Effects of systematic instruction and self-directed video prompting on text comprehension of elementary students with autism spectrum disorder / Emily SARTINI in Research in Autism Spectrum Disorders, 72 (April 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 72 (April 2020) . - p.101529 Titre : Effects of systematic instruction and self-directed video prompting on text comprehension of elementary students with autism spectrum disorder Type de document : texte imprimé Auteurs : Emily SARTINI, Auteur ; Victoria F. KNIGHT, Auteur ; Amy D. SPRIGGS, Auteur ; R. Allan ALLDAY, Auteur Article en page(s) : p.101529 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Text comprehension  Self-directed video  Academic instruction  Elementary school  ELA Index. décimale : PER Périodiques Résumé : The purpose of this study was to investigate the effects of systematic instruction combined with a self-directed video prompt to teach text comprehension skills to students with autism spectrum disorder. Participants included four elementary school students with autism spectrum disorder. A multiple probe across participants design was used to evaluate the intervention's effectiveness. Results indicated the intervention was successful for all participants. All participants mastered the comprehension skills; however, data were highly variable during the acquisition phase. Implications for researchers and practitioners are discussed, followed by limitations and recommendations for future research. En ligne : https://doi.org/10.1016/j.rasd.2020.101529 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421 [article] Effects of systematic instruction and self-directed video prompting on text comprehension of elementary students with autism spectrum disorder [texte imprimé] / Emily SARTINI, Auteur ; Victoria F. KNIGHT, Auteur ; Amy D. SPRIGGS, Auteur ; R. Allan ALLDAY, Auteur . - p.101529. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 72 (April 2020) . - p.101529 Mots-clés : Autism spectrum disorder  Text comprehension  Self-directed video  Academic instruction  Elementary school  ELA Index. décimale : PER Périodiques Résumé : The purpose of this study was to investigate the effects of systematic instruction combined with a self-directed video prompt to teach text comprehension skills to students with autism spectrum disorder. Participants included four elementary school students with autism spectrum disorder. A multiple probe across participants design was used to evaluate the intervention's effectiveness. Results indicated the intervention was successful for all participants. All participants mastered the comprehension skills; however, data were highly variable during the acquisition phase. Implications for researchers and practitioners are discussed, followed by limitations and recommendations for future research. En ligne : https://doi.org/10.1016/j.rasd.2020.101529 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421

Evaluating Visual Activity Schedules as Evidence-Based Practice for Individuals with Autism Spectrum Disorders / Victoria F. KNIGHT in Journal of Autism and Developmental Disorders, 45-1 (January 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-1 (January 2015) . - p.157-178 Titre : Evaluating Visual Activity Schedules as Evidence-Based Practice for Individuals with Autism Spectrum Disorders Type de document : texte imprimé Auteurs : Victoria F. KNIGHT, Auteur ; Emily SARTINI, Auteur ; Amy D. SPRIGGS, Auteur Article en page(s) : p.157-178 Langues : Anglais (eng) Mots-clés : Visual activity schedules  Evidence-based practices  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : A comprehensive review of the literature was conducted for articles published between 1993 and 2013 to evaluate the quality of the Visual Activity Schedules (VAS) literature using current evidence-based criteria developed by Horner et al. (Except Child 71:165–179, 2005). Authors sought to determine whether VAS can be considered an evidence-based practice by expanding on the findings from previous reviews. A total of 31 studies met inclusion criteria for the use of VAS to various behaviors to students with autism spectrum disorder (ASD). Of these studies, 16 met criteria for acceptable quality. Results suggest that VAS can be considered an EBP for individuals with ASD, especially when used in combination with systematic instructional procedures. VAS can be used to increase, maintain, and generalize a range of skills of individuals from preschool through adulthood in a variety of settings (e.g., general education, community). Implications for practitioners using VAS, limitations, and recommendations for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-014-2201-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258 [article] Evaluating Visual Activity Schedules as Evidence-Based Practice for Individuals with Autism Spectrum Disorders [texte imprimé] / Victoria F. KNIGHT, Auteur ; Emily SARTINI, Auteur ; Amy D. SPRIGGS, Auteur . - p.157-178. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-1 (January 2015) . - p.157-178 Mots-clés : Visual activity schedules  Evidence-based practices  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : A comprehensive review of the literature was conducted for articles published between 1993 and 2013 to evaluate the quality of the Visual Activity Schedules (VAS) literature using current evidence-based criteria developed by Horner et al. (Except Child 71:165–179, 2005). Authors sought to determine whether VAS can be considered an evidence-based practice by expanding on the findings from previous reviews. A total of 31 studies met inclusion criteria for the use of VAS to various behaviors to students with autism spectrum disorder (ASD). Of these studies, 16 met criteria for acceptable quality. Results suggest that VAS can be considered an EBP for individuals with ASD, especially when used in combination with systematic instructional procedures. VAS can be used to increase, maintain, and generalize a range of skills of individuals from preschool through adulthood in a variety of settings (e.g., general education, community). Implications for practitioners using VAS, limitations, and recommendations for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-014-2201-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258

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 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] / 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

