Dépouillements

A Meta-Analysis of Single-Case Research on Technology-Aided Reading Interventions for Students With Autism Spectrum Disorder / So Yeon KIM ; Rose A. MASON ; Mandy RISPOLI ; John L. DAVIS ; Catharine LORY ; Emily GREGORI ; Carly A. Roberts ; Denise Whitford ; Danni WANG in Focus on Autism and Other Developmental Disabilities, 40-1 (March 2025)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 40-1 (March 2025) . - p.3-14 Titre : A Meta-Analysis of Single-Case Research on Technology-Aided Reading Interventions for Students With Autism Spectrum Disorder : Focus on Autism and Other Developmental Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : So Yeon KIM, Auteur ; Rose A. MASON, Auteur ; Mandy RISPOLI, Auteur ; John L. DAVIS, Auteur ; Catharine LORY, Auteur ; Emily GREGORI, Auteur ; Carly A. Roberts, Auteur ; Denise Whitford, Auteur ; Danni WANG, Auteur Article en page(s) : p.3-14 Mots-clés : technology  computer  tablet  autism  reading  meta-analysis Index. décimale : PER Périodiques Résumé : Despite the wide usage of technology in educational settings, the overall evidence base of technology-aided reading interventions for students with autism spectrum disorder (ASD) has not been fully investigated. The purpose of this meta-analysis was to quantify the effects of technology-aided reading interventions for students with ASD and determine if participant and intervention characteristics moderate intervention effects. Reviewed articles were systematically identified and evaluated for methodological rigor according to design standards suggested by What Works Clearinghouse (WWC). A total of 13 single-case studies that met the WWC standards (50%) were analyzed for effects using Tau-U and yielded 50 separate effect sizes with 33 participants. Results of this study found a moderate overall effect of .89 (CI95 [.83, .96]) for technology-aided reading interventions, and variables associated with using time delay moderated reading outcomes. En ligne : https://dx.doi.org/10.1177/10883576241267963 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=547 [article] A Meta-Analysis of Single-Case Research on Technology-Aided Reading Interventions for Students With Autism Spectrum Disorder : Focus on Autism and Other Developmental Disabilities [Texte imprimé et/ou numérique] / So Yeon KIM, Auteur ; Rose A. MASON, Auteur ; Mandy RISPOLI, Auteur ; John L. DAVIS, Auteur ; Catharine LORY, Auteur ; Emily GREGORI, Auteur ; Carly A. Roberts, Auteur ; Denise Whitford, Auteur ; Danni WANG, Auteur . - p.3-14. in Focus on Autism and Other Developmental Disabilities > 40-1 (March 2025) . - p.3-14 Mots-clés : technology  computer  tablet  autism  reading  meta-analysis Index. décimale : PER Périodiques Résumé : Despite the wide usage of technology in educational settings, the overall evidence base of technology-aided reading interventions for students with autism spectrum disorder (ASD) has not been fully investigated. The purpose of this meta-analysis was to quantify the effects of technology-aided reading interventions for students with ASD and determine if participant and intervention characteristics moderate intervention effects. Reviewed articles were systematically identified and evaluated for methodological rigor according to design standards suggested by What Works Clearinghouse (WWC). A total of 13 single-case studies that met the WWC standards (50%) were analyzed for effects using Tau-U and yielded 50 separate effect sizes with 33 participants. Results of this study found a moderate overall effect of .89 (CI95 [.83, .96]) for technology-aided reading interventions, and variables associated with using time delay moderated reading outcomes. En ligne : https://dx.doi.org/10.1177/10883576241267963 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=547

