Providing Access to Academic Content for High-School Students With Significant Intellectual Disability Through Interactive Videos / Anya S. EVMENOVA in Focus on Autism and Other Developmental Disabilities, 32-1 (March 2017)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 32-1 (March 2017) . - p.18-30 Titre : Providing Access to Academic Content for High-School Students With Significant Intellectual Disability Through Interactive Videos Type de document : texte imprimé Auteurs : Anya S. EVMENOVA, Auteur ; Heidi J. GRAFF, Auteur ; Michael M. BEHRMANN, Auteur Article en page(s) : p.18-30 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : There has been a slight increase in the number of studies focused on the strategies used to introduce content-based instruction to students with moderate/severe disability. However, interventions for students with significant intellectual disability (ID) are lacking adapted materials to make instruction available in all major academic areas including social studies. This multiple baseline study examined the effects of adapted videos for improving factual comprehension of non-fiction clips by four high school students with significant ID. Video adaptations included picture/word-based closed captions and interactive video searching for answers. According to the visual analyses, students performed better with adapted and interactive video clips. Furthermore, social validity interviews revealed that all students enjoyed the adapted and interactive videos and found them beneficial. Limitations and directions for future research in the area of adapted and interactive video instruction are discussed. En ligne : http://dx.doi.org/10.1177/1088357615609307 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303 [article] Providing Access to Academic Content for High-School Students With Significant Intellectual Disability Through Interactive Videos [texte imprimé] / Anya S. EVMENOVA, Auteur ; Heidi J. GRAFF, Auteur ; Michael M. BEHRMANN, Auteur . - p.18-30. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 32-1 (March 2017) . - p.18-30 Index. décimale : PER Périodiques Résumé : There has been a slight increase in the number of studies focused on the strategies used to introduce content-based instruction to students with moderate/severe disability. However, interventions for students with significant intellectual disability (ID) are lacking adapted materials to make instruction available in all major academic areas including social studies. This multiple baseline study examined the effects of adapted videos for improving factual comprehension of non-fiction clips by four high school students with significant ID. Video adaptations included picture/word-based closed captions and interactive video searching for answers. According to the visual analyses, students performed better with adapted and interactive video clips. Furthermore, social validity interviews revealed that all students enjoyed the adapted and interactive videos and found them beneficial. Limitations and directions for future research in the area of adapted and interactive video instruction are discussed. En ligne : http://dx.doi.org/10.1177/1088357615609307 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303

Video-based educational interventions for individuals on the autism spectrum: a literature review / Aseel ALSUHAIBANI in Good Autism Practice - GAP, 17-1 (May 2016)

Public ISBD [article]  inGood Autism Practice - GAP > 17-1 (May 2016) . - p.54-60 Titre : Video-based educational interventions for individuals on the autism spectrum: a literature review Type de document : texte imprimé Auteurs : Aseel ALSUHAIBANI, Auteur ; Anya S. EVMENOVA, Auteur ; Heidi J. GRAFF, Auteur Année de publication : 2016 Article en page(s) : p.54-60 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The authors of this paper are researchers at George Mason University in Fairfax, Virginia. In this paper they present an overview of a range of video-based education interventions and how they can be used to support individuals on the autism spectrum. They cover the different skill areas that might benefit from video-based interventions, the various types of intervention and the steps to create a video. This paper gives a useful introduction to this increasingly popular form of intervention. The editors are interested in receiving papers where video-based interventions are used to support people on the autism spectrum. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289 [article] Video-based educational interventions for individuals on the autism spectrum: a literature review [texte imprimé] / Aseel ALSUHAIBANI, Auteur ; Anya S. EVMENOVA, Auteur ; Heidi J. GRAFF, Auteur . - 2016 . - p.54-60. Langues : Anglais (eng) in Good Autism Practice - GAP > 17-1 (May 2016) . - p.54-60 Index. décimale : PER Périodiques Résumé : The authors of this paper are researchers at George Mason University in Fairfax, Virginia. In this paper they present an overview of a range of video-based education interventions and how they can be used to support individuals on the autism spectrum. They cover the different skill areas that might benefit from video-based interventions, the various types of intervention and the steps to create a video. This paper gives a useful introduction to this increasingly popular form of intervention. The editors are interested in receiving papers where video-based interventions are used to support people on the autism spectrum. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289

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