Dépouillements

Teaching Children With Autism Spectrum Disorders to Answer Inferential "Why" Questions / Joel HUNDERT in Focus on Autism and Other Developmental Disabilities, 24-2 (June 2009)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 24-2 (June 2009) . - p.67-76 Titre : Teaching Children With Autism Spectrum Disorders to Answer Inferential "Why" Questions Type de document : Texte imprimé et/ou numérique Auteurs : Joel HUNDERT, Auteur ; Sari VAN DELFT, Auteur Année de publication : 2009 Article en page(s) : p.67-76 Langues : Anglais (eng) Mots-clés : autism why-questions Index. décimale : PER Périodiques Résumé : A multiple-probe design was used to evaluate the effects of training on three children functioning on the higher end of the autism spectrum who were individually taught to answer each of three types of inferential "why" questions: (a) questions based on a three-card picture sequence, (b) questions based on a verbally presented brief story, and (c) general information questions. All children successfully learned to answer inferential "why" questions and generalized that training to the correct answering of untrained questions of the same type. However, children were not able to answer other types of inferential "why" questions until they were directly trained in that format. Implications for practice are discussed. En ligne : http://dx.doi.org/10.1177/1088357609332984 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=733 [article] Teaching Children With Autism Spectrum Disorders to Answer Inferential "Why" Questions [Texte imprimé et/ou numérique] / Joel HUNDERT, Auteur ; Sari VAN DELFT, Auteur . - 2009 . - p.67-76. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 24-2 (June 2009) . - p.67-76 Mots-clés : autism why-questions Index. décimale : PER Périodiques Résumé : A multiple-probe design was used to evaluate the effects of training on three children functioning on the higher end of the autism spectrum who were individually taught to answer each of three types of inferential "why" questions: (a) questions based on a three-card picture sequence, (b) questions based on a verbally presented brief story, and (c) general information questions. All children successfully learned to answer inferential "why" questions and generalized that training to the correct answering of untrained questions of the same type. However, children were not able to answer other types of inferential "why" questions until they were directly trained in that format. Implications for practice are discussed. En ligne : http://dx.doi.org/10.1177/1088357609332984 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=733

Transition From School to Adulthood for Youth With Autism Spectrum Disorders: Review and Recommendations / Dawn R. HENDRICKS in Focus on Autism and Other Developmental Disabilities, 24-2 (June 2009)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 24-2 (June 2009) . - p.77-88 Titre : Transition From School to Adulthood for Youth With Autism Spectrum Disorders: Review and Recommendations Type de document : Texte imprimé et/ou numérique Auteurs : Dawn R. HENDRICKS, Auteur ; Paul WEHMAN, Auteur Année de publication : 2009 Article en page(s) : p.77-88 Langues : Anglais (eng) Mots-clés : postschool-transition autism-spectrum-disorders community-integration Index. décimale : PER Périodiques Résumé : The transition from school services to adulthood can be particularly difficult for many adolescents with autism spectrum disorders (ASD). Although some individuals with ASD are able to successfully transition, most are faced with significant obstacles in multiple areas as they attempt to negotiate their way into college, work, community participation, and independent living. This article contains a review of research related to the transition from school to adulthood for youth with ASD in the areas of education, employment, community living, and community integration. These key areas of the transition process are crucial for success in adulthood. A summary of principal conclusions drawn from the current literature and suggestions for future research are provided. En ligne : http://dx.doi.org/10.1177/1088357608329827 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=734 [article] Transition From School to Adulthood for Youth With Autism Spectrum Disorders: Review and Recommendations [Texte imprimé et/ou numérique] / Dawn R. HENDRICKS, Auteur ; Paul WEHMAN, Auteur . - 2009 . - p.77-88. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 24-2 (June 2009) . - p.77-88 Mots-clés : postschool-transition autism-spectrum-disorders community-integration Index. décimale : PER Périodiques Résumé : The transition from school services to adulthood can be particularly difficult for many adolescents with autism spectrum disorders (ASD). Although some individuals with ASD are able to successfully transition, most are faced with significant obstacles in multiple areas as they attempt to negotiate their way into college, work, community participation, and independent living. This article contains a review of research related to the transition from school to adulthood for youth with ASD in the areas of education, employment, community living, and community integration. These key areas of the transition process are crucial for success in adulthood. A summary of principal conclusions drawn from the current literature and suggestions for future research are provided. En ligne : http://dx.doi.org/10.1177/1088357608329827 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=734

