Dépouillements

Test-Retest Reliability of a Theory of Mind Task Battery for Children With Autism Spectrum Disorders / Tiffany L. HUTCHINS in Focus on Autism and Other Developmental Disabilities, 23-4 (December 2008)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 23-4 (December 2008) . - p.195-206 Titre : Test-Retest Reliability of a Theory of Mind Task Battery for Children With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Tiffany L. HUTCHINS, Auteur ; Patricia A. PRELOCK, Auteur ; Wendy CHACE, Auteur Année de publication : 2008 Article en page(s) : p.195-206 Langues : Anglais (eng) Mots-clés : autism theory-of-mind false-belief assessment reliability socialization Index. décimale : PER Périodiques Résumé : This study examined for the first time the test-retest reliability of theory-of-mind tasks when administered to children with Autism Spectrum Disorders (ASD). A total of 16 questions within 9 tasks targeting a range of content and complexity were administered at 2 times to 17 children with ASD. In all, 13 questions demonstrated adequate test-retest reliability and high internal consistency. Items that did not achieve reliability violated a pragmatic convention, were ambiguous, or were associated with a response bias. No effect of verbal ability or diagnosis was found on consistency of performance. There was no effect of interval (i.e., short vs. long) on change in score although modest increases in performance occurred generally across administrations. Implications for research and practice are considered. En ligne : http://dx.doi.org/10.1177/1088357608322998 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=643 [article] Test-Retest Reliability of a Theory of Mind Task Battery for Children With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Tiffany L. HUTCHINS, Auteur ; Patricia A. PRELOCK, Auteur ; Wendy CHACE, Auteur . - 2008 . - p.195-206. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 23-4 (December 2008) . - p.195-206 Mots-clés : autism theory-of-mind false-belief assessment reliability socialization Index. décimale : PER Périodiques Résumé : This study examined for the first time the test-retest reliability of theory-of-mind tasks when administered to children with Autism Spectrum Disorders (ASD). A total of 16 questions within 9 tasks targeting a range of content and complexity were administered at 2 times to 17 children with ASD. In all, 13 questions demonstrated adequate test-retest reliability and high internal consistency. Items that did not achieve reliability violated a pragmatic convention, were ambiguous, or were associated with a response bias. No effect of verbal ability or diagnosis was found on consistency of performance. There was no effect of interval (i.e., short vs. long) on change in score although modest increases in performance occurred generally across administrations. Implications for research and practice are considered. En ligne : http://dx.doi.org/10.1177/1088357608322998 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=643

The Effects of "Bug-in-Ear" Supervision on Special Education Teachers'Delivery of Learn Units / Janet I. GOODMAN in Focus on Autism and Other Developmental Disabilities, 23-4 (December 2008)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 23-4 (December 2008) . - p.207-216 Titre : The Effects of "Bug-in-Ear" Supervision on Special Education Teachers'Delivery of Learn Units Type de document : Texte imprimé et/ou numérique Auteurs : Janet I. GOODMAN, Auteur ; Michael P. BRADY, Auteur ; Mary Lou DUFFY, Auteur ; Jack SCOTT, Auteur ; Nancy E. POLLARD, Auteur Année de publication : 2008 Article en page(s) : p.207-216 Langues : Anglais (eng) Mots-clés : bug-in-ear-technology learn-units teacher-supervision coaching feedback Index. décimale : PER Périodiques Résumé : Supervision and coaching strategies that provide immediate feedback can help improve instruction for novice teachers. In this study, feedback was provided to teachers using "bug-in-ear" technology to coach them to deliver effective instructional interactions: "learn units." Three novice teachers in K—8 classrooms with students with disabilities including emotional disorders, autism, attention-deficit/hyperactivity disorder, and developmental delays participated in the study. Results from the multiple-baseline design showed that the rate and accuracy of effective teaching behaviors increased when in-class feedback was delivered via the electronic "bugs." For two of the three teachers, these increases maintained when the instructional feedback was faded. This study extends previous research and suggests an effective coaching supervision strategy for novice teachers. En ligne : http://dx.doi.org/10.1177/1088357608324713 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=643 [article] The Effects of "Bug-in-Ear" Supervision on Special Education Teachers'Delivery of Learn Units [Texte imprimé et/ou numérique] / Janet I. GOODMAN, Auteur ; Michael P. BRADY, Auteur ; Mary Lou DUFFY, Auteur ; Jack SCOTT, Auteur ; Nancy E. POLLARD, Auteur . - 2008 . - p.207-216. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 23-4 (December 2008) . - p.207-216 Mots-clés : bug-in-ear-technology learn-units teacher-supervision coaching feedback Index. décimale : PER Périodiques Résumé : Supervision and coaching strategies that provide immediate feedback can help improve instruction for novice teachers. In this study, feedback was provided to teachers using "bug-in-ear" technology to coach them to deliver effective instructional interactions: "learn units." Three novice teachers in K—8 classrooms with students with disabilities including emotional disorders, autism, attention-deficit/hyperactivity disorder, and developmental delays participated in the study. Results from the multiple-baseline design showed that the rate and accuracy of effective teaching behaviors increased when in-class feedback was delivered via the electronic "bugs." For two of the three teachers, these increases maintained when the instructional feedback was faded. This study extends previous research and suggests an effective coaching supervision strategy for novice teachers. En ligne : http://dx.doi.org/10.1177/1088357608324713 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=643

