Brief Report: Learning Via the Electronic Interactive Whiteboard for Two Students with Autism and a Student with Moderate Intellectual Disability / Gulnoza YAKUBOVA in Journal of Autism and Developmental Disorders, 43-6 (June 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-6 (June 2013) . - p.1465-1472 Titre : Brief Report: Learning Via the Electronic Interactive Whiteboard for Two Students with Autism and a Student with Moderate Intellectual Disability Type de document : texte imprimé Auteurs : Gulnoza YAKUBOVA, Auteur ; Teresa TABER-DOUGHTY, Auteur Article en page(s) : p.1465-1472 Langues : Anglais (eng) Mots-clés : Interactive whiteboard  Autism  Instructional technology  Video modeling Index. décimale : PER Périodiques Résumé : The effects of a multicomponent intervention (a self-operated video modeling and self-monitoring delivered via an electronic interactive whiteboard (IWB) and a system of least prompts) on skill acquisition and interaction behavior of two students with autism and one student with moderate intellectual disability were examined using a multi-probe across students design. Students were taught to operate and view video modeling clips, perform a chain of novel tasks and self-monitor task performance using a SMART Board IWB. Results support the effectiveness of a multicomponent intervention in improving students’ skill acquisition. Results also highlight the use of this technology as a self-operated and interactive device rather than a traditional teacher-operated device to enhance students’ active participation in learning. En ligne : http://dx.doi.org/10.1007/s10803-012-1682-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=201 [article] Brief Report: Learning Via the Electronic Interactive Whiteboard for Two Students with Autism and a Student with Moderate Intellectual Disability [texte imprimé] / Gulnoza YAKUBOVA, Auteur ; Teresa TABER-DOUGHTY, Auteur . - p.1465-1472. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-6 (June 2013) . - p.1465-1472 Mots-clés : Interactive whiteboard  Autism  Instructional technology  Video modeling Index. décimale : PER Périodiques Résumé : The effects of a multicomponent intervention (a self-operated video modeling and self-monitoring delivered via an electronic interactive whiteboard (IWB) and a system of least prompts) on skill acquisition and interaction behavior of two students with autism and one student with moderate intellectual disability were examined using a multi-probe across students design. Students were taught to operate and view video modeling clips, perform a chain of novel tasks and self-monitor task performance using a SMART Board IWB. Results support the effectiveness of a multicomponent intervention in improving students’ skill acquisition. Results also highlight the use of this technology as a self-operated and interactive device rather than a traditional teacher-operated device to enhance students’ active participation in learning. En ligne : http://dx.doi.org/10.1007/s10803-012-1682-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=201

Examining the Effects of Parent-Created and Parent-Implemented Video Prompting to Teach Daily Living Skills to an Adolescent with Autism / Gulnoza YAKUBOVA in Journal of Autism and Developmental Disorders, 51-12 (December 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4679-4691 Titre : Examining the Effects of Parent-Created and Parent-Implemented Video Prompting to Teach Daily Living Skills to an Adolescent with Autism Type de document : texte imprimé Auteurs : Gulnoza YAKUBOVA, Auteur ; Briella Baer CHEN, Auteur Article en page(s) : p.4679-4691 Langues : Anglais (eng) Mots-clés : Adolescent  Autism Spectrum Disorder/therapy  Autistic Disorder  Child  Humans  Learning  Mentoring  Parents  Autism spectrum disorder  Daily living skills  Parent training  Video prompting  of interest. Index. décimale : PER Périodiques Résumé : Teaching parents how to create their own video-prompting (VP) and implement it to help their children learn daily living tasks at home can be empowering for parents. Using a multiple probe across three tasks design, we examined the effects of parent-created and parent-implemented VP and error correction strategy on teaching three daily living tasks to a 14-year-old child with autism spectrum disorder (ASD). Following a one-time training and continuous coaching, a parent successfully created a VP intervention for all three tasks and implemented VP with error correction with high fidelity. Following the intervention implementation, the child with ASD learned to complete daily living tasks with high levels of accuracy and maintained task completion at a 1-week follow-up. En ligne : http://dx.doi.org/10.1007/s10803-021-04913-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 [article] Examining the Effects of Parent-Created and Parent-Implemented Video Prompting to Teach Daily Living Skills to an Adolescent with Autism [texte imprimé] / Gulnoza YAKUBOVA, Auteur ; Briella Baer CHEN, Auteur . - p.4679-4691. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4679-4691 Mots-clés : Adolescent  Autism Spectrum Disorder/therapy  Autistic Disorder  Child  Humans  Learning  Mentoring  Parents  Autism spectrum disorder  Daily living skills  Parent training  Video prompting  of interest. Index. décimale : PER Périodiques Résumé : Teaching parents how to create their own video-prompting (VP) and implement it to help their children learn daily living tasks at home can be empowering for parents. Using a multiple probe across three tasks design, we examined the effects of parent-created and parent-implemented VP and error correction strategy on teaching three daily living tasks to a 14-year-old child with autism spectrum disorder (ASD). Following a one-time training and continuous coaching, a parent successfully created a VP intervention for all three tasks and implemented VP with error correction with high fidelity. Following the intervention implementation, the child with ASD learned to complete daily living tasks with high levels of accuracy and maintained task completion at a 1-week follow-up. En ligne : http://dx.doi.org/10.1007/s10803-021-04913-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454