The Picture Exchange Communication System (PECS): What Do the Data Say? / Beth SULZER-AZAROFF in Focus on Autism and Other Developmental Disabilities, 24-2 (June 2009)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 24-2 (June 2009) . - p.89-103 Titre : The Picture Exchange Communication System (PECS): What Do the Data Say? Type de document : Texte imprimé et/ou numérique Auteurs : Beth SULZER-AZAROFF, Auteur ; Anne O. HOFFMAN, Auteur ; Catherine B. HORTON, Auteur ; Andy BONDY, Auteur ; Lori FROST, Auteur Année de publication : 2009 Article en page(s) : p.89-103 Langues : Anglais (eng) Mots-clés : Picture-Exchange-Communication-System PECS research-trends-and-issues Index. décimale : PER Périodiques Résumé : Originally designed to enable young children with autism lacking functional communication to initiate requests and to describe what they observed, the Picture Exchange Communication System (PECS) has been the subject of an ever-expanding body of research and development. Thirty-four peer-reviewed published reports on PECS are analyzed in this article with documentation of research questions, methodology, and results. Findings suggest that PECS is providing people around the globe who have no or impaired speech with a functional means of communication. Refinements in methodology and additional questions that might be addressed in future research are discussed. En ligne : http://dx.doi.org/10.1177/1088357609332743 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=734 [article] The Picture Exchange Communication System (PECS): What Do the Data Say? [Texte imprimé et/ou numérique] / Beth SULZER-AZAROFF, Auteur ; Anne O. HOFFMAN, Auteur ; Catherine B. HORTON, Auteur ; Andy BONDY, Auteur ; Lori FROST, Auteur . - 2009 . - p.89-103. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 24-2 (June 2009) . - p.89-103 Mots-clés : Picture-Exchange-Communication-System PECS research-trends-and-issues Index. décimale : PER Périodiques Résumé : Originally designed to enable young children with autism lacking functional communication to initiate requests and to describe what they observed, the Picture Exchange Communication System (PECS) has been the subject of an ever-expanding body of research and development. Thirty-four peer-reviewed published reports on PECS are analyzed in this article with documentation of research questions, methodology, and results. Findings suggest that PECS is providing people around the globe who have no or impaired speech with a functional means of communication. Refinements in methodology and additional questions that might be addressed in future research are discussed. En ligne : http://dx.doi.org/10.1177/1088357609332743 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=734

