Review of Sociosexuality Curricular Content for Individuals With Developmental Disabilities / Pamela S. WOLFE in Focus on Autism and Other Developmental Disabilities, 34-3 (September 2019)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 34-3 (September 2019) . - p.153-162 Titre : Review of Sociosexuality Curricular Content for Individuals With Developmental Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Pamela S. WOLFE, Auteur ; Jennifer L. WERTALIK, Auteur ; Sarah DOMIRE MONACO, Auteur ; Stephanie GARDNER, Auteur ; Salvador RUIZ, Auteur Article en page(s) : p.153-162 Langues : Anglais (eng) Mots-clés : sexuality  disability  social skills  curriculum Index. décimale : PER Périodiques Résumé : Human sexuality encompasses aspects of physiology and emotions. The need for sociosexuality education for individuals with developmental disabilities (DD) is widely acknowledged; yet, there is little known about what topics of sexuality are presented. This review identified curricular content used in comprehensive, commercially available sexuality curriculum for individuals with DD. Results indicated that biological aspects such as anatomy and physiology were taught in all the curriculums; however, issues related to culture and society were less frequently present. The need for specific sexuality content is discussed as well as future implications. En ligne : http://dx.doi.org/10.1177/1088357618800040 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405 [article] Review of Sociosexuality Curricular Content for Individuals With Developmental Disabilities [Texte imprimé et/ou numérique] / Pamela S. WOLFE, Auteur ; Jennifer L. WERTALIK, Auteur ; Sarah DOMIRE MONACO, Auteur ; Stephanie GARDNER, Auteur ; Salvador RUIZ, Auteur . - p.153-162. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 34-3 (September 2019) . - p.153-162 Mots-clés : sexuality  disability  social skills  curriculum Index. décimale : PER Périodiques Résumé : Human sexuality encompasses aspects of physiology and emotions. The need for sociosexuality education for individuals with developmental disabilities (DD) is widely acknowledged; yet, there is little known about what topics of sexuality are presented. This review identified curricular content used in comprehensive, commercially available sexuality curriculum for individuals with DD. Results indicated that biological aspects such as anatomy and physiology were taught in all the curriculums; however, issues related to culture and society were less frequently present. The need for specific sexuality content is discussed as well as future implications. En ligne : http://dx.doi.org/10.1177/1088357618800040 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405

Teaching Students With Developmental Disabilities Daily Living Skills Using Point-of-View Modeling Plus Video Prompting With Error Correction / Stephanie J. GARDNER in Focus on Autism and Other Developmental Disabilities, 30-4 (December 2015)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 30-4 (December 2015) . - p.195-207 Titre : Teaching Students With Developmental Disabilities Daily Living Skills Using Point-of-View Modeling Plus Video Prompting With Error Correction Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie J. GARDNER, Auteur ; Pamela S. WOLFE, Auteur Article en page(s) : p.195-207 Langues : Anglais (eng) Mots-clés : developmental disabilities  autism spectrum disorder  video prompting  error correction  daily living skills  point-of-view  modeling Index. décimale : PER Périodiques Résumé : A primary goal of instruction for students with developmental disabilities is to enhance their future quality of life by promoting skill acquisition, which will enable them to live, function, and participate in the community. One instructional method that can help students with developmental disabilities improve independence in performing daily living skills is video prompting (VP). This study investigated the effectiveness of a VP plus error correction procedure on skill acquisition when teaching daily living skills to four adolescents with mild and moderate developmental disabilities. A multiple baseline across participants design demonstrated that all four participants rapidly acquired dish washing skills upon introduction of the intervention. Future research should further explore the efficacy of error correction procedures used with VP and the impact that these procedures have on student learning and skill retention. En ligne : http://dx.doi.org/10.1177/1088357614547810 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 [article] Teaching Students With Developmental Disabilities Daily Living Skills Using Point-of-View Modeling Plus Video Prompting With Error Correction [Texte imprimé et/ou numérique] / Stephanie J. GARDNER, Auteur ; Pamela S. WOLFE, Auteur . - p.195-207. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 30-4 (December 2015) . - p.195-207 Mots-clés : developmental disabilities  autism spectrum disorder  video prompting  error correction  daily living skills  point-of-view  modeling Index. décimale : PER Périodiques Résumé : A primary goal of instruction for students with developmental disabilities is to enhance their future quality of life by promoting skill acquisition, which will enable them to live, function, and participate in the community. One instructional method that can help students with developmental disabilities improve independence in performing daily living skills is video prompting (VP). This study investigated the effectiveness of a VP plus error correction procedure on skill acquisition when teaching daily living skills to four adolescents with mild and moderate developmental disabilities. A multiple baseline across participants design demonstrated that all four participants rapidly acquired dish washing skills upon introduction of the intervention. Future research should further explore the efficacy of error correction procedures used with VP and the impact that these procedures have on student learning and skill retention. En ligne : http://dx.doi.org/10.1177/1088357614547810 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270

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