Effects of systematic instruction and self-directed video prompting on text comprehension of elementary students with autism spectrum disorder / Emily C. SARTINI in Research in Autism Spectrum Disorders, 72 (April 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 72 (April 2020) . - p.101529 Titre : Effects of systematic instruction and self-directed video prompting on text comprehension of elementary students with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Emily C. SARTINI, Auteur ; Victoria KNIGHT, Auteur ; Amy D. SPRIGGS, Auteur ; R. Allan ALLDAY, Auteur Article en page(s) : p.101529 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Text comprehension  Self-directed video  Academic instruction  Elementary school  ELA Index. décimale : PER Périodiques Résumé : The purpose of this study was to investigate the effects of systematic instruction combined with a self-directed video prompt to teach text comprehension skills to students with autism spectrum disorder. Participants included four elementary school students with autism spectrum disorder. A multiple probe across participants design was used to evaluate the intervention's effectiveness. Results indicated the intervention was successful for all participants. All participants mastered the comprehension skills; however, data were highly variable during the acquisition phase. Implications for researchers and practitioners are discussed, followed by limitations and recommendations for future research. En ligne : https://doi.org/10.1016/j.rasd.2020.101529 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421 [article] Effects of systematic instruction and self-directed video prompting on text comprehension of elementary students with autism spectrum disorder [Texte imprimé et/ou numérique] / Emily C. SARTINI, Auteur ; Victoria KNIGHT, Auteur ; Amy D. SPRIGGS, Auteur ; R. Allan ALLDAY, Auteur . - p.101529. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 72 (April 2020) . - p.101529 Mots-clés : Autism spectrum disorder  Text comprehension  Self-directed video  Academic instruction  Elementary school  ELA Index. décimale : PER Périodiques Résumé : The purpose of this study was to investigate the effects of systematic instruction combined with a self-directed video prompt to teach text comprehension skills to students with autism spectrum disorder. Participants included four elementary school students with autism spectrum disorder. A multiple probe across participants design was used to evaluate the intervention's effectiveness. Results indicated the intervention was successful for all participants. All participants mastered the comprehension skills; however, data were highly variable during the acquisition phase. Implications for researchers and practitioners are discussed, followed by limitations and recommendations for future research. En ligne : https://doi.org/10.1016/j.rasd.2020.101529 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421

A systematic review of weighted vests with individuals with autism spectrum disorder / Christopher J. TAYLOR in Research in Autism Spectrum Disorders, 37 (May 2017)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 37 (May 2017) . - p.49-60 Titre : A systematic review of weighted vests with individuals with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Christopher J. TAYLOR, Auteur ; Amy D. SPRIGGS, Auteur ; Melinda JONES AULT, Auteur ; Sara FLANAGAN, Auteur ; Emily C. SARTINI, Auteur Article en page(s) : p.49-60 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  ASD  Weighted vests  Evidence-based practice Index. décimale : PER Périodiques Résumé : Abstract The purpose of the study was to evaluate the current literature on the use of weighted vests (WV) with individuals with autism spectrum disorder (ASD). A literature review using the standards recommended by the What Works Clearinghouse was conducted. The studies included in the review met the following criteria: (a) use of a single case research design; (b) inclusion of at least one individual with ASD; (c) examination of the effects of WV on a particular dependent variable; and (d) publication in English in a peer-refereed journal in the past 25 years. The results of the review show that the use of WV with individuals with ASD is not an evidence-based practice. En ligne : http://dx.doi.org/10.1016/j.rasd.2017.03.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305 [article] A systematic review of weighted vests with individuals with autism spectrum disorder [Texte imprimé et/ou numérique] / Christopher J. TAYLOR, Auteur ; Amy D. SPRIGGS, Auteur ; Melinda JONES AULT, Auteur ; Sara FLANAGAN, Auteur ; Emily C. SARTINI, Auteur . - p.49-60. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 37 (May 2017) . - p.49-60 Mots-clés : Autism spectrum disorder  ASD  Weighted vests  Evidence-based practice Index. décimale : PER Périodiques Résumé : Abstract The purpose of the study was to evaluate the current literature on the use of weighted vests (WV) with individuals with autism spectrum disorder (ASD). A literature review using the standards recommended by the What Works Clearinghouse was conducted. The studies included in the review met the following criteria: (a) use of a single case research design; (b) inclusion of at least one individual with ASD; (c) examination of the effects of WV on a particular dependent variable; and (d) publication in English in a peer-refereed journal in the past 25 years. The results of the review show that the use of WV with individuals with ASD is not an evidence-based practice. En ligne : http://dx.doi.org/10.1016/j.rasd.2017.03.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305

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