Dépouillements

Understanding the Effect Size of Peer-Mediated Academic Instruction: A Meta-Analysis / April N. HAAS in Focus on Autism and Other Developmental Disabilities, 37-1 (March 2022)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 37-1 (March 2022) . - 3-12 Titre : Understanding the Effect Size of Peer-Mediated Academic Instruction: A Meta-Analysis Type de document : Texte imprimé et/ou numérique Auteurs : April N. HAAS, Auteur ; Kimberly J. VANNEST, Auteur ; Marcus C. FULLER, Auteur ; Jennifer B. GANZ, Auteur Article en page(s) : 3-12 Langues : Anglais (eng) Mots-clés : autism  peer tutoring  academic interventions Index. décimale : PER Périodiques Résumé : A deficit in social skills often makes teaching academics a second thought when instructing students with autism. Peer-mediated instruction has been well studied for increasing academic skills across various disabilities and social skills for students with autism spectrum disorder (ASD). The purpose of this study was to determine the effect size of peer-mediated academic instruction (PMAI) to increase academic skills for students with ASD. Results indicate studies demonstrate a weak to moderate effect when using PMAI to teach students with ASD. These results validate PMAI can be effective when teaching academic skills to students with ASD; however, more studies are needed to better understand for whom and under what conditions PMAI is most effective. En ligne : http://dx.doi.org/10.1177/10883576211023329 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460 [article] Understanding the Effect Size of Peer-Mediated Academic Instruction: A Meta-Analysis [Texte imprimé et/ou numérique] / April N. HAAS, Auteur ; Kimberly J. VANNEST, Auteur ; Marcus C. FULLER, Auteur ; Jennifer B. GANZ, Auteur . - 3-12. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 37-1 (March 2022) . - 3-12 Mots-clés : autism  peer tutoring  academic interventions Index. décimale : PER Périodiques Résumé : A deficit in social skills often makes teaching academics a second thought when instructing students with autism. Peer-mediated instruction has been well studied for increasing academic skills across various disabilities and social skills for students with autism spectrum disorder (ASD). The purpose of this study was to determine the effect size of peer-mediated academic instruction (PMAI) to increase academic skills for students with ASD. Results indicate studies demonstrate a weak to moderate effect when using PMAI to teach students with ASD. These results validate PMAI can be effective when teaching academic skills to students with ASD; however, more studies are needed to better understand for whom and under what conditions PMAI is most effective. En ligne : http://dx.doi.org/10.1177/10883576211023329 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460

Expert Consensus on the Development of a School-Based Intervention to Improve the School Participation and Connectedness of Elementary Students on the Autism Spectrum: A Delphi Study / Amy HODGES in Focus on Autism and Other Developmental Disabilities, 37-1 (March 2022)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 37-1 (March 2022) . - 13-23 Titre : Expert Consensus on the Development of a School-Based Intervention to Improve the School Participation and Connectedness of Elementary Students on the Autism Spectrum: A Delphi Study Type de document : Texte imprimé et/ou numérique Auteurs : Amy HODGES, Auteur ; Reinie CORDIER, Auteur ; Annette JOOSTEN, Auteur ; Helen M. BOURKE-TAYLOR, Auteur Article en page(s) : 13-23 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  elementary  intervention  inclusion Index. décimale : PER Périodiques Résumé : School participation and connectedness have significant implications for student outcomes while at school and in later life. The need to develop evidence-based interventions to proactively support students with autism spectrum disorder (ASD) is imperative. A two-round Delphi technique was used to gain expert consensus to inform the development of a school-based intervention to improve the school participation and connectedness of elementary students with ASD. Seventy-six expert clinicians, educators, and researchers completed Round 1 and 65 completed Round 2. Consensus was achieved on the application of a conceptual framework of participation in Round 1, which informed the theoretical rationale of the intervention. Consensus on the importance of proposed classroom modules and the feasibility of proposed intervention techniques was achieved in Round 2. The process of gaining expert perspectives to develop an evidence-based intervention provides greater confidence that the intervention will be effective in achieving meaningful outcomes for students with ASD. En ligne : http://dx.doi.org/10.1177/10883576211030483 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460 [article] Expert Consensus on the Development of a School-Based Intervention to Improve the School Participation and Connectedness of Elementary Students on the Autism Spectrum: A Delphi Study [Texte imprimé et/ou numérique] / Amy HODGES, Auteur ; Reinie CORDIER, Auteur ; Annette JOOSTEN, Auteur ; Helen M. BOURKE-TAYLOR, Auteur . - 13-23. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 37-1 (March 2022) . - 13-23 Mots-clés : autism spectrum disorder  elementary  intervention  inclusion Index. décimale : PER Périodiques Résumé : School participation and connectedness have significant implications for student outcomes while at school and in later life. The need to develop evidence-based interventions to proactively support students with autism spectrum disorder (ASD) is imperative. A two-round Delphi technique was used to gain expert consensus to inform the development of a school-based intervention to improve the school participation and connectedness of elementary students with ASD. Seventy-six expert clinicians, educators, and researchers completed Round 1 and 65 completed Round 2. Consensus was achieved on the application of a conceptual framework of participation in Round 1, which informed the theoretical rationale of the intervention. Consensus on the importance of proposed classroom modules and the feasibility of proposed intervention techniques was achieved in Round 2. The process of gaining expert perspectives to develop an evidence-based intervention provides greater confidence that the intervention will be effective in achieving meaningful outcomes for students with ASD. En ligne : http://dx.doi.org/10.1177/10883576211030483 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460

Validation of Wearable Sensor Technology to Measure Social Proximity of Young Children With Autism Spectrum Disorders / Sarah N. DOUGLAS in Focus on Autism and Other Developmental Disabilities, 37-1 (March 2022)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 37-1 (March 2022) . - 24-33 Titre : Validation of Wearable Sensor Technology to Measure Social Proximity of Young Children With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Sarah N. DOUGLAS, Auteur ; Yan SHI, Auteur ; Saptarshi DAS, Auteur ; Subir BISWAS, Auteur Article en page(s) : 24-33 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  social proximity  social skills  preschool Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASD) struggle to develop appropriate social skills, which can lead to later social rejection, isolation, and mental health concerns. Educators play an important role in supporting and monitoring social skills development for children with ASD, but the tools used by educators are often tedious, lack suitable sensitivity, provide limited information to plan interventions, and are time-consuming. Therefore, we conducted a study to evaluate the use of a sensor system to measure social proximity between three children with ASD and their peers in an inclusive preschool setting. We compared video-coded data with sensor data using point-by-point agreement to measure the accuracy of the sensor system. Results suggest that the sensor system can adequately measure social proximity between children with ASD and their peers. The next steps for sensor system validation are discussed along with clinical and educational implications, limitations, and future research directions. En ligne : http://dx.doi.org/10.1177/10883576211028223 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460 [article] Validation of Wearable Sensor Technology to Measure Social Proximity of Young Children With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Sarah N. DOUGLAS, Auteur ; Yan SHI, Auteur ; Saptarshi DAS, Auteur ; Subir BISWAS, Auteur . - 24-33. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 37-1 (March 2022) . - 24-33 Mots-clés : autism spectrum disorders  social proximity  social skills  preschool Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASD) struggle to develop appropriate social skills, which can lead to later social rejection, isolation, and mental health concerns. Educators play an important role in supporting and monitoring social skills development for children with ASD, but the tools used by educators are often tedious, lack suitable sensitivity, provide limited information to plan interventions, and are time-consuming. Therefore, we conducted a study to evaluate the use of a sensor system to measure social proximity between three children with ASD and their peers in an inclusive preschool setting. We compared video-coded data with sensor data using point-by-point agreement to measure the accuracy of the sensor system. Results suggest that the sensor system can adequately measure social proximity between children with ASD and their peers. The next steps for sensor system validation are discussed along with clinical and educational implications, limitations, and future research directions. En ligne : http://dx.doi.org/10.1177/10883576211028223 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460

