Comparing Children with ASD and Their Peers’ Growth in Print Knowledge / Jaclyn M. DYNIA in Journal of Autism and Developmental Disorders, 46-7 (July 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-7 (July 2016) . - p.2490-2500 Titre : Comparing Children with ASD and Their Peers’ Growth in Print Knowledge Type de document : Texte imprimé et/ou numérique Auteurs : Jaclyn M. DYNIA, Auteur ; Matthew E. BROCK, Auteur ; Jessica A. R. LOGAN, Auteur ; Laura M. JUSTICE, Auteur ; Joan N. KADERAVEK, Auteur Article en page(s) : p.2490-2500 Langues : Anglais (eng) Mots-clés : Autism  Emergent literacy  Print knowledge Index. décimale : PER Périodiques Résumé : Many children with autism spectrum disorder (ASD) struggle with reading. An increased focus on emergent literacy skills—particularly print knowledge—might improve later reading outcomes. We analyzed longitudinal measures of print knowledge (i.e., alphabet knowledge and print-concept knowledge) for 35 preschoolers with ASD relative to a sample of 35 typically developing peers. Through multilevel growth curve analysis, we found that relative to their peers, children with ASD had comparable alphabet knowledge, lower print-concept knowledge, and acquired both skills at a similar rate. These findings suggest that children with ASD are unlikely to acquire print-concept knowledge commensurate to their peers without an increased emphasis on high-quality instruction that targets this skill. En ligne : http://dx.doi.org/10.1007/s10803-016-2790-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290 [article] Comparing Children with ASD and Their Peers’ Growth in Print Knowledge [Texte imprimé et/ou numérique] / Jaclyn M. DYNIA, Auteur ; Matthew E. BROCK, Auteur ; Jessica A. R. LOGAN, Auteur ; Laura M. JUSTICE, Auteur ; Joan N. KADERAVEK, Auteur . - p.2490-2500. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-7 (July 2016) . - p.2490-2500 Mots-clés : Autism  Emergent literacy  Print knowledge Index. décimale : PER Périodiques Résumé : Many children with autism spectrum disorder (ASD) struggle with reading. An increased focus on emergent literacy skills—particularly print knowledge—might improve later reading outcomes. We analyzed longitudinal measures of print knowledge (i.e., alphabet knowledge and print-concept knowledge) for 35 preschoolers with ASD relative to a sample of 35 typically developing peers. Through multilevel growth curve analysis, we found that relative to their peers, children with ASD had comparable alphabet knowledge, lower print-concept knowledge, and acquired both skills at a similar rate. These findings suggest that children with ASD are unlikely to acquire print-concept knowledge commensurate to their peers without an increased emphasis on high-quality instruction that targets this skill. En ligne : http://dx.doi.org/10.1007/s10803-016-2790-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290

Early childhood special education teachers’ use of evidence-based practices with children with autism spectrum disorder / Jaclyn M. DYNIA in Research in Autism Spectrum Disorders, 77 (September 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 77 (September 2020) . - 101606 Titre : Early childhood special education teachers’ use of evidence-based practices with children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jaclyn M. DYNIA, Auteur ; Katherine M. WALTON, Auteur ; Matthew E. BROCK, Auteur ; Gabrielle TIEDE, Auteur Article en page(s) : 101606 Langues : Anglais (eng) Mots-clés : Evidence-based practice  ASD  Preschool Index. décimale : PER Périodiques Résumé : Background Past research shows a gap between identification of evidence-based practices (EBP) for children with autism spectrum disorder (ASD) and adoption of those EBP by classroom teachers. However, few studies have examined EBP use in preschool classrooms. Method We surveyed 45 preschool teachers serving children with ASD regarding their intervention priorities, instructional approaches, confidence, and desire for professional development. Open-ended responses regarding instructional approaches were coded by the research team for whether they reflected use of specified identified EBP. Results Communication, social skills, and challenging behavior were rated as the top priorities for intervention. Nearly all teachers reported using at least one EBP. The most commonly reported EBP included visual supports, behavioral strategies, and social narratives. Nearly half of teachers reported using sensory-related strategies, which are not EBP. Surprisingly, teacher confidence and belief that they were using EBP were not significantly related to desire for professional development. Conclusions These findings provide insight into the research-to-practice gap for educating young children with ASD, and have the potential to help teacher educators refine their efforts to close this gap. En ligne : https://doi.org/10.1016/j.rasd.2020.101606 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432 [article] Early childhood special education teachers’ use of evidence-based practices with children with autism spectrum disorder [Texte imprimé et/ou numérique] / Jaclyn M. DYNIA, Auteur ; Katherine M. WALTON, Auteur ; Matthew E. BROCK, Auteur ; Gabrielle TIEDE, Auteur . - 101606. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 77 (September 2020) . - 101606 Mots-clés : Evidence-based practice  ASD  Preschool Index. décimale : PER Périodiques Résumé : Background Past research shows a gap between identification of evidence-based practices (EBP) for children with autism spectrum disorder (ASD) and adoption of those EBP by classroom teachers. However, few studies have examined EBP use in preschool classrooms. Method We surveyed 45 preschool teachers serving children with ASD regarding their intervention priorities, instructional approaches, confidence, and desire for professional development. Open-ended responses regarding instructional approaches were coded by the research team for whether they reflected use of specified identified EBP. Results Communication, social skills, and challenging behavior were rated as the top priorities for intervention. Nearly all teachers reported using at least one EBP. The most commonly reported EBP included visual supports, behavioral strategies, and social narratives. Nearly half of teachers reported using sensory-related strategies, which are not EBP. Surprisingly, teacher confidence and belief that they were using EBP were not significantly related to desire for professional development. Conclusions These findings provide insight into the research-to-practice gap for educating young children with ASD, and have the potential to help teacher educators refine their efforts to close this gap. En ligne : https://doi.org/10.1016/j.rasd.2020.101606 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432

Phonological awareness emergence in preschool children with autism spectrum disorder / Jaclyn M. DYNIA in Autism & Developmental Language Impairments, 4 (January-December 2019)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 4 (January-December 2019) Titre : Phonological awareness emergence in preschool children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jaclyn M. DYNIA, Auteur ; Allison F. BEAN, Auteur ; Laura M. JUSTICE, Auteur ; Joan N. KADERAVEK, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsPhonological awareness begins to develop during the preschool years and is a primary factor underlying later reading abilities. Previous research has found mixed results on the phonological awareness skills of children with autism spectrum disorders. Therefore, the purpose of the present study is to add to our understanding of phonological awareness in children with autism spectrum disorder by investigating residualized gains in phonological awareness skills over an academic year.MethodsA total of 125 preschool (4- to 5-years old) children including 27 children with autism spectrum disorder, 28 children with language impairment, and 70 typically developing children were the focus of the present study. Participants in the current study represent a subset of participants from a larger study titled, Sit Together and Read. Children completed direct assessments in the beginning (fall) and end of school year (spring) on phonological awareness using the Test of Preschool Early Literacy.ResultsA one-way ANOVA compared the phonological awareness skills tasks (syllable/onset-rime, blending/elision, receptive/expressive) in the fall and the spring for each of the three groups (children with autism spectrum disorder, children with language impairment, children who are typically developing). In the fall and the spring, all of the analyses were found to be statistically significant. A Tukey HSD further indicated that children with autism spectrum disorder had significantly lower scores on all of the tasks at both time points compared to the typically developing peers. Children with autism spectrum disorder seem to make gains in phonological awareness tasks similarly to their typically developing peers for most of the phonological awareness tasks. Results from the final regression models indicated that children with autism spectrum disorder made gains similar to those of their typically developing peers for most phonological awareness tasks and that language skills predicted residualized gain for syllable, elision, and receptive tasks, as well as the total score when controlling for condition, IQ, and group status. Social skills were not a significant predictor for any of the tasks.ConclusionsThree main findings emerged: (a) phonological awareness skills seem to be a deficit for children with autism spectrum disorder, (b) in general, autism status does not predict residualized gain in phonological awareness skills, and (c) oral language is a significant predictor of residualized gain in phonological awareness skills.ImplicationEarly childhood educators should focus on providing high-quality instruction on phonological awareness for children with autism spectrum disorder and researchers should focus on investigating the effectiveness of phonological awareness interventions for children with autism spectrum disorder. En ligne : https://doi.org/10.1177/2396941518822453 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 [article] Phonological awareness emergence in preschool children with autism spectrum disorder [Texte imprimé et/ou numérique] / Jaclyn