Initiation and Generalization of Self-Instructional Skills in Adolescents with Autism and Intellectual Disability / Katherine A. SMITH in Journal of Autism and Developmental Disorders, 46-4 (April 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-4 (April 2016) . - p.1196-1209 Titre : Initiation and Generalization of Self-Instructional Skills in Adolescents with Autism and Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : Katherine A. SMITH, Auteur ; Kevin A. AYRES, Auteur ; Jennifer L. ALEXANDER, Auteur ; Jennifer R. LEDFORD, Auteur ; Collin SHEPLEY, Auteur ; Sally B. SHEPLEY, Auteur Année de publication : 2016 Article en page(s) : p.1196-1209 Langues : Anglais (eng) Mots-clés : Video modeling  Self-instruction  Intellectual disability  Autism  Daily living skills  Vocational skills Index. décimale : PER Périodiques Résumé : Self-instruction using videos or other supports on a mobile device is a pivotal skill and can increase independence for individuals with disabilities by decreasing a need for adult supports. This study evaluated the effects of progressive time delay (PTD) to teach four adolescents with autism and intellectual disability how to initiate self-instruction in the presence of a task direction for an untrained task. Participants were screened for imitating video models prior to the study and were taught to navigate to videos on an iPhone® in history training. A multiple probe design across settings embedded in a multiple probe design across participants was used to evaluate the effects of PTD on initiation of self-instruction. All participants learned to self-instruct. Two participants generalized self-instruction to two novel settings. Two participants required instruction in two settings before generalizing to the third. Three participants generalized self-instruction in the presence of a task direction from the researcher to a task direction from their classroom teacher in all three settings. One participant generalized to a task direction presented by the classroom teacher in one setting, but not in the other two. All participants maintained self-instruction behaviors assessed 1 week after all participants met criteria in all settings. Self-instruction using videos or other supports on a mobile device is a pivotal skill and can increase independence for individuals with disabilities by decreasing a need for adult supports. En ligne : http://dx.doi.org/10.1007/s10803-015-2654-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=284 [article] Initiation and Generalization of Self-Instructional Skills in Adolescents with Autism and Intellectual Disability [Texte imprimé et/ou numérique] / Katherine A. SMITH, Auteur ; Kevin A. AYRES, Auteur ; Jennifer L. ALEXANDER, Auteur ; Jennifer R. LEDFORD, Auteur ; Collin SHEPLEY, Auteur ; Sally B. SHEPLEY, Auteur . - 2016 . - p.1196-1209. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-4 (April 2016) . - p.1196-1209 Mots-clés : Video modeling  Self-instruction  Intellectual disability  Autism  Daily living skills  Vocational skills Index. décimale : PER Périodiques Résumé : Self-instruction using videos or other supports on a mobile device is a pivotal skill and can increase independence for individuals with disabilities by decreasing a need for adult supports. This study evaluated the effects of progressive time delay (PTD) to teach four adolescents with autism and intellectual disability how to initiate self-instruction in the presence of a task direction for an untrained task. Participants were screened for imitating video models prior to the study and were taught to navigate to videos on an iPhone® in history training. A multiple probe design across settings embedded in a multiple probe design across participants was used to evaluate the effects of PTD on initiation of self-instruction. All participants learned to self-instruct. Two participants generalized self-instruction to two novel settings. Two participants required instruction in two settings before generalizing to the third. Three participants generalized self-instruction in the presence of a task direction from the researcher to a task direction from their classroom teacher in all three settings. One participant generalized to a task direction presented by the classroom teacher in one setting, but not in the other two. All participants maintained self-instruction behaviors assessed 1 week after all participants met criteria in all settings. Self-instruction using videos or other supports on a mobile device is a pivotal skill and can increase independence for individuals with disabilities by decreasing a need for adult supports. En ligne : http://dx.doi.org/10.1007/s10803-015-2654-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=284

