Classroom Teachers' Implementation of the Social Stations Intervention to Improve the Verbal Initiations and Responses of Students with Autism / B. M. SUTTON in Journal of Autism and Developmental Disorders, 52-3 (March 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-3 (March 2022) . - p.1268-1282 Titre : Classroom Teachers' Implementation of the Social Stations Intervention to Improve the Verbal Initiations and Responses of Students with Autism Type de document : Texte imprimé et/ou numérique Auteurs : B. M. SUTTON, Auteur ; Marleen F. WESTERVELD, Auteur ; Amanda A. WEBSTER, Auteur Article en page(s) : p.1268-1282 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Autistic Disorder/therapy  Communication  Humans  School Teachers  Schools  Students  Autism spectrum disorder  IPad  Intervention  School  Social communication Index. décimale : PER Périodiques Résumé : Students with autism often show challenges in social communication, particularly in initiating and responding behaviors. While the classroom offers a natural context for peer interactions, few interventions are designed specifically for classroom settings. This study investigated the effects of a classroom-teacher implemented social communication intervention, known as Social Stations, on the initiating and responding behaviors of students with autism. The study was set in an inclusive primary school, with the teacher embedding the intervention into the student's daily literacy lessons. All students with autism showed significant improvements in the targeted behaviors, with improvements maintained over time. This study suggests that social communication interventions can be implemented by teachers as part of a daily classroom program. En ligne : http://dx.doi.org/10.1007/s10803-021-05042-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455 [article] Classroom Teachers' Implementation of the Social Stations Intervention to Improve the Verbal Initiations and Responses of Students with Autism [Texte imprimé et/ou numérique] / B. M. SUTTON, Auteur ; Marleen F. WESTERVELD, Auteur ; Amanda A. WEBSTER, Auteur . - p.1268-1282. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-3 (March 2022) . - p.1268-1282 Mots-clés : Autism Spectrum Disorder  Autistic Disorder/therapy  Communication  Humans  School Teachers  Schools  Students  Autism spectrum disorder  IPad  Intervention  School  Social communication Index. décimale : PER Périodiques Résumé : Students with autism often show challenges in social communication, particularly in initiating and responding behaviors. While the classroom offers a natural context for peer interactions, few interventions are designed specifically for classroom settings. This study investigated the effects of a classroom-teacher implemented social communication intervention, known as Social Stations, on the initiating and responding behaviors of students with autism. The study was set in an inclusive primary school, with the teacher embedding the intervention into the student's daily literacy lessons. All students with autism showed significant improvements in the targeted behaviors, with improvements maintained over time. This study suggests that social communication interventions can be implemented by teachers as part of a daily classroom program. En ligne : http://dx.doi.org/10.1007/s10803-021-05042-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455

How well are children with autism spectrum disorder doing academically at school? An overview of the literature / Deb KEEN in Autism, 20-3 (April 2016)  

Public ISBD [article]  inAutism > 20-3 (April 2016) . - p.276-294 Titre : How well are children with autism spectrum disorder doing academically at school? An overview of the literature Type de document : Texte imprimé et/ou numérique Auteurs : Deb KEEN, Auteur ; Amanda A. WEBSTER, Auteur ; Greta RIDLEY, Auteur Article en page(s) : p.276-294 Langues : Anglais (eng) Mots-clés : academic achievement  autism spectrum disorders  education outcomes  predictors Index. décimale : PER Périodiques Résumé : The academic achievement of individuals with autism spectrum disorder has received little attention from researchers despite the importance placed on this by schools, families and students with autism spectrum disorder. Investigating factors that lead to increased academic achievement thus would appear to be very important. A review of the literature was conducted to identify factors related to the academic achievement of children and adolescents with autism spectrum disorder. A total of 19 studies were identified that met the inclusion criteria for the review. Results indicated that many individuals demonstrate specific areas of strength and weakness and there is a great deal of variability in general academic achievement across the autism spectrum. Adolescents and individuals with lower IQ scores were underrepresented, and few studies focused on environmental factors related to academic success. The importance of individualised assessments that profile the relative strengths and weaknesses of children and adolescents to aid in educational programming was highlighted. Further research on child-related and environmental factors that predict academic achievement is needed. En ligne : http://dx.doi.org/10.1177/1362361315580962 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=285 [article] How well are children with autism spectrum disorder doing academically at school? An overview of the literature [Texte imprimé et/ou numérique] / Deb KEEN, Auteur ; Amanda A. WEBSTER, Auteur ; Greta RIDLEY, Auteur . - p.276-294. Langues : Anglais (eng) in Autism > 20-3 (April 2016) . - p.276-294 Mots-clés : academic achievement  autism spectrum disorders  education outcomes  predictors Index. décimale : PER Périodiques Résumé : The academic achievement of individuals with autism spectrum disorder has received little attention from researchers despite the importance placed on this by schools, families and students with autism spectrum disorder. Investigating factors that lead to increased academic achievement thus would appear to be very important. A review of the literature was conducted to identify factors related to the academic achievement of children and adolescents with autism spectrum disorder. A total of 19 studies were identified that met the inclusion criteria for the review. Results indicated that many individuals demonstrate specific areas of strength and weakness and there is a great deal of variability in general academic achievement across the autism spectrum. Adolescents and individuals with lower IQ scores were underrepresented, and few studies focused on environmental factors related to academic success. The importance of individualised assessments that profile the relative strengths and weaknesses of children and adolescents to aid in educational programming was highlighted. Further research on child-related and environmental factors that predict academic achievement is needed. En ligne : http://dx.doi.org/10.1177/1362361315580962 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=285

