Accessing a Broad and Relevant Curriculum / Emily C. BOUCK

Public ISBD in The SAGE Handbook of Autism and Education / Rita JORDAN Titre : Accessing a Broad and Relevant Curriculum Type de document : texte imprimé Auteurs : Emily C. BOUCK, Auteur ; Jordan SHURR, Auteur Année de publication : 2019 Importance : p.302-314 Langues : Anglais (eng) Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417 in The SAGE Handbook of Autism and Education / Rita JORDAN Accessing a Broad and Relevant Curriculum [texte imprimé] / Emily C. BOUCK, Auteur ; Jordan SHURR, Auteur . - 2019 . - p.302-314. Langues : Anglais (eng) Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417

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An Evidence-Based Practice Synthesis of Virtual Manipulatives for Students With ASD and IDD / Holly LONG in Focus on Autism and Other Developmental Disabilities, 38-3 (September 2023)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 38-3 (September 2023) . - p.147-157 Titre : An Evidence-Based Practice Synthesis of Virtual Manipulatives for Students With ASD and IDD Type de document : texte imprimé Auteurs : Holly LONG, Auteur ; Emily C. BOUCK, Auteur ; Hailey KELLY, Auteur Article en page(s) : p.147-157 Langues : Anglais (eng) Mots-clés : autism spectrum disorders;evidence-based practices;special education Index. décimale : PER Périodiques Résumé : Virtual manipulatives are increasingly being used to support students with autism spectrum disorder and intellectual and developmental disability (ASD/IDD), in mathematics. However, to date, virtual manipulatives have not been examined or classified as an evidence-based practice for students with ASD/IDD, despite classifications of virtual manipulatives as evidence-based for students with learning disabilities (LD; Park, Bouck, & Fisher, 2021) and concrete manipulatives as evidence-based for students with ASD/IDD (Spooner et al., 2019). The purpose of this review was to assess the current state of the literature on virtual manipulatives and determine whether virtual manipulatives are an evidence-based practice for students with ASD/IDD. Eighteen of the 24 articles located for the review met quality indicators according to Cook et al. (2014) and presented positive results for the 42 students. The authors of this synthesis concluded virtual manipulatives broadly-and virtual manipulative-based instructional sequences disaggregated-are evidence-based practices in mathematics for students with ASD/IDD. En ligne : http://dx.doi.org/10.1177/10883576221121654 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509 [article] An Evidence-Based Practice Synthesis of Virtual Manipulatives for Students With ASD and IDD [texte imprimé] / Holly LONG, Auteur ; Emily C. BOUCK, Auteur ; Hailey KELLY, Auteur . - p.147-157. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 38-3 (September 2023) . - p.147-157 Mots-clés : autism spectrum disorders;evidence-based practices;special education Index. décimale : PER Périodiques Résumé : Virtual manipulatives are increasingly being used to support students with autism spectrum disorder and intellectual and developmental disability (ASD/IDD), in mathematics. However, to date, virtual manipulatives have not been examined or classified as an evidence-based practice for students with ASD/IDD, despite classifications of virtual manipulatives as evidence-based for students with learning disabilities (LD; Park, Bouck, & Fisher, 2021) and concrete manipulatives as evidence-based for students with ASD/IDD (Spooner et al., 2019). The purpose of this review was to assess the current state of the literature on virtual manipulatives and determine whether virtual manipulatives are an evidence-based practice for students with ASD/IDD. Eighteen of the 24 articles located for the review met quality indicators according to Cook et al. (2014) and presented positive results for the 42 students. The authors of this synthesis concluded virtual manipulatives broadly-and virtual manipulative-based instructional sequences disaggregated-are evidence-based practices in mathematics for students with ASD/IDD. En ligne : http://dx.doi.org/10.1177/10883576221121654 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=509

