The Effects of a Picture Activity Schedule for Students With Intellectual Disability to Complete a Sequence of Tasks Following Verbal Directions / Cari DUTTLINGER in Focus on Autism and Other Developmental Disabilities, 28-1 (March 2013)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 28-1 (March 2013) . - p.32-43 Titre : The Effects of a Picture Activity Schedule for Students With Intellectual Disability to Complete a Sequence of Tasks Following Verbal Directions Type de document : Texte imprimé et/ou numérique Auteurs : Cari DUTTLINGER, Auteur ; Kevin M. AYRES, Auteur ; Alicia BEVILL-DAVIS, Auteur ; Karen H. DOUGLAS, Auteur Article en page(s) : p.32-43 Mots-clés : intellectual disability  middle school  picture activity schedule  independence Index. décimale : PER Périodiques Résumé : We investigated instruction of independent creation of picture activity schedules (PASs) and how four middle school students with intellectual disability used them to complete tasks independently. A withdrawal design (A-BC-B-A-B) was used to evaluate whether the intervention had an effect on the dependent variable and to test for generalization to a community setting in a pre/post format. After instruction on the PAS, participants learned to self-manage a strategy that served as a reminder for the tasks they needed to complete. All participants exhibited increased abilities to complete a sequence of three or five tasks following verbal directions when using the PAS as compared with the conditions where no PAS was utilized. In addition, these results generalized to the community setting of a mall food court. Our findings have implications for enhancing the independent functioning of individuals with intellectual disability and reducing reliance on others, with the potential for greater levels of self-determination. En ligne : http://dx.doi.org/10.1177/1088357612460572 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191 [article] The Effects of a Picture Activity Schedule for Students With Intellectual Disability to Complete a Sequence of Tasks Following Verbal Directions [Texte imprimé et/ou numérique] / Cari DUTTLINGER, Auteur ; Kevin M. AYRES, Auteur ; Alicia BEVILL-DAVIS, Auteur ; Karen H. DOUGLAS, Auteur . - p.32-43. in Focus on Autism and Other Developmental Disabilities > 28-1 (March 2013) . - p.32-43 Mots-clés : intellectual disability  middle school  picture activity schedule  independence Index. décimale : PER Périodiques Résumé : We investigated instruction of independent creation of picture activity schedules (PASs) and how four middle school students with intellectual disability used them to complete tasks independently. A withdrawal design (A-BC-B-A-B) was used to evaluate whether the intervention had an effect on the dependent variable and to test for generalization to a community setting in a pre/post format. After instruction on the PAS, participants learned to self-manage a strategy that served as a reminder for the tasks they needed to complete. All participants exhibited increased abilities to complete a sequence of three or five tasks following verbal directions when using the PAS as compared with the conditions where no PAS was utilized. In addition, these results generalized to the community setting of a mall food court. Our findings have implications for enhancing the independent functioning of individuals with intellectual disability and reducing reliance on others, with the potential for greater levels of self-determination. En ligne : http://dx.doi.org/10.1177/1088357612460572 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191

The Exploration of a Low-Intensity Paraprofessional-Delivered Peer Training in Inclusive High School Classrooms / Karen H. DOUGLAS in Focus on Autism and Other Developmental Disabilities, 38-4 (December 2023)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 38-4 (December 2023) . - p.223-233 Titre : The Exploration of a Low-Intensity Paraprofessional-Delivered Peer Training in Inclusive High School Classrooms Type de document : Texte imprimé et/ou numérique Auteurs : Karen H. DOUGLAS, Auteur Article en page(s) : p.223-233 Langues : Anglais (eng) Mots-clés : paraprofessional  peer training  social communication  inclusion  high school Index. décimale : PER Périodiques Résumé : Social competence is an essential skill that can be promoted in inclusive high school classrooms. For high school students with developmental disabilities, peer-mediated interventions have shown promise for increasing social communication with feasible implementation. This study focused on increasing the appropriate peer interactions of three high school students with autism or intellectual disabilities in inclusive general education classrooms. We used a single-case multiple probe design to evaluate the effectiveness of a low-intensity peer-mediated intervention delivered by a paraprofessional to six peer partners. Our visual analysis of the data resulted in determining a functional relation between the intervention and students' appropriate peer interactions. The peer partners and educators found the goals, procedures, and outcomes to be beneficial, important, and practical. We also discuss the implications, limitations, and ideas for future research. En ligne : https://dx.doi.org/10.1177/10883576221137906 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515 [article] The Exploration of a Low-Intensity Paraprofessional-Delivered Peer Training in Inclusive High School Classrooms [Texte imprimé et/ou numérique] / Karen H. DOUGLAS, Auteur . - p.223-233. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 38-4 (December 2023) . - p.223-233 Mots-clés : paraprofessional  peer training  social communication  inclusion  high school Index. décimale : PER Périodiques Résumé : Social competence is an essential skill that can be promoted in inclusive high school classrooms. For high school students with developmental disabilities, peer-mediated interventions have shown promise for increasing social communication with feasible implementation. This study focused on increasing the appropriate peer interactions of three high school students with autism or intellectual disabilities in inclusive general education classrooms. We used a single-case multiple probe design to evaluate the effectiveness of a low-intensity peer-mediated intervention delivered by a paraprofessional to six peer partners. Our visual analysis of the data resulted in determining a functional relation between the intervention and students' appropriate peer interactions. The peer partners and educators found the goals, procedures, and outcomes to be beneficial, important, and practical. We also discuss the implications, limitations, and ideas for future research. En ligne : https://dx.doi.org/10.1177/10883576221137906 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515

---

1 (1 - 2 / 2)