Dépouillements

J. Lee Wiederholt 1942-2007 / THE DONALD D. HAMMILL FOUNDATION in Focus on Autism and Other Developmental Disabilities, 22-4 (Winter 2007)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 22-4 (Winter 2007) . - p.203 Titre : J. Lee Wiederholt 1942-2007 Type de document : Texte imprimé et/ou numérique Auteurs : THE DONALD D. HAMMILL FOUNDATION, Auteur Année de publication : 2007 Article en page(s) : p.203 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/10883576070220040101 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=830 [article] J. Lee Wiederholt 1942-2007 [Texte imprimé et/ou numérique] / THE DONALD D. HAMMILL FOUNDATION, Auteur . - 2007 . - p.203. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 22-4 (Winter 2007) . - p.203 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/10883576070220040101 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=830

Literacy: Introduction to the Special Series / Paul A. ALBERTO in Focus on Autism and Other Developmental Disabilities, 22-4 (Winter 2007)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 22-4 (Winter 2007) . - p.204-205 Titre : Literacy: Introduction to the Special Series Type de document : Texte imprimé et/ou numérique Auteurs : Paul A. ALBERTO, Auteur ; L. Juane HEFLIN, Auteur Année de publication : 2007 Article en page(s) : p.204-205 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/10883576070220040201 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=830 [article] Literacy: Introduction to the Special Series [Texte imprimé et/ou numérique] / Paul A. ALBERTO, Auteur ; L. Juane HEFLIN, Auteur . - 2007 . - p.204-205. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 22-4 (Winter 2007) . - p.204-205 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/10883576070220040201 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=830

Training Teachers to Follow a Task Analysis to Engage Middle School Students With Moderate and Severe Developmental Disabilities in Grade-Appropriate Literature / Diane M. BROWDER in Focus on Autism and Other Developmental Disabilities, 22-4 (Winter 2007)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 22-4 (Winter 2007) . - p.206-219 Titre : Training Teachers to Follow a Task Analysis to Engage Middle School Students With Moderate and Severe Developmental Disabilities in Grade-Appropriate Literature Type de document : Texte imprimé et/ou numérique Auteurs : Diane M. BROWDER, Auteur ; Katherine TRELA, Auteur ; Bree JIMENEZ, Auteur Année de publication : 2007 Article en page(s) : p.206-219 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The purpose of this study Was to train teachers to folloW a task analysis to teach a story-based literacy lesson using adapted, grade-appropriate middle school literature to students With moderate and severe developmental disabilities. A multiple-probe-across-participants design Was used to examine the effects of training teachers to folloW a literacy lesson plan task analysis on the number of steps completed by teachers on the literacy lesson plan template and changes made by students in response to teachers' use of the literacy lesson plan. Results indicated a functional relationship betWeen teacher training and the number of lesson plan steps folloWed, With a corresponding student increase in both overall and independent correct responses. Implications for practice and future research are discussed. En ligne : http://dx.doi.org/10.1177/10883576070220040301 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=830 [article] Training Teachers to Follow a Task Analysis to Engage Middle School Students With Moderate and Severe Developmental Disabilities in Grade-Appropriate Literature [Texte imprimé et/ou numérique] / Diane M. BROWDER, Auteur ; Katherine TRELA, Auteur ; Bree JIMENEZ, Auteur . - 2007 . - p.206-219. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 22-4 (Winter 2007) . - p.206-219 Index. décimale : PER Périodiques Résumé : The purpose of this study Was to train teachers to folloW a task analysis to teach a story-based literacy lesson using adapted, grade-appropriate middle school literature to students With moderate and severe developmental disabilities. A multiple-probe-across-participants design Was used to examine the effects of training teachers to folloW a literacy lesson plan task analysis on the number of steps completed by teachers on the literacy lesson plan template and changes made by students in response to teachers' use of the literacy lesson plan. Results indicated a functional relationship betWeen teacher training and the number of lesson plan steps folloWed, With a corresponding student increase in both overall and independent correct responses. Implications for practice and future research are discussed. En ligne : http://dx.doi.org/10.1177/10883576070220040301 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=830

