Evidence-Based Reading Instruction for Individuals With Autism Spectrum Disorders / Kelly J. WHALON in Focus on Autism and Other Developmental Disabilities, 24-1 (March 2009)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 24-1 (March 2009) . - p.3-16 Titre : Evidence-Based Reading Instruction for Individuals With Autism Spectrum Disorders Type de document : texte imprimé Auteurs : Kelly J. WHALON, Auteur ; Stephanie AL OTAIBA, Auteur ; Monica E. DELANO, Auteur Année de publication : 2009 Article en page(s) : p.3-16 Langues : Anglais (eng) Mots-clés : autism-spectrum-disorders reading literacy Index. décimale : PER Périodiques Résumé : Legislation mandates that all children, including children with autism spectrum disorders (ASD), be taught to read in ways that are consistent with reading research and target the five components of evidence-based reading instruction: phonemic awareness, phonics, reading fluency, vocabulary, and comprehension strategies. This review synthesized the literature on reading instruction for children with ASD that encompassed one or more of the five components of reading. The review included 11 studies with 61 participants ages 4 to 17 years. Results indicated that children with ASD can benefit from reading instruction consistent with reading research. Research in this area is still preliminary, and more research is needed to guide practice. Possible directions for future research are provided. En ligne : http://dx.doi.org/10.1177/1088357608328515 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=697 [article] Evidence-Based Reading Instruction for Individuals With Autism Spectrum Disorders [texte imprimé] / Kelly J. WHALON, Auteur ; Stephanie AL OTAIBA, Auteur ; Monica E. DELANO, Auteur . - 2009 . - p.3-16. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 24-1 (March 2009) . - p.3-16 Mots-clés : autism-spectrum-disorders reading literacy Index. décimale : PER Périodiques Résumé : Legislation mandates that all children, including children with autism spectrum disorders (ASD), be taught to read in ways that are consistent with reading research and target the five components of evidence-based reading instruction: phonemic awareness, phonics, reading fluency, vocabulary, and comprehension strategies. This review synthesized the literature on reading instruction for children with ASD that encompassed one or more of the five components of reading. The review included 11 studies with 61 participants ages 4 to 17 years. Results indicated that children with ASD can benefit from reading instruction consistent with reading research. Research in this area is still preliminary, and more research is needed to guide practice. Possible directions for future research are provided. En ligne : http://dx.doi.org/10.1177/1088357608328515 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=697

School-Based Peer-Related Social Competence Interventions for Children with Autism Spectrum Disorder: A Meta-Analysis and Descriptive Review of Single Case Research Design Studies / Kelly J. WHALON in Journal of Autism and Developmental Disorders, 45-6 (June 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1513-1531 Titre : School-Based Peer-Related Social Competence Interventions for Children with Autism Spectrum Disorder: A Meta-Analysis and Descriptive Review of Single Case Research Design Studies Type de document : texte imprimé Auteurs : Kelly J. WHALON, Auteur ; Maureen A. CONROY, Auteur ; Jose R. MARTINEZ, Auteur ; Brittany L. WERCH, Auteur Article en page(s) : p.1513-1531 Langues : Anglais (eng) Mots-clés : Social competence  Social communication  Autism spectrum disorder  Literature review  Meta-analysis Index. décimale : PER Périodiques Résumé : The purpose of this review was to critically examine and summarize the impact of school-based interventions designed to facilitate the peer-related social competence of children with autism spectrum disorder (ASD). Reviewed studies employed a single-case experimental design, targeted peer-related social competence, included children 3–12 years old with an ASD, and took place in school settings. Articles were analyzed descriptively and using the evaluative method to determine study quality. Additionally, effect size estimates were calculated using nonoverlap of all pairs method and Tau-U. A total of 37 studies including 105 children were reviewed. Overall, ES estimates ranged from weak to strong, but on average, the reviewed interventions produced a moderate to strong effect, and quality ratings were generally in the acceptable to high range. Findings suggest that children with ASD can benefit from social skill interventions implemented with peers in school settings. En ligne : http://dx.doi.org/10.1007/s10803-015-2373-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] School-Based Peer-Related Social Competence Interventions for Children with Autism Spectrum Disorder: A Meta-Analysis and Descriptive Review of Single Case Research Design Studies [texte imprimé] / Kelly J. WHALON, Auteur ; Maureen A. CONROY, Auteur ; Jose R. MARTINEZ, Auteur ; Brittany L. WERCH, Auteur . - p.1513-1531. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1513-1531 Mots-clés : Social competence  Social communication  Autism spectrum disorder  Literature review  Meta-analysis Index. décimale : PER Périodiques Résumé : The purpose of this review was to critically examine and summarize the impact of school-based interventions designed to facilitate the peer-related social competence of children with autism spectrum disorder (ASD). Reviewed studies employed a single-case experimental design, targeted peer-related social competence, included children 3–12 years old with an ASD, and took place in school settings. Articles were analyzed descriptively and using the evaluative method to determine study quality. Additionally, effect size estimates were calculated using nonoverlap of all pairs method and Tau-U. A total of 37 studies including 105 children were reviewed. Overall, ES estimates ranged from weak to strong, but on average, the reviewed interventions produced a moderate to strong effect, and quality ratings were generally in the acceptable to high range. Findings suggest that children with ASD can benefit from social skill interventions implemented with peers in school settings. En ligne : http://dx.doi.org/10.1007/s10803-015-2373-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

