 (Winter 2007) . - p.204-205 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/10883576070220040201 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=830

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)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 33-2 (June 2018) . - p.100-110 Titre : The Use of Cell Phones to Address Safety Skills for Students With a Moderate ID in Community-Based Settings Type de document : Texte imprimé et/ou numérique Auteurs : Laura A. BASSETTE, Auteur ; Teresa TABER-DOUGHTY, Auteur ; Roberto I. GAMA, Auteur ; Paul A. ALBERTO, Auteur ; Gulnoza YAKUBOVA, Auteur ; David CIHAK, Auteur Article en page(s) : p.100-110 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine the impact of a video modeling (VM) intervention in conjunction with a system of least prompts (SLP) to teach safety skills using cell phones to students with a moderate intellectual disability. A multiple-probe design across three participants was used to assess student acquisition in taking and sending a picture of a key identifier (i.e., a sign) during a role-play scenario in which students pretended to be lost in the community. Intervention sessions were conducted at the students? middle school, at their community-based instruction site, and at an unfamiliar community location. All students successfully learned to take and send the picture in the community locations at the mastery criterion and generalized the skills at an unfamiliar community site. Implications of the use of VM to address the integration of technology with safety skill instruction and other areas of future research are discussed. En ligne : https://doi.org/10.1177/1088357616667590 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=363 [article] The Use of Cell Phones to Address Safety Skills for Students With a Moderate ID in Community-Based Settings [Texte imprimé et/ou numérique] / Laura A. BASSETTE, Auteur ; Teresa TABER-DOUGHTY, Auteur ; Roberto I. GAMA, Auteur ; Paul A. ALBERTO, Auteur ; Gulnoza YAKUBOVA, Auteur ; David CIHAK, Auteur . - p.100-110. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 33-2 (June 2018) . - p.100-110 Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine the impact of a video modeling (VM) intervention in conjunction with a system of least prompts (SLP) to teach safety skills using cell phones to students with a moderate intellectual disability. A multiple-probe design across three participants was used to assess student acquisition in taking and sending a picture of a key identifier (i.e., a sign) during a role-play scenario in which students pretended to be lost in the community. Intervention sessions were conducted at the students? middle school, at their community-based instruction site, and at an unfamiliar community location. All students successfully learned to take and send the picture in the community locations at the mastery criterion and generalized the skills at an unfamiliar community site. Implications of the use of VM to address the integration of technology with safety skill instruction and other areas of future research are discussed. En ligne : https://doi.org/10.1177/1088357616667590 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=363

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)  

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