Accessing a Broad and Relevant Curriculum / Emily C. BOUCK

Public ISBD in The SAGE Handbook of Autism and Education / Rita JORDAN Titre : Accessing a Broad and Relevant Curriculum Type de document : Texte imprimé et/ou numérique Auteurs : Emily C. BOUCK, Auteur ; Jordan SHURR, Auteur Année de publication : 2019 Importance : p.302-314 Langues : Anglais (eng) Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417 in The SAGE Handbook of Autism and Education / Rita JORDAN Accessing a Broad and Relevant Curriculum [Texte imprimé et/ou numérique] / Emily C. BOUCK, Auteur ; Jordan SHURR, Auteur . - 2019 . - p.302-314. Langues : Anglais (eng) Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417

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The Picture Plus Discussion Intervention: Text Access for High School Students with Moderate Intellectual Disability / Jordan SHURR in Focus on Autism and Other Developmental Disabilities, 32-3 (September 2017)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 32-3 (September 2017) . - p.198-208 Titre : The Picture Plus Discussion Intervention: Text Access for High School Students with Moderate Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : Jordan SHURR, Auteur ; Teresa TABER-DOUGHTY, Auteur Article en page(s) : p.198-208 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Students with moderate intellectual disability often experience limited access to age-appropriate texts due to limitations in reading skills, access to instruction and supports, and educator beliefs. Use of text read alouds is an emerging tool for increasing such access; however, supports are often still required for access to age-appropriate texts. The purpose of this study was to investigate the use of the picture plus discussion (PPD) intervention on the comprehension abilities of high school students with moderate intellectual disability when expository texts were read aloud. A multiple probe design was used to measure the effect of this intervention across three different types of texts including leveled readers, stories from a local newspaper, and sections from employee handbooks. Results indicate that the PPD intervention was successful in increasing student comprehension as measured by story retell. Implications and future directions for research and practice are discussed. En ligne : http://dx.doi.org/10.1177/1088357615625056 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=313 [article] The Picture Plus Discussion Intervention: Text Access for High School Students with Moderate Intellectual Disability [Texte imprimé et/ou numérique] / Jordan SHURR, Auteur ; Teresa TABER-DOUGHTY, Auteur . - p.198-208. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 32-3 (September 2017) . - p.198-208 Index. décimale : PER Périodiques Résumé : Students with moderate intellectual disability often experience limited access to age-appropriate texts due to limitations in reading skills, access to instruction and supports, and educator beliefs. Use of text read alouds is an emerging tool for increasing such access; however, supports are often still required for access to age-appropriate texts. The purpose of this study was to investigate the use of the picture plus discussion (PPD) intervention on the comprehension abilities of high school students with moderate intellectual disability when expository texts were read aloud. A multiple probe design was used to measure the effect of this intervention across three different types of texts including leveled readers, stories from a local newspaper, and sections from employee handbooks. Results indicate that the PPD intervention was successful in increasing student comprehension as measured by story retell. Implications and future directions for research and practice are discussed. En ligne : http://dx.doi.org/10.1177/1088357615625056 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=313

Using the Virtual–Representational–Abstract Approach to Support Students With Intellectual Disability in Mathematics / Emily C. BOUCK in Focus on Autism and Other Developmental Disabilities, 33-4 (December 2018)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 33-4 (December 2018) . - p.237-248 Titre : Using the Virtual–Representational–Abstract Approach to Support Students With Intellectual Disability in Mathematics Type de document : Texte imprimé et/ou numérique Auteurs : Emily C. BOUCK, Auteur ; Jiyoon PARK, Auteur ; Jordan SHURR, Auteur ; Laura A. BASSETTE, Auteur ; Abbie WHORLEY, Auteur Année de publication : 2018 Article en page(s) : p.237-248 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Mathematics education is an important but underexplored area of research for secondary students with mild intellectual disability. In this multiple probe across behaviors replicated across two participants study, the researchers explored the effectiveness of the virtual?representational?abstract (VRA) instructional sequence to support two students? acquisition of three mathematical behaviors. Each student was able to acquire his or her three mathematical behaviors (i.e., place value, single-digit addition with regrouping, subtraction with regrouping, and single-digit multiplication) following instruction with the VRA sequence. However, each student struggled with maintenance with at least one behavior. Implications for practice relative to the VRA instructional sequence are discussed. En ligne : http://dx.doi.org/10.1177/1088357618755696 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=372 [article] Using the Virtual–Representational–Abstract Approach to Support Students With Intellectual Disability in Mathematics [Texte imprimé et/ou numérique] / Emily C. BOUCK, Auteur ; Jiyoon PARK, Auteur ; Jordan SHURR, Auteur ; Laura A. BASSETTE, Auteur ; Abbie WHORLEY, Auteur . - 2018 . - p.237-248. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 33-4 (December 2018) . - p.237-248 Index. décimale : PER Périodiques Résumé : Mathematics education is an important but underexplored area of research for secondary students with mild intellectual disability. In this multiple probe across behaviors replicated across two participants study, the researchers explored the effectiveness of the virtual?representational?abstract (VRA) instructional sequence to support two students? acquisition of three mathematical behaviors. Each student was able to acquire his or her three mathematical behaviors (i.e., place value, single-digit addition with regrouping, subtraction with regrouping, and single-digit multiplication) following instruction with the VRA sequence. However, each student struggled with maintenance with at least one behavior. Implications for practice relative to the VRA instructional sequence are discussed. En ligne : http://dx.doi.org/10.1177/1088357618755696 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=372

