Effects of a Story Map on Accelerated Reader Postreading Test Scores in Students With High-Functioning Autism / Suzanne Griggs STRINGFIELD in Focus on Autism and Other Developmental Disabilities, 26-4 (December 2011)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 26-4 (December 2011) . - p.218-229 Titre : Effects of a Story Map on Accelerated Reader Postreading Test Scores in Students With High-Functioning Autism Type de document : Texte imprimé et/ou numérique Auteurs : Suzanne Griggs STRINGFIELD, Auteur ; Deanna LUSCRE, Auteur ; David L. GAST, Auteur Année de publication : 2011 Article en page(s) : p.218-229 Langues : Anglais (eng) Mots-clés : autism  graphic organizer  Story Map  story recall  story grammar Index. décimale : PER Périodiques Résumé : In this study, three elementary-aged boys with high-functioning autism (HFA) were taught to use a graphic organizer called a Story Map as a postreading tool during language arts instruction. Students learned to accurately complete the Story Map. The effect of the intervention on story recall was assessed within the context of a multiple-baseline design across participants as measured by performance on modified Accelerated Reader quizzes. Positive effects were achieved quickly and maintained throughout the study. During choice and maintenance conditions, two participants rarely chose to use the graphic organizer, a visual prompt that may have been self-faded during intervention. Results show that a Story Map may be a useful graphic organizer for elementary schoolteachers who have children with HFA in their classrooms. En ligne : http://dx.doi.org/10.1177/1088357611423543 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=148 [article] Effects of a Story Map on Accelerated Reader Postreading Test Scores in Students With High-Functioning Autism [Texte imprimé et/ou numérique] / Suzanne Griggs STRINGFIELD, Auteur ; Deanna LUSCRE, Auteur ; David L. GAST, Auteur . - 2011 . - p.218-229. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 26-4 (December 2011) . - p.218-229 Mots-clés : autism  graphic organizer  Story Map  story recall  story grammar Index. décimale : PER Périodiques Résumé : In this study, three elementary-aged boys with high-functioning autism (HFA) were taught to use a graphic organizer called a Story Map as a postreading tool during language arts instruction. Students learned to accurately complete the Story Map. The effect of the intervention on story recall was assessed within the context of a multiple-baseline design across participants as measured by performance on modified Accelerated Reader quizzes. Positive effects were achieved quickly and maintained throughout the study. During choice and maintenance conditions, two participants rarely chose to use the graphic organizer, a visual prompt that may have been self-faded during intervention. Results show that a Story Map may be a useful graphic organizer for elementary schoolteachers who have children with HFA in their classrooms. En ligne : http://dx.doi.org/10.1177/1088357611423543 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=148

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

Observational and Incidental Learning by Children with Autism during Small Group Instruction / Jennifer R. LEDFORD in Journal of Autism and Developmental Disorders, 38-1 (January 2008)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 38-1 (January 2008) . - p.86-103 Titre : Observational and Incidental Learning by Children with Autism during Small Group Instruction Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer R. LEDFORD, Auteur ; David L. GAST, Auteur ; Deanna LUSCRE, Auteur ; Kevin M. AYRES, Auteur Année de publication : 2008 Article en page(s) : p.86-103 Langues : Anglais (eng) Mots-clés : Autism Observational-learning Incidental-learning Small-group-instruction Instructive-feedback Sight-word-reading Constant-time-delay-(CTD) Index. décimale : PER Périodiques Résumé : This study evaluated the acquisition of incidental and observational information presented to 6 children with autism in a small group instructional arrangement using a constant time delay (CTD) procedure. A multiple probe design across behaviors, replicated across 6 participants, was used to evaluate the effectiveness of the CTD procedure and to assess each student’s ability to read another student’s words and identify related pictures. Generalization was assessed in natural conditions using a pre- and post-test paradigm. Results indicate that, despite their documented deficits in social awareness and imitation, students learned observational and incidental information during small group instruction. Educational implications with regard to small group instruction are discussed. En ligne : http://dx.doi.org/10.1007/s10803-007-0363-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=316 [article] Observational and Incidental Learning by Children with Autism during Small Group Instruction [Texte imprimé et/ou numérique] / Jennifer R. LEDFORD, Auteur ; David L. GAST, Auteur ; Deanna LUSCRE, Auteur ; Kevin M. AYRES, Auteur . - 2008 . - p.86-103. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 38-1 (January 2008) . - p.86-103 Mots-clés : Autism Observational-learning Incidental-learning Small-group-instruction Instructive-feedback Sight-word-reading Constant-time-delay-(CTD) Index. décimale : PER Périodiques Résumé : This study evaluated the acquisition of incidental and observational information presented to 6 children with autism in a small group instructional arrangement using a constant time delay (CTD) procedure. A multiple probe design across behaviors, replicated across 6 participants, was used to evaluate the effectiveness of the CTD procedure and to assess each student’s ability to read another student’s words and identify related pictures. Generalization was assessed in natural conditions using a pre- and post-test paradigm. Results indicate that, despite their documented deficits in social awareness and imitation, students learned observational and incidental information during small group instruction. Educational implications with regard to small group instruction are discussed. En ligne : http://dx.doi.org/10.1007/s10803-007-0363-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=316

