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 et/ou numérique 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 et/ou numérique] / 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

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 et/ou numérique 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 et/ou numérique] / 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 et/ou numérique 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 et/ou numérique] / 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 et/ou numérique 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 et/ou numérique] / 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)  

Public ISBD [article]  inAutism > 28-2 (February 2024) . - p.342?354 Titre : A scoping review of autism research conducted in Central Asia: Knowledge gaps and research priorities Type de document : Texte imprimé et/ou numérique Auteurs : Gulnoza YAKUBOVA, Auteur Article en page(s) : p.342?354 Mots-clés : autism research  Central Asia  knowledge gaps Index. décimale : PER Périodiques Résumé : Very little is known about the status of autism research in Central Asia. The purpose of this scoping review was to examine the scope and focus of the peer-reviewed research studies conducted with autistic people and their families in five Central Asian countries?Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan. The electronic databases of EBSCO Host and Web of Science were used for systematic search of literature. Eleven articles that met eligibility criteria were included in the review and analyzed for topics and research areas outlined in the Interagency Autism Coordinating Committee Strategic Plan. Ten of these studies were conducted in Kazakhstan and one in Uzbekistan using qualitative, quantitative, and mixed-methods research designs. Five of the seven research areas?Diagnosis, Biology, Risk Factors, Services, and Treatment and Interventions?were represented in these studies, while there were no studies identified in the areas of Lifespan Issues or Infrastructure and Surveillance, highlighting a gap in research. None of the studies reported co-authorship of scientists from Central Asian countries. The review identified knowledge gaps and research needs to guide future research in autism in Central Asia to address the needs of autistic individuals and their families living in this region. Lay abstract Very little is known about the status of autism research in Central Asia. Through the library databases, we identified and reviewed 11 scientific studies conducted with autistic people and their families in five Central Asian countries?Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan. Of the 11 studies, 10 were conducted in Kazakhstan and 1 in Uzbekistan. Within these limited number of research studies, different topics such as diagnosis, risk factors of autism, biology, and various service and intervention areas were addressed. We identified several knowledge gaps and research priorities to address the needs of autistic people, their families, and professionals in Central Asia. En ligne : https://dx.doi.org/10.1177/13623613231170553 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519 [article] A scoping review of autism research conducted in Central Asia: Knowledge gaps and research priorities [Texte imprimé et/ou numérique] / Gulnoza YAKUBOVA, Auteur . - p.342?354. in Autism > 28-2 (February 2024) . - p.342?354 Mots-clés : autism research  Central Asia  knowledge gaps Index. décimale : PER Périodiques Résumé : Very little is known about the status of autism research in Central Asia. The purpose of this scoping review was to examine the scope and focus of the peer-reviewed research studies conducted with autistic people and their families in five Central Asian countries?Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan. The electronic databases of EBSCO Host and Web of Science were used for systematic search of literature. Eleven articles that met eligibility criteria were included in the review and analyzed for topics and research areas outlined in the Interagency Autism Coordinating Committee Strategic Plan. Ten of these studies were conducted in Kazakhstan and one in Uzbekistan using qualitative, quantitative, and mixed-methods research designs. Five of the seven research areas?Diagnosis, Biology, Risk Factors, Services, and Treatment and Interventions?were represented in these studies, while there were no studies identified in the areas of Lifespan Issues or Infrastructure and Surveillance, highlighting a gap in research. None of the studies reported co-authorship of scientists from Central Asian countries. The review identified knowledge gaps and research needs to guide future research in autism in Central Asia to address the needs of autistic individuals and their families living in this region. Lay abstract Very little is known about the status of autism research in Central Asia. Through the library databases, we identified and reviewed 11 scientific studies conducted with autistic people and their families in five Central Asian countries?Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan. Of the 11 studies, 10 were conducted in Kazakhstan and 1 in Uzbekistan. Within these limited number of research studies, different topics such as diagnosis, risk factors of autism, biology, and various service and intervention areas were addressed. We identified several knowledge gaps and research priorities to address the needs of autistic people, their families, and professionals in Central Asia. En ligne : https://dx.doi.org/10.1177/13623613231170553 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519

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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