A Comparative Study: Completion of Fine Motor Office Related Tasks by High School Students with Autism Using Video Models on Large and Small Screen Sizes / Linda C. MECHLING in Journal of Autism and Developmental Disorders, 42-11 (November 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-11 (November 2012) . - p.2364-2373 Titre : A Comparative Study: Completion of Fine Motor Office Related Tasks by High School Students with Autism Using Video Models on Large and Small Screen Sizes Type de document : Texte imprimé et/ou numérique Auteurs : Linda C. MECHLING, Auteur ; Kevin M. AYRES, Auteur Article en page(s) : p.2364-2373 Langues : Anglais (eng) Mots-clés : Personal digital assistant  Video modeling  Autism  Screen size comparison Index. décimale : PER Périodiques Résumé : The purpose of this investigation was to compare fine motor task completion when using video models presented on a smaller screen size (Personal Digital Assistant) compared to a larger laptop screen size. The investigation included four high school students with autism spectrum disorders and mild to moderate intellectual disabilities and used an adapted alternating treatments design with baseline, extended baseline, comparison, and final treatment conditions. Results showed that although independent completion of fine motor office related tasks increased under both procedures, use of video models on the larger screen resulted in a higher percentage of correct responses across all four students. En ligne : http://dx.doi.org/10.1007/s10803-012-1484-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=183 [article] A Comparative Study: Completion of Fine Motor Office Related Tasks by High School Students with Autism Using Video Models on Large and Small Screen Sizes [Texte imprimé et/ou numérique] / Linda C. MECHLING, Auteur ; Kevin M. AYRES, Auteur . - p.2364-2373. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-11 (November 2012) . - p.2364-2373 Mots-clés : Personal digital assistant  Video modeling  Autism  Screen size comparison Index. décimale : PER Périodiques Résumé : The purpose of this investigation was to compare fine motor task completion when using video models presented on a smaller screen size (Personal Digital Assistant) compared to a larger laptop screen size. The investigation included four high school students with autism spectrum disorders and mild to moderate intellectual disabilities and used an adapted alternating treatments design with baseline, extended baseline, comparison, and final treatment conditions. Results showed that although independent completion of fine motor office related tasks increased under both procedures, use of video models on the larger screen resulted in a higher percentage of correct responses across all four students. En ligne : http://dx.doi.org/10.1007/s10803-012-1484-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=183

Evaluation of Generalized Performance Across Materials When Using Video Technology by Students With Autism Spectrum Disorder and Moderate Intellectual Disability / Linda C. MECHLING 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.208-221 Titre : Evaluation of Generalized Performance Across Materials When Using Video Technology by Students With Autism Spectrum Disorder and Moderate Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : Linda C. MECHLING, Auteur ; Kevin M. AYRES, Auteur ; Ashley L. FOSTER, Auteur ; Kathryn J. BRYANT, Auteur Article en page(s) : p.208-221 Langues : Anglais (eng) Mots-clés : video modeling  generalization  autism spectrum disorders  moderate intellectual disability Index. décimale : PER Périodiques Résumé : The purpose of this study was to evaluate the ability of four high school–aged students with a diagnosis of autism spectrum disorder and moderate intellectual disability to generalize performance of skills when using materials different from those presented through video models. An adapted alternating treatments design was used to evaluate student performance when using materials depicted directly in the custom-made video programs compared with materials different from those depicted in the custom-made video programs. Results indicated that overall, students committed more errors and required more sessions to reach criteria when using the generalized materials; however, three of the four students completed tasks under Comparisons 1 and 2 with 100% accuracy when using materials that differed from those in the video model. En ligne : http://dx.doi.org/10.1177/1088357614528795 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 [article] Evaluation of Generalized Performance Across Materials When Using Video Technology by Students With Autism Spectrum Disorder and Moderate Intellectual Disability [Texte imprimé et/ou numérique] / Linda C. MECHLING, Auteur ; Kevin M. AYRES, Auteur ; Ashley L. FOSTER, Auteur ; Kathryn J. BRYANT, Auteur . - p.208-221. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 30-4 (December 2015) . - p.208-221 Mots-clés : video modeling  generalization  autism spectrum disorders  moderate intellectual disability Index. décimale : PER Périodiques Résumé : The purpose of this study was to evaluate the ability of four high school–aged students with a diagnosis of autism spectrum disorder and moderate intellectual disability to generalize performance of skills when using materials different from those presented through video models. An adapted alternating treatments design was used to evaluate student performance when using materials depicted directly in the custom-made video programs compared with materials different from those depicted in the custom-made video programs. Results indicated that overall, students committed more errors and required more sessions to reach criteria when using the generalized materials; however, three of the four students completed tasks under Comparisons 1 and 2 with 100% accuracy when using materials that differed from those in the video model. En ligne : http://dx.doi.org/10.1177/1088357614528795 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270