Comparison of the Acquisition and Maintenance of Teaching Functional and Core Content Sight Words in Special and General Education Settings / Belva C. COLLINS in Focus on Autism and Other Developmental Disabilities, 22-4 (Winter 2007)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 22-4 (Winter 2007) . - p.220-233 Titre : Comparison of the Acquisition and Maintenance of Teaching Functional and Core Content Sight Words in Special and General Education Settings Type de document : Texte imprimé et/ou numérique Auteurs : Belva C. COLLINS, Auteur ; Abby EVANS, Auteur ; Jennifer KARL, Auteur ; Angela MILLER, Auteur ; Carey E. CREECH-GALLOWAY, Auteur Année de publication : 2007 Article en page(s) : p.220-233 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : In this investigation, the acquisition of both functional and core content sight Words Was compared as replicated across three formats: direct massed trial instruction in a special education resource room, direct distributed trial instruction in a general education classroom, and embedded distributed trial instruction in a general education classroom. Four students With moderate disabilities across three age groups participated. During direct instructional trials, both functional and core content sight Words Were presented using a constant time delay procedure. During embedded trials, the students received instruction in the same manner as their peers Without disabilities (e.g., teacher lecture, Worksheets, activities). Although the results varied slightly across participants, there Were minimal differences in the acquisition and maintenance of both functional and core content sight Words across the three presentation formats. En ligne : http://dx.doi.org/10.1177/10883576070220040401 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=830 [article] Comparison of the Acquisition and Maintenance of Teaching Functional and Core Content Sight Words in Special and General Education Settings [Texte imprimé et/ou numérique] / Belva C. COLLINS, Auteur ; Abby EVANS, Auteur ; Jennifer KARL, Auteur ; Angela MILLER, Auteur ; Carey E. CREECH-GALLOWAY, Auteur . - 2007 . - p.220-233. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 22-4 (Winter 2007) . - p.220-233 Index. décimale : PER Périodiques Résumé : In this investigation, the acquisition of both functional and core content sight Words Was compared as replicated across three formats: direct massed trial instruction in a special education resource room, direct distributed trial instruction in a general education classroom, and embedded distributed trial instruction in a general education classroom. Four students With moderate disabilities across three age groups participated. During direct instructional trials, both functional and core content sight Words Were presented using a constant time delay procedure. During embedded trials, the students received instruction in the same manner as their peers Without disabilities (e.g., teacher lecture, Worksheets, activities). Although the results varied slightly across participants, there Were minimal differences in the acquisition and maintenance of both functional and core content sight Words across the three presentation formats. En ligne : http://dx.doi.org/10.1177/10883576070220040401 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=830

Components of Visual Literacy: Teaching Logos / Paul A. ALBERTO in Focus on Autism and Other Developmental Disabilities, 22-4 (Winter 2007)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 22-4 (Winter 2007) . - p.234-243 Titre : Components of Visual Literacy: Teaching Logos Type de document : Texte imprimé et/ou numérique Auteurs : Paul A. ALBERTO, Auteur ; David F. CIHAK, Auteur ; Laura D. FREDRICK, Auteur ; Melissa HUGHES, Auteur ; Laura MCINTOSH, Auteur Année de publication : 2007 Article en page(s) : p.234-243 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Definitions of literacy that focus solely on reading words provide too narrow a framework for many students with severe disabilities. Obtaining information from the environment may be accomplished in a variety of modes, such as visual literacy, which is the ability to discern meaning conveyed through images. A component of visual literacy is picture reading. This study demonstrates the teaching of logo reading through time delay as an additional component of visual literacy. Visual literacy is discussed as a primary means of obtaining information for some students and as an additional means of literacy for students who can also learn to read Words. En ligne : http://dx.doi.org/10.1177/10883576070220040501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=830 [article] Components of Visual Literacy: Teaching Logos [Texte imprimé et/ou numérique] / Paul A. ALBERTO, Auteur ; David F. CIHAK, Auteur ; Laura D. FREDRICK, Auteur ; Melissa HUGHES, Auteur ; Laura MCINTOSH, Auteur . - 2007 . - p.234-243. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 22-4 (Winter 2007) . - p.234-243 Index. décimale : PER Périodiques Résumé : Definitions of literacy that focus solely on reading words provide too narrow a framework for many students with severe disabilities. Obtaining information from the environment may be accomplished in a variety of modes, such as visual literacy, which is the ability to discern meaning conveyed through images. A component of visual literacy is picture reading. This study demonstrates the teaching of logo reading through time delay as an additional component of visual literacy. Visual literacy is discussed as a primary means of obtaining information for some students and as an additional means of literacy for students who can also learn to read Words. En ligne : http://dx.doi.org/10.1177/10883576070220040501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=830

