Potential Applications of Behavioral Fluency for Students With Autism / Richard M. Jr KUBINA in Exceptionality - A Special Education Journal, 13-1 (2005)

Public ISBD [article]  inExceptionality - A Special Education Journal > 13-1 (2005) . - p.35-44 Titre : Potential Applications of Behavioral Fluency for Students With Autism Type de document : texte imprimé Auteurs : Richard M. Jr KUBINA, Auteur ; Pamela WOLFE, Auteur Année de publication : 2008 Article en page(s) : p.35-44 Langues : Anglais (eng) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Résumé : Curricula for students with autism do not take into account levels of learning such as behavioral fluency. Behavioral fluency addresses accuracy as well as speed of response. We posit that fluency increases the functionality of skills for students with autism and should be systematically programmed into a curriculum. To discuss the application of fluency for students with autism, we present background related to response competence, critical learning outcomes associated with behavioral fluency, and how fluency fits into a hierarchy of learning. We apply the concept of behavioral fluency to individuals with autism and suggest that research continue. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Potential Applications of Behavioral Fluency for Students With Autism [texte imprimé] / Richard M. Jr KUBINA, Auteur ; Pamela WOLFE, Auteur . - 2008 . - p.35-44. Langues : Anglais (eng) in Exceptionality - A Special Education Journal > 13-1 (2005) . - p.35-44 Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Résumé : Curricula for students with autism do not take into account levels of learning such as behavioral fluency. Behavioral fluency addresses accuracy as well as speed of response. We posit that fluency increases the functionality of skills for students with autism and should be systematically programmed into a curriculum. To discuss the application of fluency for students with autism, we present background related to response competence, critical learning outcomes associated with behavioral fluency, and how fluency fits into a hierarchy of learning. We apply the concept of behavioral fluency to individuals with autism and suggest that research continue. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

Preface: Autism and Applied Behavior Analysis / Pamela WOLFE in Exceptionality - A Special Education Journal, 13-1 (2005)

Public ISBD [article]  inExceptionality - A Special Education Journal > 13-1 (2005) . - p.1-2 Titre : Preface: Autism and Applied Behavior Analysis Type de document : texte imprimé Auteurs : Pamela WOLFE, Auteur ; John T. NEISWORTH, Auteur Année de publication : 2008 Article en page(s) : p.1-2 Langues : Anglais (eng) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Preface: Autism and Applied Behavior Analysis [texte imprimé] / Pamela WOLFE, Auteur ; John T. NEISWORTH, Auteur . - 2008 . - p.1-2. Langues : Anglais (eng) in Exceptionality - A Special Education Journal > 13-1 (2005) . - p.1-2 Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

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 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] / 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 Preschool Children With Autism Spectrum Disorders to Expressively Discriminate Between “What’s That?” and “Where Is It?” / Cheryl OSTRYN in Focus on Autism and Other Developmental Disabilities, 26-4 (December 2011)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 26-4 (December 2011) . - p.195-205 Titre : Teaching Preschool Children With Autism Spectrum Disorders to Expressively Discriminate Between “What’s That?” and “Where Is It?” Type de document : texte imprimé Auteurs : Cheryl OSTRYN, Auteur ; Pamela WOLFE, Auteur Année de publication : 2011 Article en page(s) : p.195-205 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  establishing operations  wh-questions  prompting Index. décimale : PER Périodiques Résumé : Discrimination of question-asking is a critical conversational skill with considerable practical importance. Children with autism spectrum disorders (ASD) must be taught this skill to become competent communicators and function in everyday communicative situations. In previous question-asking literature, researchers have focused on teaching wh-questions in isolation. This study is an extension of previous research and conducted to investigate the ability of three preschool children with ASD to learn and discriminate when to use the two wh-questions, “What’s that?” and “Where is it?” Results are interpreted to conclude that all three children learned to ask and discriminate between the questions within 6 to 16 instructional sessions, and learned novel vocabulary after asking “What’s that?” This study supports using a prompting procedure for teaching these two wh-questions, and the importance of identifying individualized establishing operations to increase attending behavior, as well as conducting detailed prerequisite skill assessments to maximize learning of wh-questions. En ligne : http://dx.doi.org/10.1177/1088357611421504 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=148 [article] Teaching Preschool Children With Autism Spectrum Disorders to Expressively Discriminate Between “What’s That?” and “Where Is It?” [texte imprimé] / Cheryl OSTRYN, Auteur ; Pamela WOLFE, Auteur . - 2011 . - p.195-205. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 26-4 (December 2011) . - p.195-205 Mots-clés : autism spectrum disorders  establishing operations  wh-questions  prompting Index. décimale : PER Périodiques Résumé : Discrimination of question-asking is a critical conversational skill with considerable practical importance. Children with autism spectrum disorders (ASD) must be taught this skill to become competent communicators and function in everyday communicative situations. In previous question-asking literature, researchers have focused on teaching wh-questions in isolation. This study is an extension of previous research and conducted to investigate the ability of three preschool children with ASD to learn and discriminate when to use the two wh-questions, “What’s that?” and “Where is it?” Results are interpreted to conclude that all three children learned to ask and discriminate between the questions within 6 to 16 instructional sessions, and learned novel vocabulary after asking “What’s that?” This study supports using a prompting procedure for teaching these two wh-questions, and the importance of identifying individualized establishing operations to increase attending behavior, as well as conducting detailed prerequisite skill assessments to maximize learning of wh-questions. En ligne : http://dx.doi.org/10.1177/1088357611421504 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=148

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 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] / 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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