Dépouillements

Effective Mathematics Instruction for Students With Moderate and Severe Disabilities: A Review of the Literature / Jessica A. BOWMAN in Focus on Autism and Other Developmental Disabilities, 34-4 (December 2019)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 34-4 (December 2019) . - p.195-204 Titre : Effective Mathematics Instruction for Students With Moderate and Severe Disabilities: A Review of the Literature Type de document : Texte imprimé et/ou numérique Auteurs : Jessica A. BOWMAN, Auteur ; John MCDONNELL, Auteur ; Joanna H. RYAN, Auteur ; Olivia FUDGE-COLEMAN, Auteur Article en page(s) : p.195-204 Langues : Anglais (eng) Mots-clés : mathematics  instruction  access to the general curriculum  intellectual disability  autism  moderate disability  severe disability  concrete representations  manipulatives  anchored instruction  math stories  in vivo  systematic instruction  technology Index. décimale : PER Périodiques Résumé : Educational programs for students with moderate and severe disabilities (MSD) have undergone drastic changes since the mandate for access to the general curriculum was provided by Individuals With Disabilities Education Act. Since then, educators have struggled to find methods to use to promote optimal learning, including in the area of mathematics. The purpose of this systematic literature review was to provide an update on research related to teaching mathematics to students with MSD published from 2005 to 2017. Results from the included studies indicated that mathematics research has started to diversify in the skills that are being taught to this population. In addition to skills taught, current research has continued to inform the field on some promising methods that can be used to teach a broader range of mathematics skills. Emerging strategies that were identified included the use of concrete representations, anchored instruction, and instructional technology. Suggestions for future research are discussed. En ligne : https://doi.org/10.1177/1088357619827932 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410 [article] Effective Mathematics Instruction for Students With Moderate and Severe Disabilities: A Review of the Literature [Texte imprimé et/ou numérique] / Jessica A. BOWMAN, Auteur ; John MCDONNELL, Auteur ; Joanna H. RYAN, Auteur ; Olivia FUDGE-COLEMAN, Auteur . - p.195-204. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 34-4 (December 2019) . - p.195-204 Mots-clés : mathematics  instruction  access to the general curriculum  intellectual disability  autism  moderate disability  severe disability  concrete representations  manipulatives  anchored instruction  math stories  in vivo  systematic instruction  technology Index. décimale : PER Périodiques Résumé : Educational programs for students with moderate and severe disabilities (MSD) have undergone drastic changes since the mandate for access to the general curriculum was provided by Individuals With Disabilities Education Act. Since then, educators have struggled to find methods to use to promote optimal learning, including in the area of mathematics. The purpose of this systematic literature review was to provide an update on research related to teaching mathematics to students with MSD published from 2005 to 2017. Results from the included studies indicated that mathematics research has started to diversify in the skills that are being taught to this population. In addition to skills taught, current research has continued to inform the field on some promising methods that can be used to teach a broader range of mathematics skills. Emerging strategies that were identified included the use of concrete representations, anchored instruction, and instructional technology. Suggestions for future research are discussed. En ligne : https://doi.org/10.1177/1088357619827932 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410

Effects of Shared Reading on the Early Language and Literacy Skills of Children With Autism Spectrum Disorders: A Systematic Review / Susannah A. BOYLE in Focus on Autism and Other Developmental Disabilities, 34-4 (December 2019)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 34-4 (December 2019) . - p.205-214 Titre : Effects of Shared Reading on the Early Language and Literacy Skills of Children With Autism Spectrum Disorders: A Systematic Review Type de document : Texte imprimé et/ou numérique Auteurs : Susannah A. BOYLE, Auteur ; David MCNAUGHTON, Auteur ; Shelley E. CHAPIN, Auteur Article en page(s) : p.205-214 Langues : Anglais (eng) Mots-clés : augmentative and alternative communication  dialogic reading  interactive reading  shared story reading  story-based lessons Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASDs) often demonstrate delays in early language and literacy skills. Shared reading, the practice of adults reading aloud to children while using behaviors (e.g., asking questions) that are meant to promote interaction between the adult and child, is an intervention that has had positive effects on those early skills for typically developing children. A meta-analysis of 11 shared reading interventions with children with ASD was conducted, and positive effects were found for listening comprehension, expressive communication, and other communicative and noncommunicative acts. En ligne : https://doi.org/10.1177/1088357619838276 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410 [article] Effects of Shared Reading on the Early Language and Literacy Skills of Children With Autism Spectrum Disorders: A Systematic Review [Texte imprimé et/ou numérique] / Susannah A. BOYLE, Auteur ; David MCNAUGHTON, Auteur ; Shelley E. CHAPIN, Auteur . - p.205-214. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 34-4 (December 2019) . - p.205-214 Mots-clés : augmentative and alternative communication  dialogic reading  interactive reading  shared story reading  story-based lessons Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASDs) often demonstrate delays in early language and literacy skills. Shared reading, the practice of adults reading aloud to children while using behaviors (e.g., asking questions) that are meant to promote interaction between the adult and child, is an intervention that has had positive effects on those early skills for typically developing children. A meta-analysis of 11 shared reading interventions with children with ASD was conducted, and positive effects were found for listening comprehension, expressive communication, and other communicative and noncommunicative acts. En ligne : https://doi.org/10.1177/1088357619838276 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410

The Use of a Stimulus Control Transfer Procedure to Teach Motivation-Controlled Mands to Children With Autism / Karen D. WARD in Focus on Autism and Other Developmental Disabilities, 34-4 (December 2019)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 34-4 (December 2019) . - p.215-225 Titre : The Use of a Stimulus Control Transfer Procedure to Teach Motivation-Controlled Mands to Children With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Karen D. WARD, Auteur ; Smita SHUKLA-MEHTA, Auteur Article en page(s) : p.215-225 Langues : Anglais (eng) Mots-clés : mands  multiply controlled mands  motivation controlled mands  stimulus control transfer  time delay Index. décimale : PER Périodiques Résumé : Social participation of children with an autism spectrum disorder (ASD) in natural environments can be enhanced by teaching them to communicate spontaneously, at least in situations where they have the motivation to access specific items or activities by controlling the amount of access for these stimuli. The purpose of this study was to determine if mand training, using a stimulus control transfer procedure would promote acquisition and generalization of mands for specific activities or objects evoked by motivating operations. Measurement variables included the frequency of motivation controlled (MO) versus multiply controlled mands during discrete trial training on a variety of verbal operants. Using a concurrent multiple baseline design across participants, visual analysis indicated that MO mands for out-of-view items increased substantially with generalization across targets, staff, and environments for three of the four participants. One participant did not respond to intervention to the same extent as others. En ligne : https://doi.org/10.1177/1088357619838273 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410 [article] The Use of a Stimulus Control Transfer Procedure to Teach Motivation-Controlled Mands to Children With Autism [Texte imprimé et/ou numérique] / Karen D. WARD, Auteur ; Smita SHUKLA-MEHTA, Auteur . - p.215-225. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 34-4 (December 2019) . - p.215-225 Mots-clés : mands  multiply controlled mands  motivation controlled mands  stimulus control transfer  time delay Index. décimale : PER Périodiques Résumé : Social participation of children with an autism spectrum disorder (ASD) in natural environments can be enhanced by teaching them to communicate spontaneously, at least in situations where they have the motivation to access specific items or activities by controlling the amount of access for these stimuli. The purpose of this study was to determine if mand training, using a stimulus control transfer procedure would promote acquisition and generalization of mands for specific activities or objects evoked by motivating operations. Measurement variables included the frequency of motivation controlled (MO) versus multiply controlled mands during discrete trial training on a variety of verbal operants. Using a concurrent multiple baseline design across participants, visual analysis indicated that MO mands for out-of-view items increased substantially with generalization across targets, staff, and environments for three of the four participants. One participant did not respond to intervention to the same extent as others. En ligne : https://doi.org/10.1177/1088357619838273 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410