Does Curriculum Matter for Secondary Students with Autism Spectrum Disorders: Analyzing the NLTS2 / Emily C. BOUCK in Journal of Autism and Developmental Disorders, 45-5 (May 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-5 (May 2015) . - p.1204-1212 Titre : Does Curriculum Matter for Secondary Students with Autism Spectrum Disorders: Analyzing the NLTS2 Type de document : texte imprimé Auteurs : Emily C. BOUCK, Auteur ; Gauri S. JOSHI, Auteur Article en page(s) : p.1204-1212 Langues : Anglais (eng) Mots-clés : Secondary  Education  Functional curriculum  Post-school outcomes Index. décimale : PER Périodiques Résumé : A common presumption of secondary education is that what occurs in-school impacts students after they exit school. Previous researchers found transition-services received in school by students with autism spectrum disorder predicted their post-school success with regards to employment and independent living. This secondary analysis of the National Longitudinal Transition Study-2 sought to understand the relationship between curriculum—functional versus non-functional—and seven measures of post-school outcomes for students with autism spectrum disorder. The main results of the study include low rates of receipt of a functional curriculum, poor post-school outcomes, and the lack of relationship between curriculum and post-school outcomes for students with autism spectrum disorder. En ligne : http://dx.doi.org/10.1007/s10803-014-2281-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 [article] Does Curriculum Matter for Secondary Students with Autism Spectrum Disorders: Analyzing the NLTS2 [texte imprimé] / Emily C. BOUCK, Auteur ; Gauri S. JOSHI, Auteur . - p.1204-1212. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-5 (May 2015) . - p.1204-1212 Mots-clés : Secondary  Education  Functional curriculum  Post-school outcomes Index. décimale : PER Périodiques Résumé : A common presumption of secondary education is that what occurs in-school impacts students after they exit school. Previous researchers found transition-services received in school by students with autism spectrum disorder predicted their post-school success with regards to employment and independent living. This secondary analysis of the National Longitudinal Transition Study-2 sought to understand the relationship between curriculum—functional versus non-functional—and seven measures of post-school outcomes for students with autism spectrum disorder. The main results of the study include low rates of receipt of a functional curriculum, poor post-school outcomes, and the lack of relationship between curriculum and post-school outcomes for students with autism spectrum disorder. En ligne : http://dx.doi.org/10.1007/s10803-014-2281-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259

High-Tech or Low-Tech? Comparing Self-Monitoring Systems to Increase Task Independence for Students With Autism / Emily C. BOUCK in Focus on Autism and Other Developmental Disabilities, 29-3 (September 2014)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 29-3 (September 2014) . - p.156-167 Titre : High-Tech or Low-Tech? Comparing Self-Monitoring Systems to Increase Task Independence for Students With Autism Type de document : texte imprimé Auteurs : Emily C. BOUCK, Auteur ; Melissa N. SAVAGE, Auteur ; Nancy K. MEYER, Auteur ; Teresa TABER-DOUGHTY, Auteur ; Megan HUNLEY, Auteur Article en page(s) : p.156-167 Langues : Anglais (eng) Mots-clés : high school  age  functional skills  independence  autism spectrum disorders  daily living  skills  intellectual disability Index. décimale : PER Périodiques Résumé : Independence is the ultimate goal for students with disabilities, including secondary students with autism. One avenue targeted for increasing independence and decreasing prompt-dependency is through self-monitoring. In this study, investigators sought to determine whether a difference exists in levels of task independence when three students with autism complete food preparation tasks while self-monitoring using a low-tech treatment (paper/pencil) and high-tech treatment (iPad). Although both interventions decreased the need for prompting thereby increasing independence, students needed less assistance when using the iPad. Students also maintained their levels of independence in food preparation following summer vacation. Social validity interviews indicated students preferred self-monitoring with the iPad over the paper/pencil. En ligne : http://dx.doi.org/10.1177/1088357614528797 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] High-Tech or Low-Tech? Comparing Self-Monitoring Systems to Increase Task Independence for Students With Autism [texte imprimé] / Emily C. BOUCK, Auteur ; Melissa N. SAVAGE, Auteur ; Nancy K. MEYER, Auteur ; Teresa TABER-DOUGHTY, Auteur ; Megan HUNLEY, Auteur . - p.156-167. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 29-3 (September 2014) . - p.156-167 Mots-clés : high school  age  functional skills  independence  autism spectrum disorders  daily living  skills  intellectual disability Index. décimale : PER Périodiques Résumé : Independence is the ultimate goal for students with disabilities, including secondary students with autism. One avenue targeted for increasing independence and decreasing prompt-dependency is through self-monitoring. In this study, investigators sought to determine whether a difference exists in levels of task independence when three students with autism complete food preparation tasks while self-monitoring using a low-tech treatment (paper/pencil) and high-tech treatment (iPad). Although both interventions decreased the need for prompting thereby increasing independence, students needed less assistance when using the iPad. Students also maintained their levels of independence in food preparation following summer vacation. Social validity interviews indicated students preferred self-monitoring with the iPad over the paper/pencil. En ligne : http://dx.doi.org/10.1177/1088357614528797 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