Speech-Generating Devices Used at Home by Children With Autism Spectrum Disorders: A Preliminary Assessment / Gunilla THUNBERG in Focus on Autism and Other Developmental Disabilities, 24-2 (June 2009)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 24-2 (June 2009) . - p.104-114 Titre : Speech-Generating Devices Used at Home by Children With Autism Spectrum Disorders: A Preliminary Assessment Type de document : Texte imprimé et/ou numérique Auteurs : Gunilla THUNBERG, Auteur ; Annika DAHLGREN SANDBERG, Auteur ; Elisabeth AHLSEN, Auteur Année de publication : 2009 Article en page(s) : p.104-114 Langues : Anglais (eng) Mots-clés : autism speech-generating-devices communication-effectiveness Index. décimale : PER Périodiques Résumé : Three children diagnosed within the autism spectrum between the ages of 5 and 7 years at different stages of communication development were supplied with speech-generating devices (SGDs) in their homes. The parents were taught to introduce the SGDs into home routines and the effects were evaluated naturalistically. Videotapes recorded by the parents before and during SGD use were coded with respect to communication effectiveness, mode, role in turn taking, and engagement in activity. Findings varied among the children and activities, but an increased level of communication effectiveness was seen during SGD use for all children. Variations of outcome among the three children and factors of importance for effective SGD use in the homes of children with autism spectrum disorders are discussed. En ligne : http://dx.doi.org/10.1177/1088357608329228 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=734 [article] Speech-Generating Devices Used at Home by Children With Autism Spectrum Disorders: A Preliminary Assessment [Texte imprimé et/ou numérique] / Gunilla THUNBERG, Auteur ; Annika DAHLGREN SANDBERG, Auteur ; Elisabeth AHLSEN, Auteur . - 2009 . - p.104-114. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 24-2 (June 2009) . - p.104-114 Mots-clés : autism speech-generating-devices communication-effectiveness Index. décimale : PER Périodiques Résumé : Three children diagnosed within the autism spectrum between the ages of 5 and 7 years at different stages of communication development were supplied with speech-generating devices (SGDs) in their homes. The parents were taught to introduce the SGDs into home routines and the effects were evaluated naturalistically. Videotapes recorded by the parents before and during SGD use were coded with respect to communication effectiveness, mode, role in turn taking, and engagement in activity. Findings varied among the children and activities, but an increased level of communication effectiveness was seen during SGD use for all children. Variations of outcome among the three children and factors of importance for effective SGD use in the homes of children with autism spectrum disorders are discussed. En ligne : http://dx.doi.org/10.1177/1088357608329228 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=734

Postsecondary Educational Aspirations of High-Functioning Adolescents With Autism Spectrum Disorders and Their Parents / Phame M. CAMARENA in Focus on Autism and Other Developmental Disabilities, 24-2 (June 2009)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 24-2 (June 2009) . - p.115-128 Titre : Postsecondary Educational Aspirations of High-Functioning Adolescents With Autism Spectrum Disorders and Their Parents Type de document : Texte imprimé et/ou numérique Auteurs : Phame M. CAMARENA, Auteur ; Pamela A. SARIGIANI, Auteur Année de publication : 2009 Article en page(s) : p.115-128 Langues : Anglais (eng) Mots-clés : autism-spectrum educational-aspirations Index. décimale : PER Périodiques Résumé : Individual interviews with 21 high-functioning adolescents diagnosed with an autism spectrum disorder and their parents were used to assess postsecondary educational aspirations and thoughts concerning obstacles and resources that shape educational achievement of this group. The results from these semistructured interviews revealed that both the adolescents and their parents have clear postsecondary educational goals but have significant concerns about the readiness of postsecondary institutions to meet the adolescents' needs. The special significance of social challenges and the ways that families frame educational aspirations are noted. Results from this analysis have direct application to both educational and family settings. En ligne : http://dx.doi.org/10.1177/1088357609332675 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=734 [article] Postsecondary Educational Aspirations of High-Functioning Adolescents With Autism Spectrum Disorders and Their Parents [Texte imprimé et/ou numérique] / Phame M. CAMARENA, Auteur ; Pamela A. SARIGIANI, Auteur . - 2009 . - p.115-128. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 24-2 (June 2009) . - p.115-128 Mots-clés : autism-spectrum educational-aspirations Index. décimale : PER Périodiques Résumé : Individual interviews with 21 high-functioning adolescents diagnosed with an autism spectrum disorder and their parents were used to assess postsecondary educational aspirations and thoughts concerning obstacles and resources that shape educational achievement of this group. The results from these semistructured interviews revealed that both the adolescents and their parents have clear postsecondary educational goals but have significant concerns about the readiness of postsecondary institutions to meet the adolescents' needs. The special significance of social challenges and the ways that families frame educational aspirations are noted. Results from this analysis have direct application to both educational and family settings. En ligne : http://dx.doi.org/10.1177/1088357609332675 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=734