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 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] / 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

A Comprehensive Literature Review of Comprehension Strategies in Core Content Areas for Students with Autism Spectrum Disorder / Victoria F. KNIGHT 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.1213-1229 Titre : A Comprehensive Literature Review of Comprehension Strategies in Core Content Areas for Students with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Victoria F. KNIGHT, Auteur ; Emily SARTINI, Auteur Article en page(s) : p.1213-1229 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Evidence-based practice  Content areas  Comprehension  Math  ELA  Science Index. décimale : PER Périodiques Résumé : Understanding text can increase access to educational, vocational, and recreational activities for individuals with autism spectrum disorder (ASD); however, limited research has been conducted investigating instructional practices to remediate or compensate for these comprehension challenges. The current comprehensive literature review expanded previous reviews and evaluated research quality using Reichow (Evidence-based practices and treatments for children with autism, pp 25–39. doi:10.1007/978-1-4419-6975-0_2, 2011) criteria for identifying evidence-based practices. Three questions guided the review: (a) Which approaches to comprehension instruction have been investigated for students with ASD?; (b) Have there been a sufficient number of acceptable studies using a particular strategy to qualify as an evidence-based practice for teaching comprehension across the content areas?; and (c) What can educators learn from the analysis of high quality studies? Of the 23 studies included in the review, only 13 achieved high or adequate ratings. Results of the review suggest that both response-prompting procedures (e.g., model-lead-test, time delay, system of least prompts,) and visual supports (e.g., procedural facilitators) can increase comprehension skills in content areas of ELA, math, and science. Authors conclude with a discussion of (a) research-based examples of how to use effective approaches, (b) implications for practitioners, and (c) limitations and future research. En ligne : http://dx.doi.org/10.1007/s10803-014-2280-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] A Comprehensive Literature Review of Comprehension Strategies in Core Content Areas for Students with Autism Spectrum Disorder [texte imprimé] / Victoria F. KNIGHT, Auteur ; Emily SARTINI, Auteur . - p.1213-1229. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-5 (May 2015) . - p.1213-1229 Mots-clés : Autism spectrum disorder  Evidence-based practice  Content areas  Comprehension  Math  ELA  Science Index. décimale : PER Périodiques Résumé : Understanding text can increase access to educational, vocational, and recreational activities for individuals with autism spectrum disorder (ASD); however, limited research has been conducted investigating instructional practices to remediate or compensate for these comprehension challenges. The current comprehensive literature review expanded previous reviews and evaluated research quality using Reichow (Evidence-based practices and treatments for children with autism, pp 25–39. doi:10.1007/978-1-4419-6975-0_2, 2011) criteria for identifying evidence-based practices. Three questions guided the review: (a) Which approaches to comprehension instruction have been investigated for students with ASD?; (b) Have there been a sufficient number of acceptable studies using a particular strategy to qualify as an evidence-based practice for teaching comprehension across the content areas?; and (c) What can educators learn from the analysis of high quality studies? Of the 23 studies included in the review, only 13 achieved high or adequate ratings. Results of the review suggest that both response-prompting procedures (e.g., model-lead-test, time delay, system of least prompts,) and visual supports (e.g., procedural facilitators) can increase comprehension skills in content areas of ELA, math, and science. Authors conclude with a discussion of (a) research-based examples of how to use effective approaches, (b) implications for practitioners, and (c) limitations and future research. En ligne : http://dx.doi.org/10.1007/s10803-014-2280-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