The Association Between Therapeutic Horseback Riding and the Social Communication and Sensory Reactions of Children with Autism / Sandra WARD in Journal of Autism and Developmental Disorders, 43-9 (September 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-9 (September 2013) . - p.2190-2198 Titre : The Association Between Therapeutic Horseback Riding and the Social Communication and Sensory Reactions of Children with Autism Type de document : texte imprimé Auteurs : Sandra WARD, Auteur ; Kelly WHALON, Auteur ; Katrina RUSNAK, Auteur ; Kimberly WENDELL, Auteur ; Nancy PASCHALL, Auteur Article en page(s) : p.2190-2198 Langues : Anglais (eng) Mots-clés : Autism  Autism spectrum disorder  Therapeutic horseback riding  Animal assisted therapy Index. décimale : PER Périodiques Résumé : This study investigated the association between therapeutic riding (TR) and the social communication and sensory processing skills of 21 elementary students with autism attending TR as part of a school group. An interrupted treatment design was employed to determine whether children were able to maintain treatment effects following the removal of TR. Teacher ratings indicated that participating children with autism significantly increased their social interaction, improved their sensory processing, and decreased the severity of symptoms associated with autism spectrum disorders following TR. Gains were not maintained consistently after two 6-week breaks from TR, but were recovered once TR was reinstated. Potential explanations regarding the benefits of TR are discussed, and suggestions for future research provided. En ligne : http://dx.doi.org/10.1007/s10803-013-1773-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212 [article] The Association Between Therapeutic Horseback Riding and the Social Communication and Sensory Reactions of Children with Autism [texte imprimé] / Sandra WARD, Auteur ; Kelly WHALON, Auteur ; Katrina RUSNAK, Auteur ; Kimberly WENDELL, Auteur ; Nancy PASCHALL, Auteur . - p.2190-2198. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-9 (September 2013) . - p.2190-2198 Mots-clés : Autism  Autism spectrum disorder  Therapeutic horseback riding  Animal assisted therapy Index. décimale : PER Périodiques Résumé : This study investigated the association between therapeutic riding (TR) and the social communication and sensory processing skills of 21 elementary students with autism attending TR as part of a school group. An interrupted treatment design was employed to determine whether children were able to maintain treatment effects following the removal of TR. Teacher ratings indicated that participating children with autism significantly increased their social interaction, improved their sensory processing, and decreased the severity of symptoms associated with autism spectrum disorders following TR. Gains were not maintained consistently after two 6-week breaks from TR, but were recovered once TR was reinstated. Potential explanations regarding the benefits of TR are discussed, and suggestions for future research provided. En ligne : http://dx.doi.org/10.1007/s10803-013-1773-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212

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