[article] 
inJournal of Autism and Developmental Disorders > 46-9 (September 2016) . - p.2968-2978

Titre :	The Effectiveness of Direct Instruction in Teaching Students with Autism Spectrum Disorder to Answer “Wh-” Questions
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Jessica N. CADETTE, Auteur ; Cynthia L. WILSON, Auteur ; Michael P. BRADY, Auteur ; Charles DUKES, Auteur ; Kyle D. BENNETT, Auteur
Article en page(s) :	p.2968-2978
Langues :	Anglais (eng)
Mots-clés :	Autism  ASD  Direct instruction  Language  "Wh-" questions
Index. décimale :	PER Périodiques
Résumé :	Research on the effects of Direct Instruction (DI) among students with Autism Spectrum Disorder (ASD) has only recently emerged. A benefit of DI is that it can be implemented with groups of students, which makes it potentially a cost effective method of instruction for some skills. In this study, we examined the effects of DI on teaching secondary students with ASD to answer three “wh-” questions. Using a multiple probe design across behaviors, results indicated the participants mastered two of the three “wh-” question types and made progress with the remaining question type. These results are discussed along with implications for educators instructing students with ASD.
En ligne :	http://dx.doi.org/10.1007/s10803-016-2825-2
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292

[article] The Effectiveness of Direct Instruction in Teaching Students with Autism Spectrum Disorder to Answer “Wh-” Questions [Texte imprimé et/ou numérique] / Jessica N. CADETTE, Auteur ; Cynthia L. WILSON, Auteur ; Michael P. BRADY, Auteur ; Charles DUKES, Auteur ; Kyle D. BENNETT, Auteur . - p.2968-2978.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-9 (September 2016) . - p.2968-2978

Mots-clés :	Autism  ASD  Direct instruction  Language  "Wh-" questions
Index. décimale :	PER Périodiques
Résumé :	Research on the effects of Direct Instruction (DI) among students with Autism Spectrum Disorder (ASD) has only recently emerged. A benefit of DI is that it can be implemented with groups of students, which makes it potentially a cost effective method of instruction for some skills. In this study, we examined the effects of DI on teaching secondary students with ASD to answer three “wh-” questions. Using a multiple probe design across behaviors, results indicated the participants mastered two of the three “wh-” question types and made progress with the remaining question type. These results are discussed along with implications for educators instructing students with ASD.
En ligne :	http://dx.doi.org/10.1007/s10803-016-2825-2
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=292