Effects of computer-assisted explicit instruction on map-reading skills for students with autism / Bethany R. MCKISSICK in Research in Autism Spectrum Disorders, 7-12 (December 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-12 (December 2013) . - p.1653-1662 Titre : Effects of computer-assisted explicit instruction on map-reading skills for students with autism Type de document : Texte imprimé et/ou numérique Auteurs : Bethany R. MCKISSICK, Auteur ; Fred SPOONER, Auteur ; Charles L. WOOD, Auteur ; Karen M. DIEGELMANN, Auteur Article en page(s) : p.1653-1662 Langues : Anglais (eng) Mots-clés : Social studies instruction  Explicit instruction  Computer-assisted instruction  Autism Index. décimale : PER Périodiques Résumé : Abstract Educational reform for students with disabilities, including autism, has a history of focusing solely on the content areas of reading, mathematics, and science. To date, few empirical studies examining social studies have been published. This study investigated the effects of a computer-assisted explicit instruction package to teach map-reading skills to three elementary school students with autism. A multiple probe across participants design was used to examine the effectiveness of the intervention package. While results did not show a functional relationship, all three students’ data indicated a change in level and two students’ data showed a change in trend. Implications for practice and suggestions for future research are also discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.09.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219 [article] Effects of computer-assisted explicit instruction on map-reading skills for students with autism [Texte imprimé et/ou numérique] / Bethany R. MCKISSICK, Auteur ; Fred SPOONER, Auteur ; Charles L. WOOD, Auteur ; Karen M. DIEGELMANN, Auteur . - p.1653-1662. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-12 (December 2013) . - p.1653-1662 Mots-clés : Social studies instruction  Explicit instruction  Computer-assisted instruction  Autism Index. décimale : PER Périodiques Résumé : Abstract Educational reform for students with disabilities, including autism, has a history of focusing solely on the content areas of reading, mathematics, and science. To date, few empirical studies examining social studies have been published. This study investigated the effects of a computer-assisted explicit instruction package to teach map-reading skills to three elementary school students with autism. A multiple probe across participants design was used to examine the effectiveness of the intervention package. While results did not show a functional relationship, all three students’ data indicated a change in level and two students’ data showed a change in trend. Implications for practice and suggestions for future research are also discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.09.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219

Erratum to: A Review of Technology-Based Interventions to Teach Academic Skills to Students with Autism Spectrum Disorder / Victoria KNIGHT in Journal of Autism and Developmental Disorders, 43-11 (November 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-11 (November 2013) . - p.2649-2649 Titre : Erratum to: A Review of Technology-Based Interventions to Teach Academic Skills to Students with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Victoria KNIGHT, Auteur ; Bethany R. MCKISSICK, Auteur ; Alicia SAUNDERS, Auteur Article en page(s) : p.2649-2649 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-013-1848-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=217 [article] Erratum to: A Review of Technology-Based Interventions to Teach Academic Skills to Students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Victoria KNIGHT, Auteur ; Bethany R. MCKISSICK, Auteur ; Alicia SAUNDERS, Auteur . - p.2649-2649. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-11 (November 2013) . - p.2649-2649 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-013-1848-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=217

Erratum to: A Review of Technology-Based Interventions to Teach Academic Skills to Students with Autism Spectrum Disorder / Victoria KNIGHT in Journal of Autism and Developmental Disorders, 45-1 (January 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-1 (January 2015) . - p.275-275 Titre : Erratum to: A Review of Technology-Based Interventions to Teach Academic Skills to Students with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Victoria KNIGHT, Auteur ; Bethany R. MCKISSICK, Auteur ; Alicia SAUNDERS, Auteur Article en page(s) : p.275-275 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-014-2034-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258 [article] Erratum to: A Review of Technology-Based Interventions to Teach Academic Skills to Students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Victoria KNIGHT, Auteur ; Bethany R. MCKISSICK, Auteur ; Alicia SAUNDERS, Auteur . - p.275-275. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-1 (January 2015) . - p.275-275 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-014-2034-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258

A Review of Technology-Based Interventions to Teach Academic Skills to Students with Autism Spectrum Disorder / Victoria KNIGHT in Journal of Autism and Developmental Disorders, 43-11 (November 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-11 (November 2013) . - p.2628-2648 Titre : A Review of Technology-Based Interventions to Teach Academic Skills to Students with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Victoria KNIGHT, Auteur ; Bethany R. MCKISSICK, Auteur ; Alicia SAUNDERS, Auteur Article en page(s) : p.2628-2648 Langues : Anglais (eng) Mots-clés : Technology  Evidence-based practices  Individuals with autism spectrum disorder Index. décimale : PER Périodiques Résumé : A comprehensive review of the literature was conducted for articles published between 1993 and 2012 to determine the degree to which technology-based interventions can be considered an evidence-based practice to teach academic skills to individuals with Autism Spectrum Disorder (ASD). Criteria developed by Horner et al. (Except Child 71:165–178, 2005) and Gersten et al. (Except Child 71:149–164, 2005) were used to determine the quality of single-subject research studies and group experimental research studies respectively. A total of 25 studies met inclusion criteria. Of these studies, only three single-subject studies and no group studies met criteria for quality or acceptable studies. Taken together, the results suggest that practitioners should use caution when teaching academic skills to individuals with ASD using technology-based interventions. Limitations and directions for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-013-1814-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=217 [article] A Review of Technology-Based Interventions to Teach Academic Skills to Students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Victoria KNIGHT, Auteur ; Bethany R. MCKISSICK, Auteur ; Alicia SAUNDERS, Auteur . - p.2628-2648. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-11 (November 2013) . - p.2628-2648 Mots-clés : Technology  Evidence-based practices  Individuals with autism spectrum disorder Index. décimale : PER Périodiques Résumé : A comprehensive review of the literature was conducted for articles published between 1993 and 2012 to determine the degree to which technology-based interventions can be considered an evidence-based practice to teach academic skills to individuals with Autism Spectrum Disorder (ASD). Criteria developed by Horner et al. (Except Child 71:165–178, 2005) and Gersten et al. (Except Child 71:149–164, 2005) were used to determine the quality of single-subject research studies and group experimental research studies respectively. A total of 25 studies met inclusion criteria. Of these studies, only three single-subject studies and no group studies met criteria for quality or acceptable studies. Taken together, the results suggest that practitioners should use caution when teaching academic skills to individuals with ASD using technology-based interventions. Limitations and directions for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-013-1814-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=217

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