Comparing Number Lines and Touch Points to Teach Addition Facts to Students With Autism / David F. CIHAK in Focus on Autism and Other Developmental Disabilities, 23-3 (September 2008)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 23-3 (September 2008) . - p.131-137 Titre : Comparing Number Lines and Touch Points to Teach Addition Facts to Students With Autism Type de document : Texte imprimé et/ou numérique Auteurs : David F. CIHAK, Auteur ; Jennifer L. FOUST, Auteur Année de publication : 2008 Article en page(s) : p.131-137 Langues : Anglais (eng) Mots-clés : autism mathematics computation elementary Index. décimale : PER Périodiques Résumé : Three elementary students with autism were taught single-digit addition problem-solving skills using number and touch-point strategies. Prior to the study, all students were unable to correctly calculate single-digit addition problems. An alternating-treatments design was used to compare the acquisition performance of single-digit addition problem-solving skills. The results indicated that the touch-point strategy was more effective in teaching single-digit addition skills. The touch-point strategy was then replicated using the nonpreferred strategy's content, improving all students' addition skills. En ligne : http://dx.doi.org/10.1177/1088357608318950 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=603 [article] Comparing Number Lines and Touch Points to Teach Addition Facts to Students With Autism [Texte imprimé et/ou numérique] / David F. CIHAK, Auteur ; Jennifer L. FOUST, Auteur . - 2008 . - p.131-137. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 23-3 (September 2008) . - p.131-137 Mots-clés : autism mathematics computation elementary Index. décimale : PER Périodiques Résumé : Three elementary students with autism were taught single-digit addition problem-solving skills using number and touch-point strategies. Prior to the study, all students were unable to correctly calculate single-digit addition problems. An alternating-treatments design was used to compare the acquisition performance of single-digit addition problem-solving skills. The results indicated that the touch-point strategy was more effective in teaching single-digit addition skills. The touch-point strategy was then replicated using the nonpreferred strategy's content, improving all students' addition skills. En ligne : http://dx.doi.org/10.1177/1088357608318950 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=603

Comparing pictorial and video-modeling activity schedules during transitions for students with autism spectrum disorders / David F. CIHAK in Research in Autism Spectrum Disorders, 4-4 (October-December 2010)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.763-771 Titre : Comparing pictorial and video-modeling activity schedules during transitions for students with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : David F. CIHAK, Auteur ; Kevin M. AYRES, Auteur Année de publication : 2010 Article en page(s) : p.763-771 Langues : Anglais (eng) Mots-clés : Autism Picture-prompts Video-modeling Transitions Schedules Index. décimale : PER Périodiques Résumé : This study evaluated the differential effects of two different visual schedule strategies. In the context of an alternating treatments design, static-picture schedules were compared to video based activity schedules as supports for three middle school aged students with autism. Students used the visual schedules to transition between activities in their classroom. All participants began transition more independently after being exposed to the visual schedules. Two participants reached criteria faster with static-picture schedules, one reach criteria slightly faster progress with the video based schedule, and the last participant reach criteria at the same rate using either schedule. The positive outcomes for both interventions are discussed in the context of practitioners’ need for a variety of evidenced based practices to meet the needs of a diverse student body as well and that similar interventions may have different outcomes depending on the characteristics and preferences of the learner. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.06.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 [article] Comparing pictorial and video-modeling activity schedules during transitions for students with autism spectrum disorders [Texte imprimé et/ou numérique] / David F. CIHAK, Auteur ; Kevin M. AYRES, Auteur . - 2010 . - p.763-771. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 4-4 (October-December 2010) . - p.763-771 Mots-clés : Autism Picture-prompts Video-modeling Transitions Schedules Index. décimale : PER Périodiques Résumé : This study evaluated the differential effects of two different visual schedule strategies. In the context of an alternating treatments design, static-picture schedules were compared to video based activity schedules as supports for three middle school aged students with autism. Students used the visual schedules to transition between activities in their classroom. All participants began transition more independently after being exposed to the visual schedules. Two participants reached criteria faster with static-picture schedules, one reach criteria slightly faster progress with the video based schedule, and the last participant reach criteria at the same rate using either schedule. The positive outcomes for both interventions are discussed in the context of practitioners’ need for a variety of evidenced based practices to meet the needs of a diverse student body as well and that similar interventions may have different outcomes depending on the characteristics and preferences of the learner. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.06.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102