Promoting a Collective Voice from Parents, Educators and Allied Health Professionals on the Educational Needs of Students on the Autism Spectrum / B. SAGGERS in Journal of Autism and Developmental Disorders, 49-9 (September 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-9 (September 2019) . - p.3845-3865 Titre : Promoting a Collective Voice from Parents, Educators and Allied Health Professionals on the Educational Needs of Students on the Autism Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : B. SAGGERS, Auteur ; M. TONES, Auteur ; J. DUNNE, Auteur ; D. TREMBATH, Auteur ; S. BRUCK, Auteur ; Amanda A. WEBSTER, Auteur ; D. KLUG, Auteur ; S. WANG, Auteur Article en page(s) : p.3845-3865 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Educational needs  Educators  Parents  Specialists  Stakeholder voice Index. décimale : PER Périodiques Résumé : Providing support for the educational needs of students on the autism spectrum continues to be challenging. Findings from this survey of parents, teachers and specialist staff highlight the need for collaboration between stakeholders who support the education of these students. The main themes to emerge were for school staff to be equipped with the knowledge and expertise to support each student in their learning, and for support with social/emotional needs. Findings highlighted the need for a transparent process for building school capacity to translate research and knowledge into practice by all stakeholders. This collective voice is important to ensure the needs of these students are identified and that appropriate support is implemented to maximise the educational success of these students. En ligne : http://dx.doi.org/10.1007/s10803-019-04097-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405 [article] Promoting a Collective Voice from Parents, Educators and Allied Health Professionals on the Educational Needs of Students on the Autism Spectrum [Texte imprimé et/ou numérique] / B. SAGGERS, Auteur ; M. TONES, Auteur ; J. DUNNE, Auteur ; D. TREMBATH, Auteur ; S. BRUCK, Auteur ; Amanda A. WEBSTER, Auteur ; D. KLUG, Auteur ; S. WANG, Auteur . - p.3845-3865. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-9 (September 2019) . - p.3845-3865 Mots-clés : Autism spectrum disorder  Educational needs  Educators  Parents  Specialists  Stakeholder voice Index. décimale : PER Périodiques Résumé : Providing support for the educational needs of students on the autism spectrum continues to be challenging. Findings from this survey of parents, teachers and specialist staff highlight the need for collaboration between stakeholders who support the education of these students. The main themes to emerge were for school staff to be equipped with the knowledge and expertise to support each student in their learning, and for support with social/emotional needs. Findings highlighted the need for a transparent process for building school capacity to translate research and knowledge into practice by all stakeholders. This collective voice is important to ensure the needs of these students are identified and that appropriate support is implemented to maximise the educational success of these students. En ligne : http://dx.doi.org/10.1007/s10803-019-04097-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405

A systematic review of school-based interventions targeting social communication behaviors for students with autism / B. M. SUTTON in Autism, 23-2 (February 2019)  

