A Comparison of Video Prompting to Least-to-Most Prompting among Children with Autism and Intellectual Disability / Mashal Salman ALJEHANY in Journal of Autism and Developmental Disorders, 50-5 (May 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-5 (May 2020) . - p.1714-1724 Titre : A Comparison of Video Prompting to Least-to-Most Prompting among Children with Autism and Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : Mashal Salman ALJEHANY, Auteur ; Kyle D. BENNETT, Auteur Article en page(s) : p.1714-1724 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Intellectual disability  Least-to-most prompting  Office tasks  Video prompting  Vocational tasks Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder (ASD) and intellectual disability (ID) may experience challenges when learning tasks that are complex and require numerous steps. This difficulty can lead to employment issues for this population of learners. Therefore, researchers have explored methods to teach employment-related tasks to students with ASD and ID. Two such procedures are video prompting (VP) and least-to-most prompting. These procedures are frequently combined as an intervention package to boost student responding. The purpose of this study was to explore which of these interventions was more effective and efficient when used to teach office tasks to individuals with ASD and ID. Three adolescent students participated in this study. Using the adapted alternating treatments design, we found that VP was more effective and efficient for two participants, whereas least-to-most prompting was more effective but less efficient for the remaining participant. Implications for research and practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-03929-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 [article] A Comparison of Video Prompting to Least-to-Most Prompting among Children with Autism and Intellectual Disability [Texte imprimé et/ou numérique] / Mashal Salman ALJEHANY, Auteur ; Kyle D. BENNETT, Auteur . - p.1714-1724. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-5 (May 2020) . - p.1714-1724 Mots-clés : Autism spectrum disorder  Intellectual disability  Least-to-most prompting  Office tasks  Video prompting  Vocational tasks Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder (ASD) and intellectual disability (ID) may experience challenges when learning tasks that are complex and require numerous steps. This difficulty can lead to employment issues for this population of learners. Therefore, researchers have explored methods to teach employment-related tasks to students with ASD and ID. Two such procedures are video prompting (VP) and least-to-most prompting. These procedures are frequently combined as an intervention package to boost student responding. The purpose of this study was to explore which of these interventions was more effective and efficient when used to teach office tasks to individuals with ASD and ID. Three adolescent students participated in this study. Using the adapted alternating treatments design, we found that VP was more effective and efficient for two participants, whereas least-to-most prompting was more effective but less efficient for the remaining participant. Implications for research and practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-03929-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422

A comparison of video prompting with and without voice-over narration on the clerical skills of adolescents with Autism / Kyle D. BENNETT in Research in Autism Spectrum Disorders, 7-10 (October 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-10 (October 2013) . - p.1273-1281 Titre : A comparison of video prompting with and without voice-over narration on the clerical skills of adolescents with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Kyle D. BENNETT, Auteur ; Anibal GUTIERREZ, Auteur ; Toby HONSBERGER, Auteur Article en page(s) : p.1273-1281 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Video prompting  Employment training Index. décimale : PER Périodiques Résumé : The purpose of this study was to compare the effects of video prompting with and without voice-over narration on the acquisition of clerical skills among five secondary students with Autism Spectrum Disorder. We used an adapted alternating treatments design consisting of baseline, comparison, and best treatment conditions. Results showed there were negligible differences between video prompting with or without voice-over narration. However, participants indicated differing preferences for one method over the other. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.07.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212 [article] A comparison of video prompting with and without voice-over narration on the clerical skills of adolescents with Autism [Texte imprimé et/ou numérique] / Kyle D. BENNETT, Auteur ; Anibal GUTIERREZ, Auteur ; Toby HONSBERGER, Auteur . - p.1273-1281. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-10 (October 2013) . - p.1273-1281 Mots-clés : Autism Spectrum Disorder  Video prompting  Employment training Index. décimale : PER Périodiques Résumé : The purpose of this study was to compare the effects of video prompting with and without voice-over narration on the acquisition of clerical skills among five secondary students with Autism Spectrum Disorder. We used an adapted alternating treatments design consisting of baseline, comparison, and best treatment conditions. Results showed there were negligible differences between video prompting with or without voice-over narration. However, participants indicated differing preferences for one method over the other. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.07.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212