Teacher Implementation of the VRA Instructional Sequence to Support Elementary Students With ASD: A Single-Case Study / Holly M. LONG in Focus on Autism and Other Developmental Disabilities, 41-3 (September 2026)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 41-3 (September 2026) . - p.130-143 Titre : Teacher Implementation of the VRA Instructional Sequence to Support Elementary Students With ASD: A Single-Case Study Type de document : texte imprimé Auteurs : Holly M. LONG, Auteur ; Emily C. BOUCK, Auteur ; Matthew T. BRODHEAD, Auteur Article en page(s) : p.130-143 Langues : Anglais (eng) Mots-clés : autism  mathematics  manipulatives  teacher implementation  single-case design Index. décimale : PER Périodiques Résumé : Virtual manipulatives are an evidence-based practice in mathematics for students with autism spectrum disorder (ASD). Yet, to date, most research exploring the effects of the virtual-representational-abstract (VRA) instructional sequence has been conducted in researcher-implemented settings. However, to ensure researchers are able to provide accurate practice recommendations, more research is needed to explore the teacher implementation of this intervention. The purpose of this concurrent multiple-probe-across-participants single-case design study was to examine the effects of a teacher-implemented VRA instructional sequence taught via explicit instruction on the accuracy with which three U.S. elementary students with ASD solve addition with regrouping problems. The VRA instructional sequence involved the use of virtual base ten blocks, drawings, and abstract numerical strategies to solve addition with regrouping problems. Researchers found a functional relation between the VRA instructional sequence and student accuracy. All three students were also able to maintain their accuracy after intervention ended. The teacher was able to implement the VRA instructional sequence after only two training sessions with over 97% treatment fidelity. En ligne : https://dx.doi.org/10.1177/10883576251396807 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] Teacher Implementation of the VRA Instructional Sequence to Support Elementary Students With ASD: A Single-Case Study [texte imprimé] / Holly M. LONG, Auteur ; Emily C. BOUCK, Auteur ; Matthew T. BRODHEAD, Auteur . - p.130-143. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 41-3 (September 2026) . - p.130-143 Mots-clés : autism  mathematics  manipulatives  teacher implementation  single-case design Index. décimale : PER Périodiques Résumé : Virtual manipulatives are an evidence-based practice in mathematics for students with autism spectrum disorder (ASD). Yet, to date, most research exploring the effects of the virtual-representational-abstract (VRA) instructional sequence has been conducted in researcher-implemented settings. However, to ensure researchers are able to provide accurate practice recommendations, more research is needed to explore the teacher implementation of this intervention. The purpose of this concurrent multiple-probe-across-participants single-case design study was to examine the effects of a teacher-implemented VRA instructional sequence taught via explicit instruction on the accuracy with which three U.S. elementary students with ASD solve addition with regrouping problems. The VRA instructional sequence involved the use of virtual base ten blocks, drawings, and abstract numerical strategies to solve addition with regrouping problems. Researchers found a functional relation between the VRA instructional sequence and student accuracy. All three students were also able to maintain their accuracy after intervention ended. The teacher was able to implement the VRA instructional sequence after only two training sessions with over 97% treatment fidelity. En ligne : https://dx.doi.org/10.1177/10883576251396807 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

Using the Virtual–Representational–Abstract Approach to Support Students With Intellectual Disability in Mathematics / Emily C. BOUCK in Focus on Autism and Other Developmental Disabilities, 33-4 (December 2018)  

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Using video prompting via iPads to teach price comparison to adolescents with autism / Pei-Lin WENG in Research in Autism Spectrum Disorders, 8-10 (October 2014)  

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Using a Virtual Manipulative Intervention Package to Support Maintenance in Teaching Subtraction with Regrouping to Students with Developmental Disabilities / Jiyoon PARK in Journal of Autism and Developmental Disorders, 50-1 (January 2020)  

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Virtual and Concrete Manipulatives: A Comparison of Approaches for Solving Mathematics Problems for Students with Autism Spectrum Disorder / Emily C. BOUCK in Journal of Autism and Developmental Disorders, 44-1 (January 2014)  

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Virtual Manipulative-Based Intervention Package to Teach Multiplication and Division to Secondary Students With Developmental Disabilities / Emily C. BOUCK in Focus on Autism and Other Developmental Disabilities, 35-4 (December 2020)  

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Virtual Versus Concrete: A Comparison of Mathematics Manipulatives for Three Elementary Students With Autism / Jordan SHURR in Focus on Autism and Other Developmental Disabilities, 36-2 (June 2021)  

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