Virtual Manipulative-Based Intervention Package to Teach Multiplication and Division to Secondary Students With Developmental Disabilities / Emily C. BOUCK in Focus on Autism and Other Developmental Disabilities, 35-4 (December 2020)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 35-4 (December 2020) . - p.195-207 Titre : Virtual Manipulative-Based Intervention Package to Teach Multiplication and Division to Secondary Students With Developmental Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Emily C. BOUCK, Auteur ; Jordan SHURR, Auteur ; Jiyoon PARK, Auteur Article en page(s) : p.195-207 Langues : Anglais (eng) Mots-clés : middle school  age  instruction  prompts  special education Index. décimale : PER Périodiques Résumé : Mathematics instruction for students with intellectual disabilities and autism is important. However, it is imperative for researchers and practitioners to focus on the maintenance of mathematical concepts and not just acquisition for these students. Through a single-case multiple probe across participants study, researchers explored an intervention package consisting of a manipulative-based instructional sequence involving virtual manipulatives and then representations (i.e., drawings; referred to as the virtual-representational instructional sequence), explicit instruction, the system of least prompts, overlearning, and support fading to support students with intellectual disability and autism to acquire and maintain multiplication or division skills. The three middle school students who completed the entire intervention acquired and maintained their targeted mathematics skill—in multiplication or division. The results have implications for use of intervention packages to teach foundational mathematics skills to students with developmental disabilities. En ligne : http://dx.doi.org/10.1177/1088357620943499 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434 [article] Virtual Manipulative-Based Intervention Package to Teach Multiplication and Division to Secondary Students With Developmental Disabilities [Texte imprimé et/ou numérique] / Emily C. BOUCK, Auteur ; Jordan SHURR, Auteur ; Jiyoon PARK, Auteur . - p.195-207. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 35-4 (December 2020) . - p.195-207 Mots-clés : middle school  age  instruction  prompts  special education Index. décimale : PER Périodiques Résumé : Mathematics instruction for students with intellectual disabilities and autism is important. However, it is imperative for researchers and practitioners to focus on the maintenance of mathematical concepts and not just acquisition for these students. Through a single-case multiple probe across participants study, researchers explored an intervention package consisting of a manipulative-based instructional sequence involving virtual manipulatives and then representations (i.e., drawings; referred to as the virtual-representational instructional sequence), explicit instruction, the system of least prompts, overlearning, and support fading to support students with intellectual disability and autism to acquire and maintain multiplication or division skills. The three middle school students who completed the entire intervention acquired and maintained their targeted mathematics skill—in multiplication or division. The results have implications for use of intervention packages to teach foundational mathematics skills to students with developmental disabilities. En ligne : http://dx.doi.org/10.1177/1088357620943499 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434

Virtual Versus Concrete: A Comparison of Mathematics Manipulatives for Three Elementary Students With Autism / Jordan SHURR in Focus on Autism and Other Developmental Disabilities, 36-2 (June 2021)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 36-2 (June 2021) . - p.71-82 Titre : Virtual Versus Concrete: A Comparison of Mathematics Manipulatives for Three Elementary Students With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Jordan SHURR, Auteur ; Emily C. BOUCK, Auteur ; Laura A. BASSETTE, Auteur ; Jiyoon PARK, Auteur Année de publication : 2021 Article en page(s) : p.71-82 Langues : Anglais (eng) Mots-clés : autism  mathematics  intervention  manipulatives  elementary  technology Index. décimale : PER Périodiques Résumé : Basic mathematic skills at the early age are foundational for later learning. Many students with autism spectrum disorder (ASD) struggle in academic learning without sufficient support. Research in the area of concrete manipulatives?tangible representations of abstract concepts?has been found effective. In addition, promising research has emerged in the area of virtual manipulatives?virtual representations of abstract concepts?as tools to support mathematics skill acquisition. Using a multiple baseline across participants with an embedded alternating treatment design, this study presents a replication of previous research comparing the effects of concrete and virtual manipulatives in the acquisition of double-digit addition and word problem-solving abilities of three elementary students with ASD. Findings indicate that while both interventions produce better outcomes than baseline, the virtual manipulative condition appear to be more supportive than concrete manipulatives. En ligne : https://doi.org/10.1177/1088357620986944 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446 [article] Virtual Versus Concrete: A Comparison of Mathematics Manipulatives for Three Elementary Students With Autism [Texte imprimé et/ou numérique] / Jordan SHURR, Auteur ; Emily C. BOUCK, Auteur ; Laura A. BASSETTE, Auteur ; Jiyoon PARK, Auteur . - 2021 . - p.71-82. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 36-2 (June 2021) . - p.71-82 Mots-clés : autism  mathematics  intervention  manipulatives  elementary  technology Index. décimale : PER Périodiques Résumé : Basic mathematic skills at the early age are foundational for later learning. Many students with autism spectrum disorder (ASD) struggle in academic learning without sufficient support. Research in the area of concrete manipulatives?tangible representations of abstract concepts?has been found effective. In addition, promising research has emerged in the area of virtual manipulatives?virtual representations of abstract concepts?as tools to support mathematics skill acquisition. Using a multiple baseline across participants with an embedded alternating treatment design, this study presents a replication of previous research comparing the effects of concrete and virtual manipulatives in the acquisition of double-digit addition and word problem-solving abilities of three elementary students with ASD. Findings indicate that while both interventions produce better outcomes than baseline, the virtual manipulative condition appear to be more supportive than concrete manipulatives. En ligne : https://doi.org/10.1177/1088357620986944 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446

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