Video Modeling to Improve Customer Service Skills of an Employed Young Adult With Autism / Leslie Ann BROSS in Focus on Autism and Other Developmental Disabilities, 34-4 (December 2019)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 34-4 (December 2019) . - p.226-235 Titre : Video Modeling to Improve Customer Service Skills of an Employed Young Adult With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Leslie Ann BROSS, Auteur ; Jason C. TRAVERS, Auteur ; Vidya D. MUNANDAR, Auteur ; Mary MORNINGSTAR, Auteur Article en page(s) : p.226-235 Langues : Anglais (eng) Mots-clés : employment  community-based instruction  evidence-based practices  video modeling Index. décimale : PER Périodiques Résumé : Providing evidence-based interventions in competitive employment settings is critical to improve employment outcomes for individuals with autism. This study used a multiple baseline across behaviors design to enhance the customer service skills of a young adult with autism employed as a cashier at a retail store. Results indicated the use of customer service phrases increased contingent on delivery of corresponding video models. Implications for employing young adults with autism in community-based settings are discussed. En ligne : https://doi.org/10.1177/1088357618805990 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410 [article] Video Modeling to Improve Customer Service Skills of an Employed Young Adult With Autism [Texte imprimé et/ou numérique] / Leslie Ann BROSS, Auteur ; Jason C. TRAVERS, Auteur ; Vidya D. MUNANDAR, Auteur ; Mary MORNINGSTAR, Auteur . - p.226-235. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 34-4 (December 2019) . - p.226-235 Mots-clés : employment  community-based instruction  evidence-based practices  video modeling Index. décimale : PER Périodiques Résumé : Providing evidence-based interventions in competitive employment settings is critical to improve employment outcomes for individuals with autism. This study used a multiple baseline across behaviors design to enhance the customer service skills of a young adult with autism employed as a cashier at a retail store. Results indicated the use of customer service phrases increased contingent on delivery of corresponding video models. Implications for employing young adults with autism in community-based settings are discussed. En ligne : https://doi.org/10.1177/1088357618805990 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410

Influences on Parent Perceptions of Autism Severity / Kristen N. DOVGAN in Focus on Autism and Other Developmental Disabilities, 34-4 (December 2019)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 34-4 (December 2019) . - p.236-245 Titre : Influences on Parent Perceptions of Autism Severity Type de document : Texte imprimé et/ou numérique Auteurs : Kristen N. DOVGAN, Auteur ; Kerri P. NOWELL, Auteur ; Juliana AGUILAR, Auteur Article en page(s) : p.236-245 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  culture Index. décimale : PER Périodiques Résumé : Research in autism spectrum disorder (ASD) often relies on parent report for describing behavior and symptoms. Psychometric studies in assessment have supported the utility of parent report; however, cultural and external factors may influence ratings of severity. The purpose of this study was to investigate if parent characteristics influence the severity rating of ASD over and above child characteristics. Using the 2009?2010 National Survey of Children With Special Health Care Needs (NS-CSHCN), we examined 3,037 parents who answered questions about their child?s ASD symptoms. We used hierarchical multiple regression to assess child-level variables (age, developmental delay, intellectual disability, and number of co-occurring emotional or behavioral conditions) and family-level variables (education, income, and language). We also performed mediation analyses to examine the relationship between language and severity ratings. Parents rated their child?s ASD as mild (52.3%), moderate (36%), or severe (11.8%). Parent-level variables explained a significant amount of variance over and above child-level variables. Several different stressors and challenges for English Language Learner parents mediated the relationship between language and severe ASD ratings. When asking parents to evaluate a child?s ASD symptoms, clinicians and researchers must consider the influence of sociocultural factors on ratings. In addition, because parent perception can drive help-seeking behaviors, professionals need to understand that there may be differences across sociocultural groups. Future research should investigate which sociocultural perceptions or expectations may be affecting parent ratings of ASD severity. En ligne : https://doi.org/10.1177/1088357618815884 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410 [article] Influences on Parent Perceptions of Autism Severity [Texte imprimé et/ou numérique] / Kristen N. DOVGAN, Auteur ; Kerri P. NOWELL, Auteur ; Juliana AGUILAR, Auteur . - p.236-245. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 34-4 (December 2019) . - p.236-245 Mots-clés : autism spectrum disorders  culture Index. décimale : PER Périodiques Résumé : Research in autism spectrum disorder (ASD) often relies on parent report for describing behavior and symptoms. Psychometric studies in assessment have supported the utility of parent report; however, cultural and external factors may influence ratings of severity. The purpose of this study was to investigate if parent characteristics influence the severity rating of ASD over and above child characteristics. Using the 2009?2010 National Survey of Children With Special Health Care Needs (NS-CSHCN), we examined 3,037 parents who answered questions about their child?s ASD symptoms. We used hierarchical multiple regression to assess child-level variables (age, developmental delay, intellectual disability, and number of co-occurring emotional or behavioral conditions) and family-level variables (education, income, and language). We also performed mediation analyses to examine the relationship between language and severity ratings. Parents rated their child?s ASD as mild (52.3%), moderate (36%), or severe (11.8%). Parent-level variables explained a significant amount of variance over and above child-level variables. Several different stressors and challenges for English Language Learner parents mediated the relationship between language and severe ASD ratings. When asking parents to evaluate a child?s ASD symptoms, clinicians and researchers must consider the influence of sociocultural factors on ratings. In addition, because parent perception can drive help-seeking behaviors, professionals need to understand that there may be differences across sociocultural groups. Future research should investigate which sociocultural perceptions or expectations may be affecting parent ratings of ASD severity. En ligne : https://doi.org/10.1177/1088357618815884 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410

Rethinking Efforts to Ground the Helicopter Parent: Parent Experiences Providing Support to Young Adults With Disabilities / Grace L. FRANCIS in Focus on Autism and Other Developmental Disabilities, 34-4 (December 2019)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 34-4 (December 2019) . - p.246-256 Titre : Rethinking Efforts to Ground the Helicopter Parent: Parent Experiences Providing Support to Young Adults With Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Grace L. FRANCIS, Auteur ; Alexandra S. REED, Auteur Article en page(s) : p.246-256 Langues : Anglais (eng) Mots-clés : parent  transition  involvement  collaboration  college  disability Index. décimale : PER Périodiques Résumé : Transitioning out of school is often challenging, especially for young adults with disabilities. Fortunately, parent involvement can enhance the transition process and student outcomes following graduation. However, there is limited information regarding how and why parents provide support to their young adults in high school and college, thus reducing the ability for professionals to maximize parental investment in the well-being of their young adults. The purpose of this study was to learn about parent experiences providing support to their children with disabilities as they age into adulthood. A total of 26 parents of postsecondary education program (PSE) graduates participated in interviews. Participants described how they provided support to their young adults, discussed reasons why they provided support, and offered recommendations for other parents to effectively support their children with disabilities as they age into adulthood. En ligne : https://doi.org/10.1177/1088357619827931 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410 [article] Rethinking Efforts to Ground the Helicopter Parent: Parent Experiences Providing Support to Young Adults With Disabilities [Texte imprimé et/ou numérique] / Grace L. FRANCIS, Auteur ; Alexandra S. REED, Auteur . - p.246-256. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 34-4 (December 2019) . - p.246-256 Mots-clés : parent  transition  involvement  collaboration  college  disability Index. décimale : PER Périodiques Résumé : Transitioning out of school is often challenging, especially for young adults with disabilities. Fortunately, parent involvement can enhance the transition process and student outcomes following graduation. However, there is limited information regarding how and why parents provide support to their young adults in high school and college, thus reducing the ability for professionals to maximize parental investment in the well-being of their young adults. The purpose of this study was to learn about parent experiences providing support to their children with disabilities as they age into adulthood. A total of 26 parents of postsecondary education program (PSE) graduates participated in interviews. Participants described how they provided support to their young adults, discussed reasons why they provided support, and offered recommendations for other parents to effectively support their children with disabilities as they age into adulthood. En ligne : https://doi.org/10.1177/1088357619827931 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410