Generalization of Self-Instructional Behaviors to Perform Exercise Routines for Elementary Students With Intellectual Disability / Sally B. SHEPLEY ; Amy D. SPRIGGS ; Mark Samudre ; Kai M. O?Neill in Focus on Autism and Other Developmental Disabilities, 40-1 (March 2025)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 40-1 (March 2025) . - p.15-27 Titre : Generalization of Self-Instructional Behaviors to Perform Exercise Routines for Elementary Students With Intellectual Disability : Focus on Autism and Other Developmental Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Sally B. SHEPLEY, Auteur ; Amy D. SPRIGGS, Auteur ; Mark Samudre, Auteur ; Kai M. O?Neill, Auteur Article en page(s) : p.15-27 Mots-clés : generalization  self-instruction  video activity schedules Index. décimale : PER Périodiques Résumé : Exercise is necessary for healthy living, yet individuals with intellectual disability (ID) remain strikingly inactive compared with nondisabled peers. To improve this outcome, individuals with ID can exercise independently by self-instructing. Self-instruction is considered a pivotal skill once it generalizes to untrained stimuli. This study used a multiple probe across participants design to simultaneously evaluate the effects of progressive time delay (PTD) on the acquisition of self-instructional behaviors to perform exercise routines and the generalization of these behaviors for four U.S. elementary students with ID. Generalization was programmed by implementing PTD procedures with two different workout schedules while simultaneously and continuously probing two other workout schedules until mastery. Three of the four participants acquired self-instructional behaviors with their target schedules and generalized these behaviors to two novel schedules resulting in independent performance of 36 untrained exercise behaviors. Results and discussions pertaining to generalization evaluation within single-case designs are described. En ligne : https://dx.doi.org/10.1177/10883576241268125 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=547 [article] Generalization of Self-Instructional Behaviors to Perform Exercise Routines for Elementary Students With Intellectual Disability : Focus on Autism and Other Developmental Disabilities [Texte imprimé et/ou numérique] / Sally B. SHEPLEY, Auteur ; Amy D. SPRIGGS, Auteur ; Mark Samudre, Auteur ; Kai M. O?Neill, Auteur . - p.15-27. in Focus on Autism and Other Developmental Disabilities > 40-1 (March 2025) . - p.15-27 Mots-clés : generalization  self-instruction  video activity schedules Index. décimale : PER Périodiques Résumé : Exercise is necessary for healthy living, yet individuals with intellectual disability (ID) remain strikingly inactive compared with nondisabled peers. To improve this outcome, individuals with ID can exercise independently by self-instructing. Self-instruction is considered a pivotal skill once it generalizes to untrained stimuli. This study used a multiple probe across participants design to simultaneously evaluate the effects of progressive time delay (PTD) on the acquisition of self-instructional behaviors to perform exercise routines and the generalization of these behaviors for four U.S. elementary students with ID. Generalization was programmed by implementing PTD procedures with two different workout schedules while simultaneously and continuously probing two other workout schedules until mastery. Three of the four participants acquired self-instructional behaviors with their target schedules and generalized these behaviors to two novel schedules resulting in independent performance of 36 untrained exercise behaviors. Results and discussions pertaining to generalization evaluation within single-case designs are described. En ligne : https://dx.doi.org/10.1177/10883576241268125 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=547

Facilitating Text Comprehension in Adults With Intellectual and/or Developmental Disability / Meredith Saletta Fitzgibbons ; Amy Buros Stein ; Omar M. Khan in Focus on Autism and Other Developmental Disabilities, 40-1 (March 2025)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 40-1 (March 2025) . - p.28-37 Titre : Facilitating Text Comprehension in Adults With Intellectual and/or Developmental Disability : Focus on Autism and Other Developmental Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Meredith Saletta Fitzgibbons, Auteur ; Amy Buros Stein, Auteur ; Omar M. Khan, Auteur Article en page(s) : p.28-37 Mots-clés : literacy  intellectual disability  reading comprehension Index. décimale : PER Périodiques Résumé : Text comprehension can be facilitated in many ways, including enabling the listener to see pictures illustrating the story, to read along silently, or to read along aloud. The purpose of this study was to determine whether any of these three supports facilitated text comprehension in adults with intellectual and/or developmental disability (IDD). Researchers read four stories aloud to 26 U.S. adults with IDD under four conditions: listening only and listening while receiving each of the abovementioned three supports. Following each story, the participants responded orally to "wh-" comprehension questions. Participants' reading and visuospatial skills were quantified. Results indicated that only participants with strong reading skills benefited from reading along silently or aloud and that illustration support did not appear to be an effective strategy. We provide implications and discuss the importance of adapting instruction to students' strengths and preferences. En ligne : https://dx.doi.org/10.1177/10883576241232893 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=547 [article] Facilitating Text Comprehension in Adults With Intellectual and/or Developmental Disability : Focus on Autism and Other Developmental Disabilities [Texte imprimé et/ou numérique] / Meredith Saletta Fitzgibbons, Auteur ; Amy Buros Stein, Auteur ; Omar M. Khan, Auteur . - p.28-37. in Focus on Autism and Other Developmental Disabilities > 40-1 (March 2025) . - p.28-37 Mots-clés : literacy  intellectual disability  reading comprehension Index. décimale : PER Périodiques Résumé : Text comprehension can be facilitated in many ways, including enabling the listener to see pictures illustrating the story, to read along silently, or to read along aloud. The purpose of this study was to determine whether any of these three supports facilitated text comprehension in adults with intellectual and/or developmental disability (IDD). Researchers read four stories aloud to 26 U.S. adults with IDD under four conditions: listening only and listening while receiving each of the abovementioned three supports. Following each story, the participants responded orally to "wh-" comprehension questions. Participants' reading and visuospatial skills were quantified. Results indicated that only participants with strong reading skills benefited from reading along silently or aloud and that illustration support did not appear to be an effective strategy. We provide implications and discuss the importance of adapting instruction to students' strengths and preferences. En ligne : https://dx.doi.org/10.1177/10883576241232893 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=547