Improving Problem-Solving Performance of Students With Autism Spectrum Disorders / Gulnoza YAKUBOVA in Focus on Autism and Other Developmental Disabilities, 32-1 (March 2017)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 32-1 (March 2017) . - p.3-17 Titre : Improving Problem-Solving Performance of Students With Autism Spectrum Disorders Type de document : texte imprimé Auteurs : Gulnoza YAKUBOVA, Auteur ; Teresa TABER-DOUGHTY, Auteur Article en page(s) : p.3-17 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The effectiveness of a multicomponent intervention to improve the problem-solving performance of students with autism spectrum disorders (ASD) during vocational tasks was examined. A multiple-probe across-students design was used to illustrate the effectiveness of point-of-view video modeling paired with practice sessions and a self-operated cue sheet to solve problems encountered during vocational tasks. Following intervention, all students improved performance and generalized problem-solving skills to a second untrained setting. Three of four students maintained performance at a 6-week follow-up. Overall, evidence indicated that students with ASD could learn to engage in problem solving independently following the intervention. En ligne : http://dx.doi.org/10.1177/1088357615587506 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303 [article] Improving Problem-Solving Performance of Students With Autism Spectrum Disorders [texte imprimé] / Gulnoza YAKUBOVA, Auteur ; Teresa TABER-DOUGHTY, Auteur . - p.3-17. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 32-1 (March 2017) . - p.3-17 Index. décimale : PER Périodiques Résumé : The effectiveness of a multicomponent intervention to improve the problem-solving performance of students with autism spectrum disorders (ASD) during vocational tasks was examined. A multiple-probe across-students design was used to illustrate the effectiveness of point-of-view video modeling paired with practice sessions and a self-operated cue sheet to solve problems encountered during vocational tasks. Following intervention, all students improved performance and generalized problem-solving skills to a second untrained setting. Three of four students maintained performance at a 6-week follow-up. Overall, evidence indicated that students with ASD could learn to engage in problem solving independently following the intervention. En ligne : http://dx.doi.org/10.1177/1088357615587506 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303