M. DYNIA, Auteur ; Allison F. BEAN, Auteur ; Laura M. JUSTICE, Auteur ; Joan N. KADERAVEK, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 4 (January-December 2019) Index. décimale : PER Périodiques Résumé : Background and aimsPhonological awareness begins to develop during the preschool years and is a primary factor underlying later reading abilities. Previous research has found mixed results on the phonological awareness skills of children with autism spectrum disorders. Therefore, the purpose of the present study is to add to our understanding of phonological awareness in children with autism spectrum disorder by investigating residualized gains in phonological awareness skills over an academic year.MethodsA total of 125 preschool (4- to 5-years old) children including 27 children with autism spectrum disorder, 28 children with language impairment, and 70 typically developing children were the focus of the present study. Participants in the current study represent a subset of participants from a larger study titled, Sit Together and Read. Children completed direct assessments in the beginning (fall) and end of school year (spring) on phonological awareness using the Test of Preschool Early Literacy.ResultsA one-way ANOVA compared the phonological awareness skills tasks (syllable/onset-rime, blending/elision, receptive/expressive) in the fall and the spring for each of the three groups (children with autism spectrum disorder, children with language impairment, children who are typically developing). In the fall and the spring, all of the analyses were found to be statistically significant. A Tukey HSD further indicated that children with autism spectrum disorder had significantly lower scores on all of the tasks at both time points compared to the typically developing peers. Children with autism spectrum disorder seem to make gains in phonological awareness tasks similarly to their typically developing peers for most of the phonological awareness tasks. Results from the final regression models indicated that children with autism spectrum disorder made gains similar to those of their typically developing peers for most phonological awareness tasks and that language skills predicted residualized gain for syllable, elision, and receptive tasks, as well as the total score when controlling for condition, IQ, and group status. Social skills were not a significant predictor for any of the tasks.ConclusionsThree main findings emerged: (a) phonological awareness skills seem to be a deficit for children with autism spectrum disorder, (b) in general, autism status does not predict residualized gain in phonological awareness skills, and (c) oral language is a significant predictor of residualized gain in phonological awareness skills.ImplicationEarly childhood educators should focus on providing high-quality instruction on phonological awareness for children with autism spectrum disorder and researchers should focus on investigating the effectiveness of phonological awareness interventions for children with autism spectrum disorder. En ligne : https://doi.org/10.1177/2396941518822453 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387

Predictors of decoding for children with autism spectrum disorder in comparison to their peers / Jaclyn M. DYNIA in Research in Autism Spectrum Disorders, 37 (May 2017)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 37 (May 2017) . - p.41-48 Titre : Predictors of decoding for children with autism spectrum disorder in comparison to their peers Type de document : Texte imprimé et/ou numérique Auteurs : Jaclyn M. DYNIA, Auteur ; Matthew E. BROCK, Auteur ; Laura M. JUSTICE, Auteur ; Joan N. KADERAVEK, Auteur Article en page(s) : p.41-48 Langues : Anglais (eng) Mots-clés : Autism  Emergent literacy  Decoding  Early intervention Index. décimale : PER Périodiques Résumé : Although researchers have identified strong associations between emergent literacy in early childhood and later conventional reading skills for typically developing (TD) children, it is unclear whether these associations extend to children with autism spectrum disorder (ASD). We analyzed the degree to which three emergent-literacy skills (i.e., alphabet knowledge, print-concept knowledge, and phonological awareness) of 35 children ages three- to five-years-old with ASD predicted decoding and the degree to which associations differed from a comparison group of 73 TD children. We hypothesized that all emergent-literacy skills would predict later decoding for both groups of children and that autism status would moderate the association between print-concept knowledge and decoding. Results We found that phonological awareness was a statistically significant predictor of later decoding for children with ASD, but we did not find any evidence that ASD status moderated the relationships between emergent-literacy skills and decoding. Based on these findings, early educators should consider emergent-literacy skills to be important learning targets for young children with ASD, just as they are for children without disabilities. Furthermore, phonological awareness might be even more important for young children with ASD than for children without disabilities. En ligne : http://dx.doi.org/10.1016/j.rasd.2017.02.