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)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-3 (March 2013) . - p.585-593 Titre : The Effects of Covert Audio Coaching on Teaching Clerical Skills to Adolescents with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Kyle D. BENNETT, Auteur ; Rangasamy RAMASAMY, Auteur ; Toby HONSBERGER, Auteur Article en page(s) : p.585-593 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Transition and secondary special education  Employment training  Performance feedback  Covert audio coaching Index. décimale : PER Périodiques Résumé : Employment instruction for secondary students with autism spectrum disorder (ASD) has received very little attention in the professional literature. However, adults with ASD usually have difficulty maintaining employment for a variety of reasons, including problems with performing work tasks. This study used a multiple baseline design across participants to examine the effects of performance feedback on the participants’ ability to independently make photocopies. Feedback was delivered privately through a two-way radio and earbud speaker. The results support the conclusion that the intervention, covert audio coaching, was effective in increasing the participants’ accuracy in making photocopies. Specifically, participants demonstrated mastery of the skill within 4–5 sessions, and their improvements maintained for several weeks following intervention. En ligne : http://dx.doi.org/10.1007/s10803-012-1597-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192 [article] The Effects of Covert Audio Coaching on Teaching Clerical Skills to Adolescents with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Kyle D. BENNETT, Auteur ; Rangasamy RAMASAMY, Auteur ; Toby HONSBERGER, Auteur . - p.585-593. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-3 (March 2013) . - p.585-593 Mots-clés : Autism spectrum disorder  Transition and secondary special education  Employment training  Performance feedback  Covert audio coaching Index. décimale : PER Périodiques Résumé : Employment instruction for secondary students with autism spectrum disorder (ASD) has received very little attention in the professional literature. However, adults with ASD usually have difficulty maintaining employment for a variety of reasons, including problems with performing work tasks. This study used a multiple baseline design across participants to examine the effects of performance feedback on the participants’ ability to independently make photocopies. Feedback was delivered privately through a two-way radio and earbud speaker. The results support the conclusion that the intervention, covert audio coaching, was effective in increasing the participants’ accuracy in making photocopies. Specifically, participants demonstrated mastery of the skill within 4–5 sessions, and their improvements maintained for several weeks following intervention. En ligne : http://dx.doi.org/10.1007/s10803-012-1597-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192

Using WatchMinder to Increase the On-Task Behavior of Students with Autism Spectrum Disorder / Lisa FINN in Journal of Autism and Developmental Disorders, 45-5 (May 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-5 (May 2015) . - p.1408-1418 Titre : Using WatchMinder to Increase the On-Task Behavior of Students with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Lisa FINN, Auteur ; Rangasamy RAMASAMY, Auteur ; Charles DUKES, Auteur ; John SCOTT, Auteur Article en page(s) : p.1408-1418 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Self-monitoring  Tactile prompting  WatchMinder  Self-graphing  Classroom intervention Index. décimale : PER Périodiques Résumé : This study assessed the use of WatchMinder™, a vibrating prompt watch, and self-graphing on the on-task behavior of students with autism spectrum disorder in an elementary special education setting. Using a multiple baseline across subjects design, results showed an immediate increase in on-task behavior when the intervention was introduced. Participants maintained high levels of on-task behavior during the follow-up phase. Implications for expanded self-monitoring treatment packages are discussed. En ligne : http://dx.doi.org/10.1007/s10803-014-2300-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] Using WatchMinder to Increase the On-Task Behavior of Students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Lisa FINN, Auteur ; Rangasamy RAMASAMY, Auteur ; Charles DUKES, Auteur ; John SCOTT, Auteur . - p.1408-1418. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-5 (May 2015) . - p.1408-1418 Mots-clés : Autism spectrum disorder  Self-monitoring  Tactile prompting  WatchMinder  Self-graphing  Classroom intervention Index. décimale : PER Périodiques Résumé : This study assessed the use of WatchMinder™, a vibrating prompt watch, and self-graphing on the on-task behavior of students with autism spectrum disorder in an elementary special education setting. Using a multiple baseline across subjects design, results showed an immediate increase in on-task behavior when the intervention was introduced. Participants maintained high levels of on-task behavior during the follow-up phase. Implications for expanded self-monitoring treatment packages are discussed. En ligne : http://dx.doi.org/10.1007/s10803-014-2300-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

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