Learning with Technology: Video Modeling with Concrete–Representational–Abstract Sequencing for Students with Autism Spectrum Disorder / Gulnoza YAKUBOVA in Journal of Autism and Developmental Disorders, 46-7 (July 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-7 (July 2016) . - p.2349-2362 Titre : Learning with Technology: Video Modeling with Concrete–Representational–Abstract Sequencing for Students with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Gulnoza YAKUBOVA, Auteur ; Elizabeth M. HUGHES, Auteur ; Megan SHINABERRY, Auteur Article en page(s) : p.2349-2362 Langues : Anglais (eng) Mots-clés : Autism  Concrete–representational–abstract instructional sequence  Technology-based intervention  Mathematics Index. décimale : PER Périodiques Résumé : The purpose of this study was to determine the effectiveness of a video modeling intervention with concrete–representational–abstract instructional sequence in teaching mathematics concepts to students with autism spectrum disorder (ASD). A multiple baseline across skills design of single-case experimental methodology was used to determine the effectiveness of the intervention on the acquisition and maintenance of addition, subtraction, and number comparison skills for four elementary school students with ASD. Findings supported the effectiveness of the intervention in improving skill acquisition and maintenance at a 3-week follow-up. Implications for practice and future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-016-2768-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290 [article] Learning with Technology: Video Modeling with Concrete–Representational–Abstract Sequencing for Students with Autism Spectrum Disorder [texte imprimé] / Gulnoza YAKUBOVA, Auteur ; Elizabeth M. HUGHES, Auteur ; Megan SHINABERRY, Auteur . - p.2349-2362. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-7 (July 2016) . - p.2349-2362 Mots-clés : Autism  Concrete–representational–abstract instructional sequence  Technology-based intervention  Mathematics Index. décimale : PER Périodiques Résumé : The purpose of this study was to determine the effectiveness of a video modeling intervention with concrete–representational–abstract instructional sequence in teaching mathematics concepts to students with autism spectrum disorder (ASD). A multiple baseline across skills design of single-case experimental methodology was used to determine the effectiveness of the intervention on the acquisition and maintenance of addition, subtraction, and number comparison skills for four elementary school students with ASD. Findings supported the effectiveness of the intervention in improving skill acquisition and maintenance at a 3-week follow-up. Implications for practice and future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-016-2768-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290

Mathematics Learning Through Online Video-Based Instruction for an Autistic Child / Gulnoza YAKUBOVA ; Melissa A. DEFAYETTE ; Briella Baer CHEN in Journal of Autism and Developmental Disorders, 53-6 (June 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-6 (June 2023) . - p.2349-2361 Titre : Mathematics Learning Through Online Video-Based Instruction for an Autistic Child : Journal of Autism and Developmental Disorders Type de document : texte imprimé Auteurs : Gulnoza YAKUBOVA, Auteur ; Melissa A. DEFAYETTE, Auteur ; Briella Baer CHEN, Auteur Article en page(s) : p.2349-2361 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine the effectiveness of a video modeling (VM) intervention package (including virtual manipulatives and error correction) delivered via synchronous, virtual environment to teach the mathematics skills of addition, number comparison, and subtraction to a five-year old autistic child. Using a multiple probe across skills design of a single-case experimental design, we examined whether a causal relation existed between the intervention and the child?s improved accuracy of mathematics problem-solving. Following the intervention, the autistic child showed improved accuracy across all three skills and continued to solve problems with 100% accuracy during the generalization phase, which also served as the immediate maintenance phase. En ligne : https://doi.org/10.1007/s10803-022-05525-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=506 [article] Mathematics Learning Through Online Video-Based Instruction for an Autistic Child : Journal of Autism and Developmental Disorders [texte imprimé] / Gulnoza YAKUBOVA, Auteur ; Melissa A. DEFAYETTE, Auteur ; Briella Baer CHEN, Auteur . - p.2349-2361. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-6 (June 2023) . - p.2349-2361 Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine the effectiveness of a video modeling (VM) intervention package (including virtual manipulatives and error correction) delivered via synchronous, virtual environment to teach the mathematics skills of addition, number comparison, and subtraction to a five-year old autistic child. Using a multiple probe across skills design of a single-case experimental design, we examined whether a causal relation existed between the intervention and the child?s improved accuracy of mathematics problem-solving. Following the intervention, the autistic child showed improved accuracy across all three skills and continued to solve problems with 100% accuracy during the generalization phase, which also served as the immediate maintenance phase. En ligne : https://doi.org/10.1007/s10803-022-05525-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=506

A scoping review of autism research conducted in Central Asia: Knowledge gaps and research priorities / Gulnoza YAKUBOVA in Autism, 28-2 (February 2024)  

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The Use of Cell Phones to Address Safety Skills for Students With a Moderate ID in Community-Based Settings / Laura A. BASSETTE in Focus on Autism and Other Developmental Disabilities, 33-2 (June 2018)  

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Video-Based Intervention in Teaching Fraction Problem-Solving to Students with Autism Spectrum Disorder / Gulnoza YAKUBOVA in Journal of Autism and Developmental Disorders, 45-9 (September 2015)  

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