Effects of Test-Taking Strategy Instruction on High-Functioning Adolescents With Autism Spectrum Disorders / Dalhee SONGLEE in Focus on Autism and Other Developmental Disabilities, 23-4 (December 2008)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 23-4 (December 2008) . - p.217-228 Titre : Effects of Test-Taking Strategy Instruction on High-Functioning Adolescents With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Dalhee SONGLEE, Auteur ; Matt TINCANI, Auteur ; Susan P. MILLER, Auteur ; Nancy M. SILEO, Auteur ; Peggy G. PERKINS, Auteur Année de publication : 2008 Article en page(s) : p.217-228 Langues : Anglais (eng) Mots-clés : autism autism-spectrum-disorder Asperger-syndrome high-functioning-autism test-taking-strategy Index. décimale : PER Périodiques Résumé : The purpose of this study was to investigate the effects of teaching the Test-Taking Strategy to high-functioning adolescents with autism spectrum disorders (ASD) through an intensive after-school program. Four secondary students participated in the study (i.e., one 11th, one 10th, one 8th, and one 6th grader). A multiple-probe design with four phases (i.e., baseline, instruction, generalization, maintenance) was used to measure the effects of the test-taking instruction. The results of this study showed that high-functioning adolescents with ASD can successfully acquire, generalize, and maintain the use of a comprehensive test-taking strategy. In addition, both participants' and their parents' satisfaction related to the test-taking instruction was high. En ligne : http://dx.doi.org/10.1177/1088357608324714 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=643 [article] Effects of Test-Taking Strategy Instruction on High-Functioning Adolescents With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Dalhee SONGLEE, Auteur ; Matt TINCANI, Auteur ; Susan P. MILLER, Auteur ; Nancy M. SILEO, Auteur ; Peggy G. PERKINS, Auteur . - 2008 . - p.217-228. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 23-4 (December 2008) . - p.217-228 Mots-clés : autism autism-spectrum-disorder Asperger-syndrome high-functioning-autism test-taking-strategy Index. décimale : PER Périodiques Résumé : The purpose of this study was to investigate the effects of teaching the Test-Taking Strategy to high-functioning adolescents with autism spectrum disorders (ASD) through an intensive after-school program. Four secondary students participated in the study (i.e., one 11th, one 10th, one 8th, and one 6th grader). A multiple-probe design with four phases (i.e., baseline, instruction, generalization, maintenance) was used to measure the effects of the test-taking instruction. The results of this study showed that high-functioning adolescents with ASD can successfully acquire, generalize, and maintain the use of a comprehensive test-taking strategy. In addition, both participants' and their parents' satisfaction related to the test-taking instruction was high. En ligne : http://dx.doi.org/10.1177/1088357608324714 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=643

Effects of Verbal Cues Versus Pictorial Cues on the Transfer of Stimulus Control for Children With Autism / Elizabeth Anne WEST in Focus on Autism and Other Developmental Disabilities, 23-4 (December 2008)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 23-4 (December 2008) . - p.229-241 Titre : Effects of Verbal Cues Versus Pictorial Cues on the Transfer of Stimulus Control for Children With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth Anne WEST, Auteur Année de publication : 2008 Article en page(s) : p.229-241 Langues : Anglais (eng) Mots-clés : prompts autism-spectrum-disorders visuals young-children Index. décimale : PER Périodiques Résumé : The author examined the transfer of stimulus control from instructor assistance to verbal cues and pictorial cues. The intent was to determine whether it is easier to transfer stimulus control to one form of cue or the other. No studies have conducted such comparisons to date; however, literature exists to suggest that visual cues may be preferred. An adapted alternating treatment design within a multiple baseline design across subjects was used in this investigation to compare effects when teaching two functional skills to four young students with autism. Results indicate that it is more efficient to achieve transfer of stimulus control from instructor assistance to pictorial cues for three of the participants. En ligne : http://dx.doi.org/10.1177/1088357608324715 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=643 [article] Effects of Verbal Cues Versus Pictorial Cues on the Transfer of Stimulus Control for Children With Autism [Texte imprimé et/ou numérique] / Elizabeth Anne WEST, Auteur . - 2008 . - p.229-241. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 23-4 (December 2008) . - p.229-241 Mots-clés : prompts autism-spectrum-disorders visuals young-children Index. décimale : PER Périodiques Résumé : The author examined the transfer of stimulus control from instructor assistance to verbal cues and pictorial cues. The intent was to determine whether it is easier to transfer stimulus control to one form of cue or the other. No studies have conducted such comparisons to date; however, literature exists to suggest that visual cues may be preferred. An adapted alternating treatment design within a multiple baseline design across subjects was used in this investigation to compare effects when teaching two functional skills to four young students with autism. Results indicate that it is more efficient to achieve transfer of stimulus control from instructor assistance to pictorial cues for three of the participants. En ligne : http://dx.doi.org/10.1177/1088357608324715 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=643