A Comprehensive Review and Meta-Analysis of the Social Stories Literature / David W. TEST in Focus on Autism and Other Developmental Disabilities, 26-1 (March 2011)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 26-1 (March 2011) . - p.49-62 Titre : A Comprehensive Review and Meta-Analysis of the Social Stories Literature Type de document : texte imprimé Auteurs : David W. TEST, Auteur ; Sharon RICHTER, Auteur ; Victoria F. KNIGHT, Auteur ; Fred SPOONER, Auteur Année de publication : 2011 Article en page(s) : p.49-62 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This comprehensive review of Social Story™ literature included (a) a descriptive review, (b) an analysis of research quality, and (c) a meta-analysis using percentage of nonoverlapping data. In the review, 28 studies were included; 18 were included in the meta-analysis. Descriptive results highlighted information on participants, dependent variables, independent variables, and alignment with Social Stories standards. Analysis of research quality yielded strengths in participant description and selection of socially important dependent variables, whereas weaknesses were identified in data collection related to procedural reliability and social validity of procedures. Finally, percentage of nonoverlapping data ranged from 0 to 97.7%, with a median of 50%. Suggestions for future research, implications for practitioners, and limitations are provided. En ligne : http://dx.doi.org/10.1177/1088357609351573 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=117 [article] A Comprehensive Review and Meta-Analysis of the Social Stories Literature [texte imprimé] / David W. TEST, Auteur ; Sharon RICHTER, Auteur ; Victoria F. KNIGHT, Auteur ; Fred SPOONER, Auteur . - 2011 . - p.49-62. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 26-1 (March 2011) . - p.49-62 Index. décimale : PER Périodiques Résumé : This comprehensive review of Social Story™ literature included (a) a descriptive review, (b) an analysis of research quality, and (c) a meta-analysis using percentage of nonoverlapping data. In the review, 28 studies were included; 18 were included in the meta-analysis. Descriptive results highlighted information on participants, dependent variables, independent variables, and alignment with Social Stories standards. Analysis of research quality yielded strengths in participant description and selection of socially important dependent variables, whereas weaknesses were identified in data collection related to procedural reliability and social validity of procedures. Finally, percentage of nonoverlapping data ranged from 0 to 97.7%, with a median of 50%. Suggestions for future research, implications for practitioners, and limitations are provided. En ligne : http://dx.doi.org/10.1177/1088357609351573 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=117

Effects of Social Stories on Increasing Social Interaction and Engagement of Deaf and Hard of Hearing Students with Autism Spectrum Disorder in Inclusive Settings / Eun Young KWON in Journal of Autism and Developmental Disorders, 53-5 (May 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-5 (May 2023) . - p.1915-1929 Titre : Effects of Social Stories on Increasing Social Interaction and Engagement of Deaf and Hard of Hearing Students with Autism Spectrum Disorder in Inclusive Settings Type de document : texte imprimé Auteurs : Eun Young KWON, Auteur ; Joanna E. CANNON, Auteur ; Victoria F. KNIGHT, Auteur ; Sterett H. MERCER, Auteur ; Caroline GUARDINO, Auteur Article en page(s) : p.1915-1929 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : d/Deaf or hard of hearing (d/Dhh) students with autism spectrum disorder (ASD) may require specific approaches to promote social inclusion. The purpose of this study was to investigate the effects of reading social stories with American Sign Language vocabulary to students who are d/Dhh with ASD (d/Dhh-ASD) and their peers in inclusive settings, using a non-concurrent multiple baseline design across participants. To examine the effectiveness of the intervention, the frequency of four communicative social behaviors and the duration of social engagement with peers were recorded for each participant during lunchtime and recess. The results did not show an immediate effect across all participants. Implications for promoting social inclusion for students who are d/Dhh-ASD in general education classrooms are discussed. En ligne : https://doi.org/10.1007/s10803-022-05430-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500 [article] Effects of Social Stories on Increasing Social Interaction and Engagement of Deaf and Hard of Hearing Students with Autism Spectrum Disorder in Inclusive Settings [texte imprimé] / Eun Young KWON, Auteur ; Joanna E. CANNON, Auteur ; Victoria F. KNIGHT, Auteur ; Sterett H. MERCER, Auteur ; Caroline GUARDINO, Auteur . - p.1915-1929. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-5 (May 2023) . - p.1915-1929 Index. décimale : PER Périodiques Résumé : d/Deaf or hard of hearing (d/Dhh) students with autism spectrum disorder (ASD) may require specific approaches to promote social inclusion. The purpose of this study was to investigate the effects of reading social stories with American Sign Language vocabulary to students who are d/Dhh with ASD (d/Dhh-ASD) and their peers in inclusive settings, using a non-concurrent multiple baseline design across participants. To examine the effectiveness of the intervention, the frequency of four communicative social behaviors and the duration of social engagement with peers were recorded for each participant during lunchtime and recess. The results did not show an immediate effect across all participants. Implications for promoting social inclusion for students who are d/Dhh-ASD in general education classrooms are discussed. En ligne : https://doi.org/10.1007/s10803-022-05430-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500