Self-Instruction Using Mobile Technology to Learn Functional Skills / Katie A. SMITH in Research in Autism Spectrum Disorders, 11 (March 2015)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 11 (March 2015) . - p.93-100 Titre : Self-Instruction Using Mobile Technology to Learn Functional Skills Type de document : Texte imprimé et/ou numérique Auteurs : Katie A. SMITH, Auteur ; Sally B. SHEPLEY, Auteur ; Jennifer L. ALEXANDER, Auteur ; Alicia DAVIS, Auteur ; Kevin M. AYRES, Auteur Article en page(s) : p.93-100 Langues : Anglais (eng) Mots-clés : Video Modeling  Self-Instruction  Autism Spectrum Disorder Index. décimale : PER Périodiques Résumé : The purpose of this study was to evaluate the use of a mobile device for video self-instruction of a functional skill. In pre-training, researchers taught participants to access video models on a mobile device in order to independently complete three tasks. Then, in baseline, researchers asked participants to complete a novel skill and collected data on their performance. Intervention involved allowing access to the mobile device. Data were collected on participants’ ability to pick up and navigate the device as well as their ability to complete the novel skill following self-instruction (i.e., replacing computer memory). Two participants independently initiated the use of the mobile device to self-instruct, and one participant required verbal prompting to initiate using the device. All participants acquired the novel skill replacing computer memory by self-instruction. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.12.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260 [article] Self-Instruction Using Mobile Technology to Learn Functional Skills [Texte imprimé et/ou numérique] / Katie A. SMITH, Auteur ; Sally B. SHEPLEY, Auteur ; Jennifer L. ALEXANDER, Auteur ; Alicia DAVIS, Auteur ; Kevin M. AYRES, Auteur . - p.93-100. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 11 (March 2015) . - p.93-100 Mots-clés : Video Modeling  Self-Instruction  Autism Spectrum Disorder Index. décimale : PER Périodiques Résumé : The purpose of this study was to evaluate the use of a mobile device for video self-instruction of a functional skill. In pre-training, researchers taught participants to access video models on a mobile device in order to independently complete three tasks. Then, in baseline, researchers asked participants to complete a novel skill and collected data on their performance. Intervention involved allowing access to the mobile device. Data were collected on participants’ ability to pick up and navigate the device as well as their ability to complete the novel skill following self-instruction (i.e., replacing computer memory). Two participants independently initiated the use of the mobile device to self-instruct, and one participant required verbal prompting to initiate using the device. All participants acquired the novel skill replacing computer memory by self-instruction. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.12.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260

Using video modeling on an iPad to teach generalized matching on a sorting mail task to adolescents with autism / Jennifer L. ALEXANDER in Research in Autism Spectrum Disorders, 7-11 (November 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-11 (November 2013) . - p.1346-1357 Titre : Using video modeling on an iPad to teach generalized matching on a sorting mail task to adolescents with autism Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer L. ALEXANDER, Auteur ; Kevin M. AYRES, Auteur ; Katie A. SMITH, Auteur ; Sally B. SHEPLEY, Auteur ; Theologia K. MATARAS, Auteur Article en page(s) : p.1346-1357 Langues : Anglais (eng) Mots-clés : Autism  Generalized matching  Technology  Video modeling  Vocational skills Index. décimale : PER Périodiques Résumé : Abstract Two multiple probe designs across three and four participants evaluated the effects of video modeling to teach a matching response (sorting mail) to seven adolescents with autism. Participants were instructed on one set of responses (five mail pieces) using video modeling, while concurrently monitoring two other sets for generalization effects. Results indicated that three participants learned their target set and generalized to the untrained sets, and two participants required an error correction procedure to achieve or approach mastery on their target set. Two participants did not acquire target sets with video based instruction. Data on setting generalization and maintenance are also provided for the participants who reached mastery. Participant variables that may relate to responding, limitations to the study, and directions for future research on video based instruction are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.07.021 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=215 [article] Using video modeling on an iPad to teach generalized matching on a sorting mail task to adolescents with autism [Texte imprimé et/ou numérique] / Jennifer L. ALEXANDER, Auteur ; Kevin M. AYRES, Auteur ; Katie A. SMITH, Auteur ; Sally B. SHEPLEY, Auteur ; Theologia K. MATARAS, Auteur . - p.1346-1357. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-11 (November 2013) . - p.1346-1357 Mots-clés : Autism  Generalized matching  Technology  Video modeling  Vocational skills Index. décimale : PER Périodiques Résumé : Abstract Two multiple probe designs across three and four participants evaluated the effects of video modeling to teach a matching response (sorting mail) to seven adolescents with autism. Participants were instructed on one set of responses (five mail pieces) using video modeling, while concurrently monitoring two other sets for generalization effects. Results indicated that three participants learned their target set and generalized to the untrained sets, and two participants required an error correction procedure to achieve or approach mastery on their target set. Two participants did not acquire target sets with video based instruction. Data on setting generalization and maintenance are also provided for the participants who reached mastery. Participant variables that may relate to responding, limitations to the study, and directions for future research on video based instruction are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.07.021 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=215

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