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305 [article] Predictors of decoding for children with autism spectrum disorder in comparison to their peers [Texte imprimé et/ou numérique] / Jaclyn M. DYNIA, Auteur ; Matthew E. BROCK, Auteur ; Laura M. JUSTICE, Auteur ; Joan N. KADERAVEK, Auteur . - p.41-48. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 37 (May 2017) . - p.41-48 Mots-clés : Autism  Emergent literacy  Decoding  Early intervention Index. décimale : PER Périodiques Résumé : Although researchers have identified strong associations between emergent literacy in early childhood and later conventional reading skills for typically developing (TD) children, it is unclear whether these associations extend to children with autism spectrum disorder (ASD). We analyzed the degree to which three emergent-literacy skills (i.e., alphabet knowledge, print-concept knowledge, and phonological awareness) of 35 children ages three- to five-years-old with ASD predicted decoding and the degree to which associations differed from a comparison group of 73 TD children. We hypothesized that all emergent-literacy skills would predict later decoding for both groups of children and that autism status would moderate the association between print-concept knowledge and decoding. Results We found that phonological awareness was a statistically significant predictor of later decoding for children with ASD, but we did not find any evidence that ASD status moderated the relationships between emergent-literacy skills and decoding. Based on these findings, early educators should consider emergent-literacy skills to be important learning targets for young children with ASD, just as they are for children without disabilities. Furthermore, phonological awareness might be even more important for young children with ASD than for children without disabilities. En ligne : http://dx.doi.org/10.1016/j.rasd.2017.02.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305

Teacher-Reported Priorities and Practices for Students With Autism: Characterizing the Research-to-Practice Gap / Matthew E. BROCK in Focus on Autism and Other Developmental Disabilities, 35-2 (June 2020)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 35-2 (June 2020) . - p.67-78 Titre : Teacher-Reported Priorities and Practices for Students With Autism: Characterizing the Research-to-Practice Gap Type de document : Texte imprimé et/ou numérique Auteurs : Matthew E. BROCK, Auteur ; Jaclyn M. DYNIA, Auteur ; Scott A. DUEKER, Auteur ; Mary A. BARCZAK, Auteur Article en page(s) : p.67-78 Mots-clés : autism spectrum disorder, evidence-based practice, research-to-practice gap Index. décimale : PER Périodiques Résumé : Despite broad consensus that a research-to-practice gap exists in the education of students with autism, the extent of this gap has not been well studied. We surveyed 99 teachers in Ohio about their highest priority goals for students with autism spectrum disorder (ASD), their approach for addressing these goals, the degree to which students had made progress, and barriers to student progress. Only half of all teachers described an approach that included any evidence-based practice (EBP). Teachers often reported inadequate progress on Individualized Education Program (IEP) goals, and that identifying and implementing effective intervention practices were barriers to progress. We found some alignment between the outcomes prioritized by teachers and those measured by researchers in the literature, although teachers more highly prioritized academic and cognitive outcomes. En ligne : https://doi.org/10.1177/1088357619881217 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 [article] Teacher-Reported Priorities and Practices for Students With Autism: Characterizing the Research-to-Practice Gap [Texte imprimé et/ou numérique] / Matthew E. BROCK, Auteur ; Jaclyn M. DYNIA, Auteur ; Scott A. DUEKER, Auteur ; Mary A. BARCZAK, Auteur . - p.67-78. in Focus on Autism and Other Developmental Disabilities > 35-2 (June 2020) . - p.67-78 Mots-clés : autism spectrum disorder, evidence-based practice, research-to-practice gap Index. décimale : PER Périodiques Résumé : Despite broad consensus that a research-to-practice gap exists in the education of students with autism, the extent of this gap has not been well studied. We surveyed 99 teachers in Ohio about their highest priority goals for students with autism spectrum disorder (ASD), their approach for addressing these goals, the degree to which students had made progress, and barriers to student progress. Only half of all teachers described an approach that included any evidence-based practice (EBP). Teachers often reported inadequate progress on Individualized Education Program (IEP) goals, and that identifying and implementing effective intervention practices were barriers to progress. We found some alignment between the outcomes prioritized by teachers and those measured by researchers in the literature, although teachers more highly prioritized academic and cognitive outcomes. En ligne : https://doi.org/10.1177/1088357619881217 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422

---

1 (1 - 5 / 5)