Imitation Recognition by Minimally Verbal Young Children: A Comparison Between Down Syndrome and Autism Spectrum Disorder / Gökhan TÖRET in Focus on Autism and Other Developmental Disabilities, 37-1 (March 2022)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 37-1 (March 2022) . - 34-45 Titre : Imitation Recognition by Minimally Verbal Young Children: A Comparison Between Down Syndrome and Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Gökhan TÖRET, Auteur Article en page(s) : 34-45 Langues : Anglais (eng) Mots-clés : autism  Down syndrome  minimally verbal communication  imitation recognition  play abilities Index. décimale : PER Périodiques Résumé : Research has shown that children with autism spectrum disorder (ASD) display limited imitation recognition behaviors in comparison with typically developing children. However, the levels of imitation recognition of minimally verbal children with ASD relative to those with developmental disabilities are unknown. The purpose of this study was to compare the imitation recognition behaviors of 20 minimally verbal children with ASD and 20 minimally verbal children with Down syndrome (DS) when imitated by an adult in a play context. Results showed that children with ASD display more limited imitation recognition than children with DS. These results indicate that children with ASD are weaker in displaying imitation recognition. However, both groups displayed an association between imitation recognition and a variety of play actions in both groups. En ligne : http://dx.doi.org/10.1177/10883576211035030 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460 [article] Imitation Recognition by Minimally Verbal Young Children: A Comparison Between Down Syndrome and Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Gökhan TÖRET, Auteur . - 34-45. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 37-1 (March 2022) . - 34-45 Mots-clés : autism  Down syndrome  minimally verbal communication  imitation recognition  play abilities Index. décimale : PER Périodiques Résumé : Research has shown that children with autism spectrum disorder (ASD) display limited imitation recognition behaviors in comparison with typically developing children. However, the levels of imitation recognition of minimally verbal children with ASD relative to those with developmental disabilities are unknown. The purpose of this study was to compare the imitation recognition behaviors of 20 minimally verbal children with ASD and 20 minimally verbal children with Down syndrome (DS) when imitated by an adult in a play context. Results showed that children with ASD display more limited imitation recognition than children with DS. These results indicate that children with ASD are weaker in displaying imitation recognition. However, both groups displayed an association between imitation recognition and a variety of play actions in both groups. En ligne : http://dx.doi.org/10.1177/10883576211035030 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460

School Readiness for Children With Autism Spectrum Disorder: Critical Gaps and Call for Research / Amy K. IZUNO-GARCIA in Focus on Autism and Other Developmental Disabilities, 37-1 (March 2022)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 37-1 (March 2022) . - 46-55 Titre : School Readiness for Children With Autism Spectrum Disorder: Critical Gaps and Call for Research Type de document : Texte imprimé et/ou numérique Auteurs : Amy K. IZUNO-GARCIA, Auteur ; Emily R. JELLINEK, Auteur ; Georgina J. ROSENBROCK, Auteur ; Milena A. KELLER-MARGULIS, Auteur ; Sarah S. MIRE, Auteur Article en page(s) : 46-55 Langues : Anglais (eng) Mots-clés : school readiness  autism spectrum disorder  Office of Head Start Index. décimale : PER Périodiques Résumé : Students who enter kindergarten without school readiness skills are more likely to demonstrate academic, behavioral, and social struggles during school. Children with autism spectrum disorder (ASD) are particularly at risk for underdeveloped school readiness skills, which can undermine academic achievement and result in poor long-term outcomes. The purpose of this article is to synthesize literature that aligns with a widely used Office of Head Start’s model of school readiness, applied to children with ASD, and to present critical gaps in research and opportunities for practice that may improve school readiness in this population. Research in this area may ultimately help to enhance service delivery that improves preparation for school and, therefore, later academic and long-term life outcomes for students with ASD. En ligne : http://dx.doi.org/10.1177/10883576211028206 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460 [article] School Readiness for Children With Autism Spectrum Disorder: Critical Gaps and Call for Research [Texte imprimé et/ou numérique] / Amy K. IZUNO-GARCIA, Auteur ; Emily R. JELLINEK, Auteur ; Georgina J. ROSENBROCK, Auteur ; Milena A. KELLER-MARGULIS, Auteur ; Sarah S. MIRE, Auteur . - 46-55. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 37-1 (March 2022) . - 46-55 Mots-clés : school readiness  autism spectrum disorder  Office of Head Start Index. décimale : PER Périodiques Résumé : Students who enter kindergarten without school readiness skills are more likely to demonstrate academic, behavioral, and social struggles during school. Children with autism spectrum disorder (ASD) are particularly at risk for underdeveloped school readiness skills, which can undermine academic achievement and result in poor long-term outcomes. The purpose of this article is to synthesize literature that aligns with a widely used Office of Head Start’s model of school readiness, applied to children with ASD, and to present critical gaps in research and opportunities for practice that may improve school readiness in this population. Research in this area may ultimately help to enhance service delivery that improves preparation for school and, therefore, later academic and long-term life outcomes for students with ASD. En ligne : http://dx.doi.org/10.1177/10883576211028206 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460

Adaptive Behavior of College Students With Autism / Kathleen D. VIEZEL in Focus on Autism and Other Developmental Disabilities, 37-1 (March 2022)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 37-1 (March 2022) . - 56-65 Titre : Adaptive Behavior of College Students With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Kathleen D. VIEZEL, Auteur ; Benjamin FREER, Auteur ; Chelsea D. MORGAN, Auteur Article en page(s) : 56-65 Langues : Anglais (eng) Mots-clés : adaptive behavior  autism  college  postsecondary transition Index. décimale : PER Périodiques Résumé : As an increasing number of individuals with autism spectrum disorder (ASD) matriculate on college campuses, all stakeholders should be prepared to meet their needs. Despite a body of literature describing adaptive behavior deficits of individuals with ASD, there is a paucity of research examining these skills among those who are college-ready. The present study investigated the adaptive behavior of a diverse group (N = 27) of incoming college students with ASD and examined to what extent these skills could predict initial academic success. Despite average intelligence and good academic indicators, deficits in communication, socialization, and daily living skills were found. No models, even those that included intelligence quotient (IQ) and SAT scores, were predictive of first-semester or first-year grade point average (GPA). Importantly, freshman-to-sophomore retention appeared higher than the university average. Findings suggest that practitioners and families should consider adaptive behavior in addition to intellectual and academic capabilities when considering postsecondary opportunities and available supports. En ligne : http://dx.doi.org/10.1177/10883576211056291 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460 [article] Adaptive Behavior of College Students With Autism [Texte imprimé et/ou numérique] / Kathleen D. VIEZEL, Auteur ; Benjamin FREER, Auteur ; Chelsea D. MORGAN, Auteur . - 56-65. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 37-1 (March 2022) . - 56-65 Mots-clés : adaptive behavior  autism  college  postsecondary transition Index. décimale : PER Périodiques Résumé : As an increasing number of individuals with autism spectrum disorder (ASD) matriculate on college campuses, all stakeholders should be prepared to meet their needs. Despite a body of literature describing adaptive behavior deficits of individuals with ASD, there is a paucity of research examining these skills among those who are college-ready. The present study investigated the adaptive behavior of a diverse group (N = 27) of incoming college students with ASD and examined to what extent these skills could predict initial academic success. Despite average intelligence and good academic indicators, deficits in communication, socialization, and daily living skills were found. No models, even those that included intelligence quotient (IQ) and SAT scores, were predictive of first-semester or first-year grade point average (GPA). Importantly, freshman-to-sophomore retention appeared higher than the university average. Findings suggest that practitioners and families should consider adaptive behavior in addition to intellectual and academic capabilities when considering postsecondary opportunities and available supports. En ligne : http://dx.doi.org/10.1177/10883576211056291 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460