Effects of Covert Audio Coaching on the Attending Behavior of Children With Autism Spectrum Disorder / Christina CROCCO in Focus on Autism and Other Developmental Disabilities, 34-3 (September 2019)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 34-3 (September 2019) . - p.131-140 Titre : Effects of Covert Audio Coaching on the Attending Behavior of Children With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Christina CROCCO, Auteur ; Kyle D. BENNETT, Auteur Article en page(s) : p.131-140 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  attending behavior  covert audio coaching  bug-in-ear coaching Index. décimale : PER Périodiques Résumé : The effects of covert audio coaching, a form of performance feedback delivered remotely through a two-way radio and earbud speaker, was examined on the classroom attending behavior of children with autism spectrum disorder (ASD). Four elementary-aged students with ASD participated. This study was conducted in a private, separate day school for students with ASD. Baseline data showed that participants emitted low levels of attending behavior with a degree of variability. During intervention, all participants increased their level of attending behavior and these data were stable. Follow-up data revealed higher levels of attending compared with baseline; however, these data were more variable than what was observed during intervention. These results and implications for future research and practice are discussed. En ligne : http://dx.doi.org/10.1177/1088357618805083 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405 [article] Effects of Covert Audio Coaching on the Attending Behavior of Children With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Christina CROCCO, Auteur ; Kyle D. BENNETT, Auteur . - p.131-140. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 34-3 (September 2019) . - p.131-140 Mots-clés : autism spectrum disorder  attending behavior  covert audio coaching  bug-in-ear coaching Index. décimale : PER Périodiques Résumé : The effects of covert audio coaching, a form of performance feedback delivered remotely through a two-way radio and earbud speaker, was examined on the classroom attending behavior of children with autism spectrum disorder (ASD). Four elementary-aged students with ASD participated. This study was conducted in a private, separate day school for students with ASD. Baseline data showed that participants emitted low levels of attending behavior with a degree of variability. During intervention, all participants increased their level of attending behavior and these data were stable. Follow-up data revealed higher levels of attending compared with baseline; however, these data were more variable than what was observed during intervention. These results and implications for future research and practice are discussed. En ligne : http://dx.doi.org/10.1177/1088357618805083 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405

Promoting Daily Living Skills for Adolescents with Autism Spectrum Disorder via Parent Delivery of Video Prompting / Elisa CRUZ-TORRES in Journal of Autism and Developmental Disorders, 50-1 (January 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-1 (January 2020) . - p.212-223 Titre : Promoting Daily Living Skills for Adolescents with Autism Spectrum Disorder via Parent Delivery of Video Prompting Type de document : Texte imprimé et/ou numérique Auteurs : Elisa CRUZ-TORRES, Auteur ; Mary Louise DUFFY, Auteur ; Michael P. BRADY, Auteur ; Kyle D. BENNETT, Auteur ; Peggy GOLDSTEIN, Auteur Article en page(s) : p.212-223 Langues : Anglais (eng) Mots-clés : Autism  Behavior skills training  Parent training  Technology  Video prompting Index. décimale : PER Périodiques Résumé : The use of technological devices has proven to be effective and efficient for the delivery of videos aimed at promoting daily living skills (DLS) among individuals with autism spectrum disorder. As technology advances, devices have become more portable and, ultimately, accessible to caregivers. There are relatively few studies that have examined whether parents can be taught to effectively deliver evidence-based practices using portable, mainstream devices. Using a multiple baseline across participants design, we evaluated parent fidelity in the delivery of video prompts on an iPad to their children who were learning DLS. Results indicated that parents were successful in their delivery of the training procedures and their children acquired and maintained the skills. En ligne : http://dx.doi.org/10.1007/s10803-019-04215-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414 [article] Promoting Daily Living Skills for Adolescents with Autism Spectrum Disorder via Parent Delivery of Video Prompting [Texte imprimé et/ou numérique] / Elisa CRUZ-TORRES, Auteur ; Mary Louise DUFFY, Auteur ; Michael P. BRADY, Auteur ; Kyle D. BENNETT, Auteur ; Peggy GOLDSTEIN, Auteur . - p.212-223. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-1 (January 2020) . - p.212-223 Mots-clés : Autism  Behavior skills training  Parent training  Technology  Video prompting Index. décimale : PER Périodiques Résumé : The use of technological devices has proven to be effective and efficient for the delivery of videos aimed at promoting daily living skills (DLS) among individuals with autism spectrum disorder. As technology advances, devices have become more portable and, ultimately, accessible to caregivers. There are relatively few studies that have examined whether parents can be taught to effectively deliver evidence-based practices using portable, mainstream devices. Using a multiple baseline across participants design, we evaluated parent fidelity in the delivery of video prompts on an iPad to their children who were learning DLS. Results indicated that parents were successful in their delivery of the training procedures and their children acquired and maintained the skills. En ligne : http://dx.doi.org/10.1007/s10803-019-04215-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414

