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

---

1 (1 - 2 / 2)