Effects of structured inquiry and graphic organizers on social studies comprehension by students with autism spectrum disorders / Heather SCHENNING in Research in Autism Spectrum Disorders, 7-4 (April 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-4 (April 2013) . - p.526-540 Titre : Effects of structured inquiry and graphic organizers on social studies comprehension by students with autism spectrum disorders Type de document : texte imprimé Auteurs : Heather SCHENNING, Auteur ; Victoria F. KNIGHT, Auteur ; Fred SPOONER, Auteur Article en page(s) : p.526-540 Langues : Anglais (eng) Mots-clés : Moderate and severe disabilities  Moderate disability  Severe disability  Access to general curriculum  Social studies Index. décimale : PER Périodiques Résumé : In social studies, students learn about society and the culture in which they live, current and historical events, people from different backgrounds, and how to develop skills for participating in a democratic system. As people with disabilities are members of our society, participation in social studies content is an important component of their knowledge. Despite the potential benefits of learning social studies content, there is limited investigation in this area for individuals with autism spectrum disorders (ASD). In this study, three middle school students with autism spectrum disorders (ASD) who participated in alternate assessment standards testing based on alternate achievement standards (AA-AAS) learned social studies content (geographic relationships, historical perspectives, economics and development, and government and active citizenship) via structured inquiry and explicit instruction. Results from the single-case multiple probe across participants design suggest a functional relation between the implementation of structured inquiry using explicit instruction and student comprehension of social studies content. In addition, students were able to generalize to “real-world” applications. Future research and implications for practices are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.12.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192 [article] Effects of structured inquiry and graphic organizers on social studies comprehension by students with autism spectrum disorders [texte imprimé] / Heather SCHENNING, Auteur ; Victoria F. KNIGHT, Auteur ; Fred SPOONER, Auteur . - p.526-540. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-4 (April 2013) . - p.526-540 Mots-clés : Moderate and severe disabilities  Moderate disability  Severe disability  Access to general curriculum  Social studies Index. décimale : PER Périodiques Résumé : In social studies, students learn about society and the culture in which they live, current and historical events, people from different backgrounds, and how to develop skills for participating in a democratic system. As people with disabilities are members of our society, participation in social studies content is an important component of their knowledge. Despite the potential benefits of learning social studies content, there is limited investigation in this area for individuals with autism spectrum disorders (ASD). In this study, three middle school students with autism spectrum disorders (ASD) who participated in alternate assessment standards testing based on alternate achievement standards (AA-AAS) learned social studies content (geographic relationships, historical perspectives, economics and development, and government and active citizenship) via structured inquiry and explicit instruction. Results from the single-case multiple probe across participants design suggest a functional relation between the implementation of structured inquiry using explicit instruction and student comprehension of social studies content. In addition, students were able to generalize to “real-world” applications. Future research and implications for practices are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.12.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192

Effects of systematic instruction and self-directed video prompting on text comprehension of elementary students with autism spectrum disorder / Emily SARTINI in Research in Autism Spectrum Disorders, 72 (April 2020)  

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Erratum to: A Review of Technology-Based Interventions to Teach Academic Skills to Students with Autism Spectrum Disorder / Victoria F. KNIGHT in Journal of Autism and Developmental Disorders, 45-1 (January 2015)  

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Erratum to: A Review of Technology-Based Interventions to Teach Academic Skills to Students with Autism Spectrum Disorder / Victoria F. KNIGHT in Journal of Autism and Developmental Disorders, 43-11 (November 2013)  

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Evaluating Supported eText to Teach Science to High School Students With Moderate Intellectual Disability / Victoria F. KNIGHT in Focus on Autism and Other Developmental Disabilities, 33-4 (December 2018)  

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Evaluating Visual Activity Schedules as Evidence-Based Practice for Individuals with Autism Spectrum Disorders / Victoria F. KNIGHT in Journal of Autism and Developmental Disorders, 45-1 (January 2015)  

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Generalization Strategies to Promote Text Comprehension Skills by Students With ASD in Core Content Areas / Emily SARTINI in Focus on Autism and Other Developmental Disabilities, 33-3 (September 2018)  

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Instructional Practices, Priorities, and Preparedness for Educating Students With Autism and Intellectual Disability / Victoria F. KNIGHT in Focus on Autism and Other Developmental Disabilities, 34-1 (March 2019)  

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Paraprofessional-Delivered Video Prompting to Teach Academics to Students with Severe Disabilities in Inclusive Settings / Victoria F. KNIGHT in Journal of Autism and Developmental Disorders, 48-6 (June 2018)  

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A Review of Technology-Based Interventions to Teach Academic Skills to Students with Autism Spectrum Disorder / Victoria F. KNIGHT in Journal of Autism and Developmental Disorders, 43-11 (November 2013)  

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A review of video modeling to teach STEM to students with autism and intellectual disability / John C. WRIGHT in Research in Autism Spectrum Disorders, 70 (February 2020)  

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