Impact of SMART Board Technology: An Investigation of Sight Word Reading and Observational Learning / Linda C. MECHLING in Journal of Autism and Developmental Disorders, 37-10 (November 2007)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 37-10 (November 2007) . - p.1869-1882 Titre : Impact of SMART Board Technology: An Investigation of Sight Word Reading and Observational Learning Type de document : Texte imprimé et/ou numérique Auteurs : Linda C. MECHLING, Auteur ; David L. GAST, Auteur ; Kristin KRUPA, Auteur Année de publication : 2007 Article en page(s) : p.1869-1882 Langues : Anglais (eng) Mots-clés : SMART-Board Observational-learning Small-group-instruction Sight-word-reading Interactive-white-board Computer-assisted-instruction Index. décimale : PER Périodiques Résumé : The effects of SMART Board technology, an interactive electronic whiteboard, and a 3s constant time delay (CTD) procedure was evaluated for teaching sight word reading to students with moderate intellectual disabilties within a small group arrangment. A multiple probe design across three word sets and replicated with three students was used to evaluate the effectiveness of SMART Board technology on: (a) reading target grocery words; (b) matching grocery item photos to target grocery words; (c) reading other students’ target grocery words through observational learning; and (d) matching grocery item photos to observational grocery words. Results support use of this tool to teach multiple students at one time and its effects on observational learning of non-target information. En ligne : http://dx.doi.org/10.1007/s10803-007-0361-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219 [article] Impact of SMART Board Technology: An Investigation of Sight Word Reading and Observational Learning [Texte imprimé et/ou numérique] / Linda C. MECHLING, Auteur ; David L. GAST, Auteur ; Kristin KRUPA, Auteur . - 2007 . - p.1869-1882. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 37-10 (November 2007) . - p.1869-1882 Mots-clés : SMART-Board Observational-learning Small-group-instruction Sight-word-reading Interactive-white-board Computer-assisted-instruction Index. décimale : PER Périodiques Résumé : The effects of SMART Board technology, an interactive electronic whiteboard, and a 3s constant time delay (CTD) procedure was evaluated for teaching sight word reading to students with moderate intellectual disabilties within a small group arrangment. A multiple probe design across three word sets and replicated with three students was used to evaluate the effectiveness of SMART Board technology on: (a) reading target grocery words; (b) matching grocery item photos to target grocery words; (c) reading other students’ target grocery words through observational learning; and (d) matching grocery item photos to observational grocery words. Results support use of this tool to teach multiple students at one time and its effects on observational learning of non-target information. En ligne : http://dx.doi.org/10.1007/s10803-007-0361-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219

