An Exploratory Study Using Science eTexts With Students With Autism Spectrum Disorder / Victoria F. KNIGHT in Focus on Autism and Other Developmental Disabilities, 30-2 (June 2015)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 30-2 (June 2015) . - p.86-99 Titre : An Exploratory Study Using Science eTexts With Students With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Victoria F. KNIGHT, Auteur ; Charles L. WOOD, Auteur ; Fred SPOONER, Auteur ; Diane M. BROWDER, Auteur ; Christopher P. O’BRIEN, Auteur Article en page(s) : p.86-99 Langues : Anglais (eng) Mots-clés : supported electronic text  digital text  teaching science content  universal design for learning  explicit instruction  ASD and intellectual disability Index. décimale : PER Périodiques Résumé : Supported electronic text (eText), or text altered to provide support, may promote comprehension of science content for students with disabilities. According to the Center for Applied Special Technology, Book Builder™ uses supported eText to promote reading for meaning for all students. Students with autism spectrum disorder experience difficulty comprehending science content because of the extensive amount of background knowledge required in conjunction with difficulties understanding abstract and figurative language. Investigations on the most effective methods for reading comprehension and teaching science to this population are equally limited. In this pilot study, feasibility was supported in high levels of treatment fidelity and teacher- and student-reported satisfaction. A multiple probe across participants with an embedded ABCD design was used to evaluate various modifications of Book Builder™ on measures of vocabulary, literal comprehension, and application questions. Considerations for students with ASD, limitations, and recommendations for future research conclude the article. En ligne : http://dx.doi.org/10.1177/1088357614559214 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257 [article] An Exploratory Study Using Science eTexts With Students With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Victoria F. KNIGHT, Auteur ; Charles L. WOOD, Auteur ; Fred SPOONER, Auteur ; Diane M. BROWDER, Auteur ; Christopher P. O’BRIEN, Auteur . - p.86-99. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 30-2 (June 2015) . - p.86-99 Mots-clés : supported electronic text  digital text  teaching science content  universal design for learning  explicit instruction  ASD and intellectual disability Index. décimale : PER Périodiques Résumé : Supported electronic text (eText), or text altered to provide support, may promote comprehension of science content for students with disabilities. According to the Center for Applied Special Technology, Book Builder™ uses supported eText to promote reading for meaning for all students. Students with autism spectrum disorder experience difficulty comprehending science content because of the extensive amount of background knowledge required in conjunction with difficulties understanding abstract and figurative language. Investigations on the most effective methods for reading comprehension and teaching science to this population are equally limited. In this pilot study, feasibility was supported in high levels of treatment fidelity and teacher- and student-reported satisfaction. A multiple probe across participants with an embedded ABCD design was used to evaluate various modifications of Book Builder™ on measures of vocabulary, literal comprehension, and application questions. Considerations for students with ASD, limitations, and recommendations for future research conclude the article. En ligne : http://dx.doi.org/10.1177/1088357614559214 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257

Effects of computer-assisted explicit instruction on map-reading skills for students with autism / Bethany R. MCKISSICK in Research in Autism Spectrum Disorders, 7-12 (December 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-12 (December 2013) . - p.1653-1662 Titre : Effects of computer-assisted explicit instruction on map-reading skills for students with autism Type de document : Texte imprimé et/ou numérique Auteurs : Bethany R. MCKISSICK, Auteur ; Fred SPOONER, Auteur ; Charles L. WOOD, Auteur ; Karen M. DIEGELMANN, Auteur Article en page(s) : p.1653-1662 Langues : Anglais (eng) Mots-clés : Social studies instruction  Explicit instruction  Computer-assisted instruction  Autism Index. décimale : PER Périodiques Résumé : Abstract Educational reform for students with disabilities, including autism, has a history of focusing solely on the content areas of reading, mathematics, and science. To date, few empirical studies examining social studies have been published. This study investigated the effects of a computer-assisted explicit instruction package to teach map-reading skills to three elementary school students with autism. A multiple probe across participants design was used to examine the effectiveness of the intervention package. While results did not show a functional relationship, all three students’ data indicated a change in level and two students’ data showed a change in trend. Implications for practice and suggestions for future research are also discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.09.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219 [article] Effects of computer-assisted explicit instruction on map-reading skills for students with autism [Texte imprimé et/ou numérique] / Bethany R. MCKISSICK, Auteur ; Fred SPOONER, Auteur ; Charles L. WOOD, Auteur ; Karen M. DIEGELMANN, Auteur . - p.1653-1662. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-12 (December 2013) . - p.1653-1662 Mots-clés : Social studies instruction  Explicit instruction  Computer-assisted instruction  Autism Index. décimale : PER Périodiques Résumé : Abstract Educational reform for students with disabilities, including autism, has a history of focusing solely on the content areas of reading, mathematics, and science. To date, few empirical studies examining social studies have been published. This study investigated the effects of a computer-assisted explicit instruction package to teach map-reading skills to three elementary school students with autism. A multiple probe across participants design was used to examine the effectiveness of the intervention package. While results did not show a functional relationship, all three students’ data indicated a change in level and two students’ data showed a change in trend. Implications for practice and suggestions for future research are also discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.09.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219

