[article]
| Titre : |
Improving Problem-Solving Performance of Students With Autism Spectrum Disorders |
| Type de document : |
Texte imprimé et/ou numérique |
| Auteurs : |
Gulnoza YAKUBOVA, Auteur ; Teresa TABER-DOUGHTY, Auteur |
| Article en page(s) : |
p.3-17 |
| Langues : |
Anglais (eng) |
| Index. décimale : |
PER Périodiques |
| Résumé : |
The effectiveness of a multicomponent intervention to improve the problem-solving performance of students with autism spectrum disorders (ASD) during vocational tasks was examined. A multiple-probe across-students design was used to illustrate the effectiveness of point-of-view video modeling paired with practice sessions and a self-operated cue sheet to solve problems encountered during vocational tasks. Following intervention, all students improved performance and generalized problem-solving skills to a second untrained setting. Three of four students maintained performance at a 6-week follow-up. Overall, evidence indicated that students with ASD could learn to engage in problem solving independently following the intervention. |
| En ligne : |
http://dx.doi.org/10.1177/1088357615587506 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303 |
in Focus on Autism and Other Developmental Disabilities > 32-1 (March 2017) . - p.3-17
[article] Improving Problem-Solving Performance of Students With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Gulnoza YAKUBOVA, Auteur ; Teresa TABER-DOUGHTY, Auteur . - p.3-17. Langues : Anglais ( eng) in Focus on Autism and Other Developmental Disabilities > 32-1 (March 2017) . - p.3-17
| Index. décimale : |
PER Périodiques |
| Résumé : |
The effectiveness of a multicomponent intervention to improve the problem-solving performance of students with autism spectrum disorders (ASD) during vocational tasks was examined. A multiple-probe across-students design was used to illustrate the effectiveness of point-of-view video modeling paired with practice sessions and a self-operated cue sheet to solve problems encountered during vocational tasks. Following intervention, all students improved performance and generalized problem-solving skills to a second untrained setting. Three of four students maintained performance at a 6-week follow-up. Overall, evidence indicated that students with ASD could learn to engage in problem solving independently following the intervention. |
| En ligne : |
http://dx.doi.org/10.1177/1088357615587506 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303 |
|
Improving Problem-Solving Performance of Students With Autism Spectrum Disorders in Focus on Autism and Other Developmental Disabilities, 32-1 (March 2017)