Using a Personal Digital Assistant to Increase Completion of Novel Tasks and Independent Transitioning by Students with Autism Spectrum Disorder / Linda C. MECHLING in Journal of Autism and Developmental Disorders, 41-6 (June 2011)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 41-6 (June 2011) . - p.687-704 Titre : Using a Personal Digital Assistant to Increase Completion of Novel Tasks and Independent Transitioning by Students with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Linda C. MECHLING, Auteur ; Erin J. SAVIDGE, Auteur Année de publication : 2011 Article en page(s) : p.687-704 Langues : Anglais (eng) Mots-clés : Personal digital assistant  Video prompting  Hand held self-prompting system  Autism  TEACCH Index. décimale : PER Périodiques Résumé : The purpose of this study was to evaluate the use of a Personal Digital Assistant with multiple prompt levels to increase completion of novel task boxes and transitioning within and between tasks. The study used a multiple probe design across three sets of task boxes replicated with three students with a diagnosis of autism spectrum disorder. Results indicated that: task completion was higher for two of the students compared to baseline conditions using a picture-based task strip; all students were able to complete a greater number of between task transitions using the PDA; students performed within task transitions equally as well using the PDA and the task strip; and one student began to self-fade use of more intrusive prompt levels. En ligne : http://dx.doi.org/10.1007/s10803-010-1088-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=127 [article] Using a Personal Digital Assistant to Increase Completion of Novel Tasks and Independent Transitioning by Students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Linda C. MECHLING, Auteur ; Erin J. SAVIDGE, Auteur . - 2011 . - p.687-704. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 41-6 (June 2011) . - p.687-704 Mots-clés : Personal digital assistant  Video prompting  Hand held self-prompting system  Autism  TEACCH Index. décimale : PER Périodiques Résumé : The purpose of this study was to evaluate the use of a Personal Digital Assistant with multiple prompt levels to increase completion of novel task boxes and transitioning within and between tasks. The study used a multiple probe design across three sets of task boxes replicated with three students with a diagnosis of autism spectrum disorder. Results indicated that: task completion was higher for two of the students compared to baseline conditions using a picture-based task strip; all students were able to complete a greater number of between task transitions using the PDA; students performed within task transitions equally as well using the PDA and the task strip; and one student began to self-fade use of more intrusive prompt levels. En ligne : http://dx.doi.org/10.1007/s10803-010-1088-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=127

Using a Personal Digital Assistant to Increase Independent Task Completion by Students with Autism Spectrum Disorder / Linda C. MECHLING in Journal of Autism and Developmental Disorders, 39-10 (October 2009)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 39-10 (October 2009) . - p.1420-1434 Titre : Using a Personal Digital Assistant to Increase Independent Task Completion by Students with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Linda C. MECHLING, Auteur ; David L. GAST, Auteur ; Nicole H. SEID, Auteur Année de publication : 2009 Article en page(s) : p.1420-1434 Langues : Anglais (eng) Mots-clés : PDA Autism-spectrum-disorder Self-prompting Index. décimale : PER Périodiques Résumé : In this study, a personal digital assistant (PDA) with picture, auditory, and video prompts with voice over, was evaluated as a portable self-prompting device for students with autism spectrum disorder (ASD). Using a multiple probe design across three cooking recipes and replicated with three students with ASD, the system was tested for its effectiveness in increasing independent performance across the multiple step tasks. In addition, data were recorded for the number and types of prompts used by the students across time. Results indicate that the students with ASD were able to adjust the prompt levels used on the PDA and to maintain their ability to use the device to independently complete recipes over time. En ligne : http://dx.doi.org/10.1007/s10803-009-0761-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=839 [article] Using a Personal Digital Assistant to Increase Independent Task Completion by Students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Linda C. MECHLING, Auteur ; David L. GAST, Auteur ; Nicole H. SEID, Auteur . - 2009 . - p.1420-1434. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 39-10 (October 2009) . - p.1420-1434 Mots-clés : PDA Autism-spectrum-disorder Self-prompting Index. décimale : PER Périodiques Résumé : In this study, a personal digital assistant (PDA) with picture, auditory, and video prompts with voice over, was evaluated as a portable self-prompting device for students with autism spectrum disorder (ASD). Using a multiple probe design across three cooking recipes and replicated with three students with ASD, the system was tested for its effectiveness in increasing independent performance across the multiple step tasks. In addition, data were recorded for the number and types of prompts used by the students across time. Results indicate that the students with ASD were able to adjust the prompt levels used on the PDA and to maintain their ability to use the device to independently complete recipes over time. En ligne : http://dx.doi.org/10.1007/s10803-009-0761-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=839

Video Preference Assessment of Students with Autism for Watching Self, Adults, or Peers / Linda C. MECHLING in Focus on Autism and Other Developmental Disabilities, 25-2 (June 2010)  

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