Using embedded computer-assisted explicit instruction to teach science to students with autism spectrum disorder / Bethany R. SMITH in Research in Autism Spectrum Disorders, 7-3 (March 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-3 (March 2013) . - p.433-443 Titre : Using embedded computer-assisted explicit instruction to teach science to students with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Bethany R. SMITH, Auteur ; Fred SPOONER, Auteur ; Charles L. WOOD, Auteur Article en page(s) : p.433-443 Mots-clés : Science instruction  Embedded instruction  Computer-assisted instruction  Autism spectrum disorders Index. décimale : PER Périodiques Résumé : For students with Autism Spectrum Disorders and intellectual disability, the need for scientific literacy is further complicated by the need for individualized instruction necessary to teach new skills, especially when those skills are academic. This study investigated the effects of embedded, computer-assisted explicit instruction to teach science terms and application of those terms to three middle school students with autism and intellectual disability. This study was implemented within an inclusive science classroom and a multiple probe across participants design was used to examine the effectiveness of the intervention. Results showed a functional relationship between the number of correct responses made during probe sessions and introduction of the intervention. Implications for practice and suggestions for future research are also discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.10.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191 [article] Using embedded computer-assisted explicit instruction to teach science to students with autism spectrum disorder [Texte imprimé et/ou numérique] / Bethany R. SMITH, Auteur ; Fred SPOONER, Auteur ; Charles L. WOOD, Auteur . - p.433-443. in Research in Autism Spectrum Disorders > 7-3 (March 2013) . - p.433-443 Mots-clés : Science instruction  Embedded instruction  Computer-assisted instruction  Autism spectrum disorders Index. décimale : PER Périodiques Résumé : For students with Autism Spectrum Disorders and intellectual disability, the need for scientific literacy is further complicated by the need for individualized instruction necessary to teach new skills, especially when those skills are academic. This study investigated the effects of embedded, computer-assisted explicit instruction to teach science terms and application of those terms to three middle school students with autism and intellectual disability. This study was implemented within an inclusive science classroom and a multiple probe across participants design was used to examine the effectiveness of the intervention. Results showed a functional relationship between the number of correct responses made during probe sessions and introduction of the intervention. Implications for practice and suggestions for future research are also discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.10.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191

Using Systematic Instruction and Graphic Organizers to Teach Science Concepts to Students With Autism Spectrum Disorders and Intellectual Disability / Victoria F. KNIGHT in Focus on Autism and Other Developmental Disabilities, 28-2 (June 2013)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 28-2 (June 2013) . - p.115-126 Titre : Using Systematic Instruction and Graphic Organizers to Teach Science Concepts to Students With Autism Spectrum Disorders and Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : Victoria F. KNIGHT, Auteur ; Fred SPOONER, Auteur ; Diane M. BROWDER, Auteur ; Bethany R. SMITH, Auteur ; Charles L. WOOD, Auteur Article en page(s) : p.115-126 Langues : Anglais (eng) Mots-clés : science  graphic organizer  comprehension  systematic instruction  students with ASD and intellectual disability Index. décimale : PER Périodiques Résumé : Literacy in science is important for all students and is one component of access and progress in the general education curriculum. One barrier to science literacy for students with autism spectrum disorders (ASD) is the extensive amount of vocabulary involved in comprehending science content. Based on the inherent link between vocabulary knowledge and comprehension, graphic organizers (GOs) paired with explicit instruction can improve vocabulary as well as comprehension for students with disabilities. Using a multiple probe design, three students with ASD and intellectual disability were taught various scientific concepts related to convection (e.g., precipitation, condensation) via systematic instruction that included constant time delay and multiple exemplars of a teacher-directed GO. A functional relation was demonstrated between the GO with systematic instruction and students’ number of correct steps completed on the task analysis. Future research and implications for practice are discussed. En ligne : http://dx.doi.org/10.1177/1088357612475301 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=201 [article] Using Systematic Instruction and Graphic Organizers to Teach Science Concepts to Students With Autism Spectrum Disorders and Intellectual Disability [Texte imprimé et/ou numérique] / Victoria F. KNIGHT, Auteur ; Fred SPOONER, Auteur ; Diane M. BROWDER, Auteur ; Bethany R. SMITH, Auteur ; Charles L. WOOD, Auteur . - p.115-126. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 28-2 (June 2013) . - p.115-126 Mots-clés : science  graphic organizer  comprehension  systematic instruction  students with ASD and intellectual disability Index. décimale : PER Périodiques Résumé : Literacy in science is important for all students and is one component of access and progress in the general education curriculum. One barrier to science literacy for students with autism spectrum disorders (ASD) is the extensive amount of vocabulary involved in comprehending science content. Based on the inherent link between vocabulary knowledge and comprehension, graphic organizers (GOs) paired with explicit instruction can improve vocabulary as well as comprehension for students with disabilities. Using a multiple probe design, three students with ASD and intellectual disability were taught various scientific concepts related to convection (e.g., precipitation, condensation) via systematic instruction that included constant time delay and multiple exemplars of a teacher-directed GO. A functional relation was demonstrated between the GO with systematic instruction and students’ number of correct steps completed on the task analysis. Future research and implications for practice are discussed. En ligne : http://dx.doi.org/10.1177/1088357612475301 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=201

---

1 (1 - 4 / 4)