Public ISBD [article]  inAutism > 23-2 (February 2019) . - p.274-286 Titre : A systematic review of school-based interventions targeting social communication behaviors for students with autism Type de document : Texte imprimé et/ou numérique Auteurs : B. M. SUTTON, Auteur ; Amanda A. WEBSTER, Auteur ; Marleen F. WESTERVELD, Auteur Article en page(s) : p.274-286 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  initiate  intervention  respond  school  social communication  social interaction Index. décimale : PER Périodiques Résumé : Initiating and responding to peers are social communication behaviors which are challenging for students with autism. We reviewed intervention studies set in mainstream elementary schools, which targeted these behaviors and reported on intervention outcomes as well as the resources required for their implementation. A total of 22 studies met the criteria for inclusion. Findings suggest that school-based interventions can increase the frequency and duration of initiating and responding behaviors in elementary school aged students with autism. These interventions were resource-intensive and usually delivered by researchers or teaching assistants away from the classroom. Future research should build on this emerging evidence base to consider interventions which could be implemented by classroom teachers as part of the classroom program. En ligne : http://dx.doi.org/10.1177/1362361317753564 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 [article] A systematic review of school-based interventions targeting social communication behaviors for students with autism [Texte imprimé et/ou numérique] / B. M. SUTTON, Auteur ; Amanda A. WEBSTER, Auteur ; Marleen F. WESTERVELD, Auteur . - p.274-286. Langues : Anglais (eng) in Autism > 23-2 (February 2019) . - p.274-286 Mots-clés : autism spectrum disorder  initiate  intervention  respond  school  social communication  social interaction Index. décimale : PER Périodiques Résumé : Initiating and responding to peers are social communication behaviors which are challenging for students with autism. We reviewed intervention studies set in mainstream elementary schools, which targeted these behaviors and reported on intervention outcomes as well as the resources required for their implementation. A total of 22 studies met the criteria for inclusion. Findings suggest that school-based interventions can increase the frequency and duration of initiating and responding behaviors in elementary school aged students with autism. These interventions were resource-intensive and usually delivered by researchers or teaching assistants away from the classroom. Future research should build on this emerging evidence base to consider interventions which could be implemented by classroom teachers as part of the classroom program. En ligne : http://dx.doi.org/10.1177/1362361317753564 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383

The Emergent Literacy Skills of Preschool Children with Autism Spectrum Disorder / Marleen F. WESTERVELD in Journal of Autism and Developmental Disorders, 47-2 (February 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-2 (February 2017) . - p.424-438 Titre : The Emergent Literacy Skills of Preschool Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Marleen F. WESTERVELD, Auteur ; J. PAYNTER, Auteur ; D. TREMBATH, Auteur ; Amanda A. WEBSTER, Auteur ; A. M. HODGE, Auteur ; J. ROBERTS, Auteur Article en page(s) : p.424-438 Langues : Anglais (eng) Mots-clés : ASD  Emergent literacy  Preschool-age Index. décimale : PER Périodiques Résumé : A high percentage of school-age students with autism spectrum disorder (ASD) have reading comprehension difficulties leading to academic disadvantage. These difficulties may be related to differences in children’s emergent literacy development in the preschool years. In this study, we examined the relationship between emergent literacy skills, broader cognitive and language ability, autism severity, and home literacy environment factors in 57 preschoolers with ASD. The children showed strengths in code-related emergent literacy skills such as alphabet knowledge, but significant difficulties with meaning-related emergent literacy skills. There was a significant relationship between meaning-related skills, autism severity, general oral language skills, and nonverbal cognition. Identification of these meaning-related precursors will guide the targets for early intervention to help ensure reading success for students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2964-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303 [article] The Emergent Literacy Skills of Preschool Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Marleen F. WESTERVELD, Auteur ; J. PAYNTER, Auteur ; D. TREMBATH, Auteur ; Amanda A. WEBSTER, Auteur ; A. M. HODGE, Auteur ; J. ROBERTS, Auteur . - p.424-438. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-2 (February 2017) . - p.424-438 Mots-clés : ASD  Emergent literacy  Preschool-age Index. décimale : PER Périodiques Résumé : A high percentage of school-age students with autism spectrum disorder (ASD) have reading comprehension difficulties leading to academic disadvantage. These difficulties may be related to differences in children’s emergent literacy development in the preschool years. In this study, we examined the relationship between emergent literacy skills, broader cognitive and language ability, autism severity, and home literacy environment factors in 57 preschoolers with ASD. The children showed strengths in code-related emergent literacy skills such as alphabet knowledge, but significant difficulties with meaning-related emergent literacy skills. There was a significant relationship between meaning-related skills, autism severity, general oral language skills, and nonverbal cognition. Identification of these meaning-related precursors will guide the targets for early intervention to help ensure reading success for students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2964-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303

The importance of critical life moments: An explorative study of successful women with autism spectrum disorder / Amanda A. WEBSTER in Autism, 21-6 (August 2017)  

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Understanding the social experiences of adolescent females on the autism spectrum / Rebecca S. VINE FOGGO in Research in Autism Spectrum Disorders, 35 (March 2017)  

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What does success mean for autistic men? A narrative exploration of self-determination / Amanda A. WEBSTER in Autism & Developmental Language Impairments, 5 (January-December 2020)  

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