Brief Report: Using iPads for Self-Monitoring of Students with Autism / Joy F. XIN in Journal of Autism and Developmental Disorders, 47-5 (May 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-5 (May 2017) . - p.1559-1567 Titre : Brief Report: Using iPads for Self-Monitoring of Students with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Joy F. XIN, Auteur ; Mary E. SHEPPARD, Auteur ; Michelle BROWN, Auteur Article en page(s) : p.1559-1567 Langues : Anglais (eng) Mots-clés : Technology  Autism  Self-monitoring Index. décimale : PER Périodiques Résumé : This study examined the effect of using an iPad for students with autism spectrum disorder (ASD) on self-monitoring their behaviors in class. Four students with ASD were taught on-task behaviors by watching self-modeled video saved in the application “Choiceworks” on their iPads, and collected data on their own behaviors. A single subject research design with ABAB phases was used. Student behaviors were observed using interval recording and behavioral occurrences were compared across phases. Results showed that the participating students’ on-task behaviors (e.g., facing forward, looking at teacher, i.e. eye contact, and working on the assignment) were increased when an iPad was used for their self-monitoring. En ligne : http://dx.doi.org/10.1007/s10803-017-3055-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305 [article] Brief Report: Using iPads for Self-Monitoring of Students with Autism [Texte imprimé et/ou numérique] / Joy F. XIN, Auteur ; Mary E. SHEPPARD, Auteur ; Michelle BROWN, Auteur . - p.1559-1567. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-5 (May 2017) . - p.1559-1567 Mots-clés : Technology  Autism  Self-monitoring Index. décimale : PER Périodiques Résumé : This study examined the effect of using an iPad for students with autism spectrum disorder (ASD) on self-monitoring their behaviors in class. Four students with ASD were taught on-task behaviors by watching self-modeled video saved in the application “Choiceworks” on their iPads, and collected data on their own behaviors. A single subject research design with ABAB phases was used. Student behaviors were observed using interval recording and behavioral occurrences were compared across phases. Results showed that the participating students’ on-task behaviors (e.g., facing forward, looking at teacher, i.e. eye contact, and working on the assignment) were increased when an iPad was used for their self-monitoring. En ligne : http://dx.doi.org/10.1007/s10803-017-3055-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305

Using iPads to Teach Communication Skills of Students with Autism / Joy F. XIN in Journal of Autism and Developmental Disorders, 45-12 (December 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-12 (December 2015) . - p.4154-4164 Titre : Using iPads to Teach Communication Skills of Students with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Joy F. XIN, Auteur ; Deborah A. LEONARD, Auteur Article en page(s) : p.4154-4164 Langues : Anglais (eng) Mots-clés : Technology  Autism  Communication Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine the effects of using an iPad to assist students with autism in learning communication skills. Three, 10 years old learners diagnosed with autism who present little or no functional speech, participated in the study. A multiple baseline design with AB phases across academic and social settings was used. During the baseline, students were given access to an iPad with the SonoFlex speech-generating device application, while no communicative attempts were observed. During the intervention, the students were taught to use the iPad to communicate with their teacher and peers for 6 weeks. With a least-to-most prompting hierarchy, all students increased initiating requests, responding to questions and making social comments in both class and recess settings. En ligne : http://dx.doi.org/10.1007/s10803-014-2266-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=274 [article] Using iPads to Teach Communication Skills of Students with Autism [Texte imprimé et/ou numérique] / Joy F. XIN, Auteur ; Deborah A. LEONARD, Auteur . - p.4154-4164. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-12 (December 2015) . - p.4154-4164 Mots-clés : Technology  Autism  Communication Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine the effects of using an iPad to assist students with autism in learning communication skills. Three, 10 years old learners diagnosed with autism who present little or no functional speech, participated in the study. A multiple baseline design with AB phases across academic and social settings was used. During the baseline, students were given access to an iPad with the SonoFlex speech-generating device application, while no communicative attempts were observed. During the intervention, the students were taught to use the iPad to communicate with their teacher and peers for 6 weeks. With a least-to-most prompting hierarchy, all students increased initiating requests, responding to questions and making social comments in both class and recess settings. En ligne : http://dx.doi.org/10.1007/s10803-014-2266-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=274

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