Using the "Cool Versus Not Cool" Discrimination Procedure to Teach Social Skills Remotely to Adults With Autism / Kelly B. KEARNEY ; Jacqueline Wood ; Lauren Berlingo ; Charles DUKES in Focus on Autism and Other Developmental Disabilities, 40-1 (March 2025)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 40-1 (March 2025) . - p.38-47 Titre : Using the "Cool Versus Not Cool" Discrimination Procedure to Teach Social Skills Remotely to Adults With Autism : Focus on Autism and Other Developmental Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Kelly B. KEARNEY, Auteur ; Jacqueline Wood, Auteur ; Lauren Berlingo, Auteur ; Charles DUKES, Auteur Article en page(s) : p.38-47 Mots-clés : autism  social skills  conversation skills  remote learning Index. décimale : PER Périodiques Résumé : This study used a single-subject design to determine the effectiveness of the Cool versus Not Cool (CNC) discrimination procedure to teach social skills to three young U.S. adults with autism. The CNC procedure was administered remotely during this study. The specific social skills targeted were asking open-ended questions and responding appropriately to a conversation partner?s answers. All participants significantly increased the accuracy of the targeted social skills after receiving the intervention. The skills also maintained at relatively high levels once the intervention was removed. Future research and implications are discussed. En ligne : https://dx.doi.org/10.1177/10883576241238712 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=547 [article] Using the "Cool Versus Not Cool" Discrimination Procedure to Teach Social Skills Remotely to Adults With Autism : Focus on Autism and Other Developmental Disabilities [Texte imprimé et/ou numérique] / Kelly B. KEARNEY, Auteur ; Jacqueline Wood, Auteur ; Lauren Berlingo, Auteur ; Charles DUKES, Auteur . - p.38-47. in Focus on Autism and Other Developmental Disabilities > 40-1 (March 2025) . - p.38-47 Mots-clés : autism  social skills  conversation skills  remote learning Index. décimale : PER Périodiques Résumé : This study used a single-subject design to determine the effectiveness of the Cool versus Not Cool (CNC) discrimination procedure to teach social skills to three young U.S. adults with autism. The CNC procedure was administered remotely during this study. The specific social skills targeted were asking open-ended questions and responding appropriately to a conversation partner?s answers. All participants significantly increased the accuracy of the targeted social skills after receiving the intervention. The skills also maintained at relatively high levels once the intervention was removed. Future research and implications are discussed. En ligne : https://dx.doi.org/10.1177/10883576241238712 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=547

Sensory Processing in Children With Autistic Spectrum Disorder: Clinicians', Parents', Teachers' and Children?s Perspectives / Gili Rajuan ; Lihi Liberman ; Orit BART in Focus on Autism and Other Developmental Disabilities, 40-1 (March 2025)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 40-1 (March 2025) . - p.48-55 Titre : Sensory Processing in Children With Autistic Spectrum Disorder: Clinicians', Parents', Teachers' and Children?s Perspectives : Focus on Autism and Other Developmental Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Gili Rajuan, Auteur ; Lihi Liberman, Auteur ; Orit BART, Auteur Article en page(s) : p.48-55 Mots-clés : sensory processing  autism spectrum disorder  sensory modulation  evaluation  assessment measures Index. décimale : PER Périodiques Résumé : Sensory processing disorder (SPD) can be defined as a neurophysiological difficulty in modulating or interpreting sensory stimuli; it is often seen in children with autism spectrum disorder (ASD). We examined sensory processing among Israeli children with and without ASD, using an observational tool based on the clinicians', child?s, parents', and teachers' self-reports. The Sensory Processing Measure (SPM) and the Sensory Adventure Measure (SAM) were administered to 57 children ages 6 to 10 years with and without ASD. Significant differences in sensory processing were found between groups, reported by clinicians (SAM), parents, and teachers (SPM). Evaluating SPD by a skilled clinician by observing the child adds further information beyond that collected from parents and teachers. En ligne : https://dx.doi.org/10.1177/10883576241282302 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=547 [article] Sensory Processing in Children With Autistic Spectrum Disorder: Clinicians', Parents', Teachers' and Children?s Perspectives : Focus on Autism and Other Developmental Disabilities [Texte imprimé et/ou numérique] / Gili Rajuan, Auteur ; Lihi Liberman, Auteur ; Orit BART, Auteur . - p.48-55. in Focus on Autism and Other Developmental Disabilities > 40-1 (March 2025) . - p.48-55 Mots-clés : sensory processing  autism spectrum disorder  sensory modulation  evaluation  assessment measures Index. décimale : PER Périodiques Résumé : Sensory processing disorder (SPD) can be defined as a neurophysiological difficulty in modulating or interpreting sensory stimuli; it is often seen in children with autism spectrum disorder (ASD). We examined sensory processing among Israeli children with and without ASD, using an observational tool based on the clinicians', child?s, parents', and teachers' self-reports. The Sensory Processing Measure (SPM) and the Sensory Adventure Measure (SAM) were administered to 57 children ages 6 to 10 years with and without ASD. Significant differences in sensory processing were found between groups, reported by clinicians (SAM), parents, and teachers (SPM). Evaluating SPD by a skilled clinician by observing the child adds further information beyond that collected from parents and teachers. En ligne : https://dx.doi.org/10.1177/10883576241282302 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=547