Effectiveness of Direct Instruction for Teaching Statement Inference, Use of Facts, and Analogies to Students With Developmental Disabilities and Reading Delays / Margaret Munro FLORES in Focus on Autism and Other Developmental Disabilities, 22-4 (Winter 2007)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 22-4 (Winter 2007) . - p.244-251 Titre : Effectiveness of Direct Instruction for Teaching Statement Inference, Use of Facts, and Analogies to Students With Developmental Disabilities and Reading Delays Type de document : Texte imprimé et/ou numérique Auteurs : Margaret Munro FLORES, Auteur ; Jennifer B. GANZ, Auteur Année de publication : 2007 Article en page(s) : p.244-251 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study investigated the effects of a Direct Instruction (DI) reading comprehension program implemented With students Who had developmental disabilities, including autism spectrum disorders (ASD) and reading delays. There is little research in the area of reading comprehension for students With ASD and no research as to the effectiveness of reading comprehension DI. A multiple-probe-across-behaviors design Was employed. A functional relationship betWeen Direct Instruction and reading comprehension skills and behaviors Was demonstrated across all behavioral conditions and across students. Results and their implications are discussed. En ligne : http://dx.doi.org/10.1177/10883576070220040601 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=830 [article] Effectiveness of Direct Instruction for Teaching Statement Inference, Use of Facts, and Analogies to Students With Developmental Disabilities and Reading Delays [Texte imprimé et/ou numérique] / Margaret Munro FLORES, Auteur ; Jennifer B. GANZ, Auteur . - 2007 . - p.244-251. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 22-4 (Winter 2007) . - p.244-251 Index. décimale : PER Périodiques Résumé : This study investigated the effects of a Direct Instruction (DI) reading comprehension program implemented With students Who had developmental disabilities, including autism spectrum disorders (ASD) and reading delays. There is little research in the area of reading comprehension for students With ASD and no research as to the effectiveness of reading comprehension DI. A multiple-probe-across-behaviors design Was employed. A functional relationship betWeen Direct Instruction and reading comprehension skills and behaviors Was demonstrated across all behavioral conditions and across students. Results and their implications are discussed. En ligne : http://dx.doi.org/10.1177/10883576070220040601 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=830

Use of Strategy Instruction to Improve the Story Writing Skills of a Student With Asperger Syndrome / Monica E. DELANO in Focus on Autism and Other Developmental Disabilities, 22-4 (Winter 2007)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 22-4 (Winter 2007) . - p.252-258 Titre : Use of Strategy Instruction to Improve the Story Writing Skills of a Student With Asperger Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Monica E. DELANO, Auteur Année de publication : 2007 Article en page(s) : p.252-258 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : More empirical studies are needed that evaluate interventions to improve the academic functioning of students with Asperger syndrome (AS). The purpose of this exploratory study was to evaluate the use of Self-Regulated Strategy Development (SRSD) writing instruction (Graham, Harris, MacArthur, & Schwartz, 1991) with an adolescent with AS. A multiple baseline design across three responses was used to assess the effects of SRSD instruction. Strategy instruction sequentially targeted the student's use of action words, describing words, and revisions. Following instruction, the student demonstrated gains in both the quantity and quality of his writing samples. En ligne : http://dx.doi.org/10.1177/10883576070220040701 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=830 [article] Use of Strategy Instruction to Improve the Story Writing Skills of a Student With Asperger Syndrome [Texte imprimé et/ou numérique] / Monica E. DELANO, Auteur . - 2007 . - p.252-258. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 22-4 (Winter 2007) . - p.252-258 Index. décimale : PER Périodiques Résumé : More empirical studies are needed that evaluate interventions to improve the academic functioning of students with Asperger syndrome (AS). The purpose of this exploratory study was to evaluate the use of Self-Regulated Strategy Development (SRSD) writing instruction (Graham, Harris, MacArthur, & Schwartz, 1991) with an adolescent with AS. A multiple baseline design across three responses was used to assess the effects of SRSD instruction. Strategy instruction sequentially targeted the student's use of action words, describing words, and revisions. Following instruction, the student demonstrated gains in both the quantity and quality of his writing samples. En ligne : http://dx.doi.org/10.1177/10883576070220040701 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=830