Comparing pictorial and video modeling activity schedules during transitions for students with autism spectrum disorders / David F. CIHAK in Research in Autism Spectrum Disorders, 5-1 (January-March 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-1 (January-March 2011) . - p.433-441 Titre : Comparing pictorial and video modeling activity schedules during transitions for students with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : David F. CIHAK, Auteur Année de publication : 2011 Article en page(s) : p.433-441 Langues : Anglais (eng) Mots-clés : Autism Picture-prompts Video-modeling Transitions Schedules Index. décimale : PER Périodiques Résumé : This study evaluated the differential effects of two different visual schedule strategies. In the context of an alternating treatments design, static-picture schedules were compared to video based activity schedules as supports for three middle school aged students with autism. Students used the visual schedules to transition between activities in their classroom. All participants began transition more independently after being exposed to the visual schedules. Two participants reached criteria faster with static-picture schedules while the third participant made slightly faster progress with the video based schedule. The positive outcomes for both interventions are discussed in the context of practitioners’ need for a variety of evidenced based practices to meet the needs of a diverse student body as well and that similar interventions may have different outcomes depending on the characteristics and preferences of the learner. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.06.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=111 [article] Comparing pictorial and video modeling activity schedules during transitions for students with autism spectrum disorders [Texte imprimé et/ou numérique] / David F. CIHAK, Auteur . - 2011 . - p.433-441. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-1 (January-March 2011) . - p.433-441 Mots-clés : Autism Picture-prompts Video-modeling Transitions Schedules Index. décimale : PER Périodiques Résumé : This study evaluated the differential effects of two different visual schedule strategies. In the context of an alternating treatments design, static-picture schedules were compared to video based activity schedules as supports for three middle school aged students with autism. Students used the visual schedules to transition between activities in their classroom. All participants began transition more independently after being exposed to the visual schedules. Two participants reached criteria faster with static-picture schedules while the third participant made slightly faster progress with the video based schedule. The positive outcomes for both interventions are discussed in the context of practitioners’ need for a variety of evidenced based practices to meet the needs of a diverse student body as well and that similar interventions may have different outcomes depending on the characteristics and preferences of the learner. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.06.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=111

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

Power Cards to Improve Conversational Skills in Adolescents With Asperger Syndrome / Kathy M. DAVIS in Focus on Autism and Other Developmental Disabilities, 25-1 (March 2010)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 25-1 (March 2010) . - p.12-22 Titre : Power Cards to Improve Conversational Skills in Adolescents With Asperger Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Kathy M. DAVIS, Auteur ; David F. CIHAK, Auteur ; Richard T. BOON, Auteur ; Cecil III FORE, Auteur Année de publication : 2010 Article en page(s) : p.12-22 Langues : Anglais (eng) Mots-clés : Cognitive-Strategy-Instruction Conversational-Skills Social/Communication High-School Asperger-Syndrome Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine the effects of Power Cards on the initiation and maintenance of conversational skills in students with Asperger syndrome. Three high school students with Asperger Syndrome participated in this study. Power Cards were used to prompt students’ previously learned conversational skills in a multiple-baseline design across students. Results can be interpreted to conclude that there was a functional relationship between use of Power Cards and the percentage of time students engaged in conversations that focused on the interests of their conversational partners. Power Cards are inexpensive, easy to make, and may be useful for high school students with Asperger Syndrome. En ligne : http://dx.doi.org/10.1177/1088357609354299 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=994 [article] Power Cards to Improve Conversational Skills in Adolescents With Asperger Syndrome [Texte imprimé et/ou numérique] / Kathy M. DAVIS, Auteur ; David F. CIHAK, Auteur ; Richard T. BOON, Auteur ; Cecil III FORE, Auteur . - 2010 . - p.12-22. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 25-1 (March 2010) . - p.12-22 Mots-clés : Cognitive-Strategy-Instruction Conversational-Skills Social/Communication High-School Asperger-Syndrome Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine the effects of Power Cards on the initiation and maintenance of conversational skills in students with Asperger syndrome. Three high school students with Asperger Syndrome participated in this study. Power Cards were used to prompt students’ previously learned conversational skills in a multiple-baseline design across students. Results can be interpreted to conclude that there was a functional relationship between use of Power Cards and the percentage of time students engaged in conversations that focused on the interests of their conversational partners. Power Cards are inexpensive, easy to make, and may be useful for high school students with Asperger Syndrome. En ligne : http://dx.doi.org/10.1177/1088357609354299 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=994

Teaching students with autism spectrum disorder and moderate intellectual disabilities to use counting-on strategies to enhance independent purchasing skills / David F. CIHAK in Research in Autism Spectrum Disorders, 2-4 (October 2008)  

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Teaching students with autism to read pictures / David F. CIHAK in Research in Autism Spectrum Disorders, 1-4 (October/December 2007)  

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The Use of Video Modeling With the Picture Exchange Communication System to Increase Independent Communicative Initiations in Preschoolers With Autism and Developmental Delays / David F. CIHAK in Focus on Autism and Other Developmental Disabilities, 27-1 (March 2012)  

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