The Effectiveness of Direct Instruction in Teaching Students with Autism Spectrum Disorder to Answer “Wh-” Questions / Jessica N. CADETTE in Journal of Autism and Developmental Disorders, 46-9 (September 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-9 (September 2016) . - p.2968-2978 Titre : The Effectiveness of Direct Instruction in Teaching Students with Autism Spectrum Disorder to Answer “Wh-” Questions Type de document : Texte imprimé et/ou numérique Auteurs : Jessica N. CADETTE, Auteur ; Cynthia L. WILSON, Auteur ; Michael P. BRADY, Auteur ; Charles DUKES, Auteur ; Kyle D. BENNETT, Auteur Article en page(s) : p.2968-2978 Langues : Anglais (eng) Mots-clés : Autism  ASD  Direct instruction  Language  "Wh-" questions Index. décimale : PER Périodiques Résumé : Research on the effects of Direct Instruction (DI) among students with Autism Spectrum Disorder (ASD) has only recently emerged. A benefit of DI is that it can be implemented with groups of students, which makes it potentially a cost effective method of instruction for some skills. In this study, we examined the effects of DI on teaching secondary students with ASD to answer three “wh-” questions. Using a multiple probe design across behaviors, results indicated the participants mastered two of the three “wh-” question types and made progress with the remaining question type. These results are discussed along with implications for educators instructing students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2825-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292 [article] The Effectiveness of Direct Instruction in Teaching Students with Autism Spectrum Disorder to Answer “Wh-” Questions [Texte imprimé et/ou numérique] / Jessica N. CADETTE, Auteur ; Cynthia L. WILSON, Auteur ; Michael P. BRADY, Auteur ; Charles DUKES, Auteur ; Kyle D. BENNETT, Auteur . - p.2968-2978. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-9 (September 2016) . - p.2968-2978 Mots-clés : Autism  ASD  Direct instruction  Language  "Wh-" questions Index. décimale : PER Périodiques Résumé : Research on the effects of Direct Instruction (DI) among students with Autism Spectrum Disorder (ASD) has only recently emerged. A benefit of DI is that it can be implemented with groups of students, which makes it potentially a cost effective method of instruction for some skills. In this study, we examined the effects of DI on teaching secondary students with ASD to answer three “wh-” questions. Using a multiple probe design across behaviors, results indicated the participants mastered two of the three “wh-” question types and made progress with the remaining question type. These results are discussed along with implications for educators instructing students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2825-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292

The Effects of Covert Audio Coaching on Teaching Clerical Skills to Adolescents with Autism Spectrum Disorder / Kyle D. BENNETT in Journal of Autism and Developmental Disorders, 43-3 (March 2013)  

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The Effects of Covert Audio Coaching on the Job Performance of Supported Employees / Kyle D. BENNETT in Focus on Autism and Other Developmental Disabilities, 25-3 (September 2010)  

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