Initiation and Generalization of Self-Instructional Skills in Adolescents with Autism and Intellectual Disability / Katherine A. SMITH in Journal of Autism and Developmental Disorders, 46-4 (April 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-4 (April 2016) . - p.1196-1209 Titre : Initiation and Generalization of Self-Instructional Skills in Adolescents with Autism and Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : Katherine A. SMITH, Auteur ; Kevin A. AYRES, Auteur ; Jennifer L. ALEXANDER, Auteur ; Jennifer R. LEDFORD, Auteur ; Collin SHEPLEY, Auteur ; Sally B. SHEPLEY, Auteur Année de publication : 2016 Article en page(s) : p.1196-1209 Langues : Anglais (eng) Mots-clés : Video modeling  Self-instruction  Intellectual disability  Autism  Daily living skills  Vocational skills Index. décimale : PER Périodiques Résumé : Self-instruction using videos or other supports on a mobile device is a pivotal skill and can increase independence for individuals with disabilities by decreasing a need for adult supports. This study evaluated the effects of progressive time delay (PTD) to teach four adolescents with autism and intellectual disability how to initiate self-instruction in the presence of a task direction for an untrained task. Participants were screened for imitating video models prior to the study and were taught to navigate to videos on an iPhone® in history training. A multiple probe design across settings embedded in a multiple probe design across participants was used to evaluate the effects of PTD on initiation of self-instruction. All participants learned to self-instruct. Two participants generalized self-instruction to two novel settings. Two participants required instruction in two settings before generalizing to the third. Three participants generalized self-instruction in the presence of a task direction from the researcher to a task direction from their classroom teacher in all three settings. One participant generalized to a task direction presented by the classroom teacher in one setting, but not in the other two. All participants maintained self-instruction behaviors assessed 1 week after all participants met criteria in all settings. Self-instruction using videos or other supports on a mobile device is a pivotal skill and can increase independence for individuals with disabilities by decreasing a need for adult supports. En ligne : http://dx.doi.org/10.1007/s10803-015-2654-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=284 [article] Initiation and Generalization of Self-Instructional Skills in Adolescents with Autism and Intellectual Disability [Texte imprimé et/ou numérique] / Katherine A. SMITH, Auteur ; Kevin A. AYRES, Auteur ; Jennifer L. ALEXANDER, Auteur ; Jennifer R. LEDFORD, Auteur ; Collin SHEPLEY, Auteur ; Sally B. SHEPLEY, Auteur . - 2016 . - p.1196-1209. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-4 (April 2016) . - p.1196-1209 Mots-clés : Video modeling  Self-instruction  Intellectual disability  Autism  Daily living skills  Vocational skills Index. décimale : PER Périodiques Résumé : Self-instruction using videos or other supports on a mobile device is a pivotal skill and can increase independence for individuals with disabilities by decreasing a need for adult supports. This study evaluated the effects of progressive time delay (PTD) to teach four adolescents with autism and intellectual disability how to initiate self-instruction in the presence of a task direction for an untrained task. Participants were screened for imitating video models prior to the study and were taught to navigate to videos on an iPhone® in history training. A multiple probe design across settings embedded in a multiple probe design across participants was used to evaluate the effects of PTD on initiation of self-instruction. All participants learned to self-instruct. Two participants generalized self-instruction to two novel settings. Two participants required instruction in two settings before generalizing to the third. Three participants generalized self-instruction in the presence of a task direction from the researcher to a task direction from their classroom teacher in all three settings. One participant generalized to a task direction presented by the classroom teacher in one setting, but not in the other two. All participants maintained self-instruction behaviors assessed 1 week after all participants met criteria in all settings. Self-instruction using videos or other supports on a mobile device is a pivotal skill and can increase independence for individuals with disabilities by decreasing a need for adult supports. En ligne : http://dx.doi.org/10.1007/s10803-015-2654-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=284

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