Generalization Strategies to Promote Text Comprehension Skills by Students With ASD in Core Content Areas / Emily SARTINI in Focus on Autism and Other Developmental Disabilities, 33-3 (September 2018)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 33-3 (September 2018) . - p.150-159 Titre : Generalization Strategies to Promote Text Comprehension Skills by Students With ASD in Core Content Areas Type de document : texte imprimé Auteurs : Emily SARTINI, Auteur ; Victoria F. KNIGHT, Auteur ; Amy D. SPRIGGS, Auteur ; R. Allan ALLDAY, Auteur Article en page(s) : p.150-159 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : As increasing literature emerges to address text comprehension deficits for students with autism spectrum disorder (ASD), educators often struggle to design interventions resulting in successful generalization of comprehension skills. This evaluative review of literature explored the inclusion of and methods used in generalization of text comprehension research for students with ASD. Authors examined 32 studies across content areas (e.g., English language arts [ELA], math, science) to investigate the following questions: (a) To what extent is generalization addressed across content areas for students with ASD? (b) How did the studies program for generalization (c) What conclusions can be inferred about effective generalization methods? and (d) Can quality indicators be recommended for generalization methods for text comprehension Recommendations for quality indicators for generalization measures and strategies are suggested based on the findings from the current review. Implications for future research and instructional practice are also discussed. En ligne : https://doi.org/10.1177/1088357617735815 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367 [article] Generalization Strategies to Promote Text Comprehension Skills by Students With ASD in Core Content Areas [texte imprimé] / Emily SARTINI, Auteur ; Victoria F. KNIGHT, Auteur ; Amy D. SPRIGGS, Auteur ; R. Allan ALLDAY, Auteur . - p.150-159. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 33-3 (September 2018) . - p.150-159 Index. décimale : PER Périodiques Résumé : As increasing literature emerges to address text comprehension deficits for students with autism spectrum disorder (ASD), educators often struggle to design interventions resulting in successful generalization of comprehension skills. This evaluative review of literature explored the inclusion of and methods used in generalization of text comprehension research for students with ASD. Authors examined 32 studies across content areas (e.g., English language arts [ELA], math, science) to investigate the following questions: (a) To what extent is generalization addressed across content areas for students with ASD? (b) How did the studies program for generalization (c) What conclusions can be inferred about effective generalization methods? and (d) Can quality indicators be recommended for generalization methods for text comprehension Recommendations for quality indicators for generalization measures and strategies are suggested based on the findings from the current review. Implications for future research and instructional practice are also discussed. En ligne : https://doi.org/10.1177/1088357617735815 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367

Measuring Police Officer Self-efficacy for Working with Individuals with Autism Spectrum Disorder / Abigail M.A. LOVE in Journal of Autism and Developmental Disorders, 51-4 (April 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1331-1345 Titre : Measuring Police Officer Self-efficacy for Working with Individuals with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Abigail M.A. LOVE, Auteur ; Ellen L. USHER, Auteur ; Michael D. TOLAND, Auteur ; Kirsten S. RAILEY, Auteur ; Jonathan M. CAMPBELL, Auteur ; Amy D. SPRIGGS, Auteur Article en page(s) : p.1331-1345 Langues : Anglais (eng) Mots-clés : Autism knowledge  Autism spectrum disorder  Police officer  Psychometrics  Scale development  Self-efficacy Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is currently one of the most researched of all childhood developmental disorders and is receiving attention in many domains. The purpose of this study was to design and provide psychometric evidence for a scale that measures police officer self-efficacy for working with individuals with ASD. Psychometric properties of a scale designed to measure knowledge of ASD were also explored. Data from 620 police officers were collected and a 13-item scale was created and evaluated. Results indicated that the scale represented a unidimensional construct. Knowing more about officers' knowledge and beliefs in their own capabilities to work with individuals with ASD can help inform future police education and training efforts. En ligne : http://dx.doi.org/10.1007/s10803-020-04613-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Measuring Police Officer Self-efficacy for Working with Individuals with Autism Spectrum Disorder [texte imprimé] / Abigail M.A. LOVE, Auteur ; Ellen L. USHER, Auteur ; Michael D. TOLAND, Auteur ; Kirsten S. RAILEY, Auteur ; Jonathan M. CAMPBELL, Auteur ; Amy D. SPRIGGS, Auteur . - p.1331-1345. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-4 (April 2021) . - p.1331-1345 Mots-clés : Autism knowledge  Autism spectrum disorder  Police officer  Psychometrics  Scale development  Self-efficacy Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is currently one of the most researched of all childhood developmental disorders and is receiving attention in many domains. The purpose of this study was to design and provide psychometric evidence for a scale that measures police officer self-efficacy for working with individuals with ASD. Psychometric properties of a scale designed to measure knowledge of ASD were also explored. Data from 620 police officers were collected and a 13-item scale was created and evaluated. Results indicated that the scale represented a unidimensional construct. Knowing more about officers' knowledge and beliefs in their own capabilities to work with individuals with ASD can help inform future police education and training efforts. En ligne : http://dx.doi.org/10.1007/s10803-020-04613-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Scripted and Unscripted Science Lessons for Children with Autism and Intellectual Disability / Victoria F. KNIGHT in Journal of Autism and Developmental Disorders, 48-7 (July 2018)  

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A systematic review of weighted vests with individuals with autism spectrum disorder / Christopher J. TAYLOR in Research in Autism Spectrum Disorders, 37 (May 2017)  

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Talking Picture Schedules: Embedding Video Models into Visual Activity Schedules to Increase Independence for Students with ASD / Amy D. SPRIGGS in Journal of Autism and Developmental Disorders, 45-12 (December 2015)  

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The Effects of a Peer-Delivered Social Skills Intervention for Adults with Comorbid Down Syndrome and Autism Spectrum Disorder / Matthew A. Cody DAVIS in Journal of Autism and Developmental Disorders, 48-6 (June 2018)  

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Using Video Models to Teach Students With Disabilities to Play the Wii / Lauren A. SHERROW in Focus on Autism and Other Developmental Disabilities, 31-4 (December 2016)  

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Video Modeling and Observational Learning to Teach Gaming Access to Students with ASD / Amy D. SPRIGGS in Journal of Autism and Developmental Disorders, 46-9 (September 2016)  

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