Reading Comprehension Instruction for Students With Autism Spectrum Disorders: A Review of the Literature / Hsu-Min CHIANG in Focus on Autism and Other Developmental Disabilities, 22-4 (Winter 2007)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 22-4 (Winter 2007) . - p.259-267 Titre : Reading Comprehension Instruction for Students With Autism Spectrum Disorders: A Review of the Literature Type de document : Texte imprimé et/ou numérique Auteurs : Hsu-Min CHIANG, Auteur ; Yueh-Hsien LIN, Auteur Année de publication : 2007 Article en page(s) : p.259-267 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The authors reviewed studies on teaching reading comprehension to students with autism spectrum disorders (ASD) with a focus on text (academic reading) comprehension and sight word (functional) comprehension. Eleven of 754 studies met the inclusion criteria: participants with ASD, published in English in a peer-reviewed journal, and use of an experimental design. Participants, setting, academic or functional reading comprehension, and instructional methods across studies were summarized and examined. Instructional methods employed were compared to those identified by the National Reading Panel as effective for students without disabilities. Suggestions for future research and practice are discussed. En ligne : http://dx.doi.org/10.1177/10883576070220040801 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=830 [article] Reading Comprehension Instruction for Students With Autism Spectrum Disorders: A Review of the Literature [Texte imprimé et/ou numérique] / Hsu-Min CHIANG, Auteur ; Yueh-Hsien LIN, Auteur . - 2007 . - p.259-267. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 22-4 (Winter 2007) . - p.259-267 Index. décimale : PER Périodiques Résumé : The authors reviewed studies on teaching reading comprehension to students with autism spectrum disorders (ASD) with a focus on text (academic reading) comprehension and sight word (functional) comprehension. Eleven of 754 studies met the inclusion criteria: participants with ASD, published in English in a peer-reviewed journal, and use of an experimental design. Participants, setting, academic or functional reading comprehension, and instructional methods across studies were summarized and examined. Instructional methods employed were compared to those identified by the National Reading Panel as effective for students without disabilities. Suggestions for future research and practice are discussed. En ligne : http://dx.doi.org/10.1177/10883576070220040801 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=830

Integrated Word Identification and Communication Instruction for Students With Complex Communication Needs: Preliminary Results / Gretchen A. HANSER in Focus on Autism and Other Developmental Disabilities, 22-4 (Winter 2007)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 22-4 (Winter 2007) . - p.268-278 Titre : Integrated Word Identification and Communication Instruction for Students With Complex Communication Needs: Preliminary Results Type de document : Texte imprimé et/ou numérique Auteurs : Gretchen A. HANSER, Auteur ; Karen A. ERICKSON, Auteur Année de publication : 2007 Article en page(s) : p.268-278 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The current study investigated the effectiveness of an integrated word identification and communication intervention for children with complex communication needs. Using a nonconcurrent, multiple baseline design, the study involved three participants who completed 75 lessons across 4 to 6 weeks of instruction. All three participants improved their skills of word identification, developmental spelling, icon sequencing, and expressive communication. Generalization was documented through increases in the frequency of communication using icon sequencing and spelling outside of the instructional program. Implications for the development of integrated word study programs that combine systematic, sequential phonics instruction with instruction in the use of augmentative communication are discussed, along with directions for future research. En ligne : http://dx.doi.org/10.1177/10883576070220040901 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=831 [article] Integrated Word Identification and Communication Instruction for Students With Complex Communication Needs: Preliminary Results [Texte imprimé et/ou numérique] / Gretchen A. HANSER, Auteur ; Karen A. ERICKSON, Auteur . - 2007 . - p.268-278. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 22-4 (Winter 2007) . - p.268-278 Index. décimale : PER Périodiques Résumé : The current study investigated the effectiveness of an integrated word identification and communication intervention for children with complex communication needs. Using a nonconcurrent, multiple baseline design, the study involved three participants who completed 75 lessons across 4 to 6 weeks of instruction. All three participants improved their skills of word identification, developmental spelling, icon sequencing, and expressive communication. Generalization was documented through increases in the frequency of communication using icon sequencing and spelling outside of the instructional program. Implications for the development of integrated word study programs that combine systematic, sequential phonics instruction with instruction in the use of augmentative communication are discussed, along with directions for future research. En ligne : http://dx.doi.org/10.1177/10883576070220040901 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=831