The Effects of Weighted Vests on Appropriate In-Seat Behaviors of Elementary-Age Students With Autism and Severe to Profound Intellectual Disabilities / Amy L. COX in Focus on Autism and Other Developmental Disabilities, 24-1 (March 2009)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 24-1 (March 2009) . - p.17-26 Titre : The Effects of Weighted Vests on Appropriate In-Seat Behaviors of Elementary-Age Students With Autism and Severe to Profound Intellectual Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Amy L. COX, Auteur ; David L. GAST, Auteur ; Deanna LUSCRE, Auteur ; Kevin M. AYRES, Auteur Année de publication : 2009 Article en page(s) : p.17-26 Langues : Anglais (eng) Mots-clés : weighted-vests sensory-integration noncontingent-reinforcement Index. décimale : PER Périodiques Résumé : The purpose of this study was to evaluate the impact of weighted vests on the amount of time 3 elementary-age students with autism, intellectual disabilities, and sensory processing abnormalities engaged in appropriate in-seat behavior. An alternating treatments design was used to examine the duration of appropriate in-seat behavior under three conditions: baseline or no vests (A), vests with no weights (B), and weighted vests (BC). Because weighted vests did not have an effect on appropriate in-seat behavior for any participant, a second experiment was conducted. Noncontingent reinforcement (NCR) was assessed within the context of a withdrawal design. NCR had an optimal effect on the participants' in-seat behavior. En ligne : http://dx.doi.org/10.1177/1088357608330753 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=697 [article] The Effects of Weighted Vests on Appropriate In-Seat Behaviors of Elementary-Age Students With Autism and Severe to Profound Intellectual Disabilities [Texte imprimé et/ou numérique] / Amy L. COX, Auteur ; David L. GAST, Auteur ; Deanna LUSCRE, Auteur ; Kevin M. AYRES, Auteur . - 2009 . - p.17-26. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 24-1 (March 2009) . - p.17-26 Mots-clés : weighted-vests sensory-integration noncontingent-reinforcement Index. décimale : PER Périodiques Résumé : The purpose of this study was to evaluate the impact of weighted vests on the amount of time 3 elementary-age students with autism, intellectual disabilities, and sensory processing abnormalities engaged in appropriate in-seat behavior. An alternating treatments design was used to examine the duration of appropriate in-seat behavior under three conditions: baseline or no vests (A), vests with no weights (B), and weighted vests (BC). Because weighted vests did not have an effect on appropriate in-seat behavior for any participant, a second experiment was conducted. Noncontingent reinforcement (NCR) was assessed within the context of a withdrawal design. NCR had an optimal effect on the participants' in-seat behavior. En ligne : http://dx.doi.org/10.1177/1088357608330753 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=697

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 Modeling and Observational Learning to Teach Gaming Access to Students with ASD / Amy D. SPRIGGS in Journal of Autism and Developmental Disorders, 46-9 (September 2016)  

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