Parental Perspectives of the Quality of Life in School Environments for Children With Asperger Syndrome / Bethany Jackson BREWIN in Focus on Autism and Other Developmental Disabilities, 23-4 (December 2008)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 23-4 (December 2008) . - p.242-252 Titre : Parental Perspectives of the Quality of Life in School Environments for Children With Asperger Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Bethany Jackson BREWIN, Auteur ; Rebecca RENWICK, Auteur ; Ann Fudge SCHORMANS, Auteur Année de publication : 2008 Article en page(s) : p.242-252 Langues : Anglais (eng) Mots-clés : Asperger-Syndrome special-education quality-of-life Index. décimale : PER Périodiques Résumé : Findings reported here are from a secondary analysis of in-home, semistructured interviews with a subsample of 9 participants from a larger study examining the perspectives of parents of children with Asperger Syndrome (AS) concerning what contributes to and detracts from their children's quality of life at school. Audiotaped interview data used in the secondary analysis had already been gathered by a trained interviewer and then transcribed verbatim. The secondary analysis followed a modified grounded theory approach. Major themes identified are highlighted, specifically, how quality of life is affected by (a) awareness of AS in the school system, (b) quality of social interaction, (c) the role of the teaching staff and professionals, and (d) the role of the institution and educational structure. Implications, recommendations, and future research directions are discussed. En ligne : http://dx.doi.org/10.1177/1088357608322997 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=643 [article] Parental Perspectives of the Quality of Life in School Environments for Children With Asperger Syndrome [Texte imprimé et/ou numérique] / Bethany Jackson BREWIN, Auteur ; Rebecca RENWICK, Auteur ; Ann Fudge SCHORMANS, Auteur . - 2008 . - p.242-252. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 23-4 (December 2008) . - p.242-252 Mots-clés : Asperger-Syndrome special-education quality-of-life Index. décimale : PER Périodiques Résumé : Findings reported here are from a secondary analysis of in-home, semistructured interviews with a subsample of 9 participants from a larger study examining the perspectives of parents of children with Asperger Syndrome (AS) concerning what contributes to and detracts from their children's quality of life at school. Audiotaped interview data used in the secondary analysis had already been gathered by a trained interviewer and then transcribed verbatim. The secondary analysis followed a modified grounded theory approach. Major themes identified are highlighted, specifically, how quality of life is affected by (a) awareness of AS in the school system, (b) quality of social interaction, (c) the role of the teaching staff and professionals, and (d) the role of the institution and educational structure. Implications, recommendations, and future research directions are discussed. En ligne : http://dx.doi.org/10.1177/1088357608322997 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=643

Book Review: Weiss, M. J. (2008). Practical Solutions for Educating Young Children With High-Functioning Autism and Asperger Syndrome. Shawnee Mission, KS: Autism Asperger Publishing. $21.95, ISBN: 978-1-934575-14-7 / Kelle M. LAUSHEY in Focus on Autism and Other Developmental Disabilities, 23-4 (December 2008)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 23-4 (December 2008) . - p.253-254 Titre : Book Review: Weiss, M. J. (2008). Practical Solutions for Educating Young Children With High-Functioning Autism and Asperger Syndrome. Shawnee Mission, KS: Autism Asperger Publishing. $21.95, ISBN: 978-1-934575-14-7 Type de document : Texte imprimé et/ou numérique Auteurs : Kelle M. LAUSHEY, Auteur Année de publication : 2008 Article en page(s) : p.253-254 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357608323700 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=644 [article] Book Review: Weiss, M. J. (2008). Practical Solutions for Educating Young Children With High-Functioning Autism and Asperger Syndrome. Shawnee Mission, KS: Autism Asperger Publishing. $21.95, ISBN: 978-1-934575-14-7 [Texte imprimé et/ou numérique] / Kelle M. LAUSHEY, Auteur . - 2008 . - p.253-254. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 23-4 (December 2008) . - p.253-254 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357608323700 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=644

Acknowledgements in Focus on Autism and Other Developmental Disabilities, 23-4 (December 2008)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 23-4 (December 2008) . - p.255 Titre : Acknowledgements Type de document : Texte imprimé et/ou numérique Année de publication : 2008 Article en page(s) : p.255 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357608325566 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=644 [article] Acknowledgements [Texte imprimé et/ou numérique] . - 2008 . - p.255. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 23-4 (December 2008) . - p.255 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357608325566 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=644