Effects of a Story Map on Accelerated Reader Postreading Test Scores in Students With High-Functioning Autism / Suzanne Griggs STRINGFIELD in Focus on Autism and Other Developmental Disabilities, 26-4 (December 2011)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 26-4 (December 2011) . - p.218-229 Titre : Effects of a Story Map on Accelerated Reader Postreading Test Scores in Students With High-Functioning Autism Type de document : Texte imprimé et/ou numérique Auteurs : Suzanne Griggs STRINGFIELD, Auteur ; Deanna LUSCRE, Auteur ; David L. GAST, Auteur Année de publication : 2011 Article en page(s) : p.218-229 Langues : Anglais (eng) Mots-clés : autism  graphic organizer  Story Map  story recall  story grammar Index. décimale : PER Périodiques Résumé : In this study, three elementary-aged boys with high-functioning autism (HFA) were taught to use a graphic organizer called a Story Map as a postreading tool during language arts instruction. Students learned to accurately complete the Story Map. The effect of the intervention on story recall was assessed within the context of a multiple-baseline design across participants as measured by performance on modified Accelerated Reader quizzes. Positive effects were achieved quickly and maintained throughout the study. During choice and maintenance conditions, two participants rarely chose to use the graphic organizer, a visual prompt that may have been self-faded during intervention. Results show that a Story Map may be a useful graphic organizer for elementary schoolteachers who have children with HFA in their classrooms. En ligne : http://dx.doi.org/10.1177/1088357611423543 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=148 [article] Effects of a Story Map on Accelerated Reader Postreading Test Scores in Students With High-Functioning Autism [Texte imprimé et/ou numérique] / Suzanne Griggs STRINGFIELD, Auteur ; Deanna LUSCRE, Auteur ; David L. GAST, Auteur . - 2011 . - p.218-229. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 26-4 (December 2011) . - p.218-229 Mots-clés : autism  graphic organizer  Story Map  story recall  story grammar Index. décimale : PER Périodiques Résumé : In this study, three elementary-aged boys with high-functioning autism (HFA) were taught to use a graphic organizer called a Story Map as a postreading tool during language arts instruction. Students learned to accurately complete the Story Map. The effect of the intervention on story recall was assessed within the context of a multiple-baseline design across participants as measured by performance on modified Accelerated Reader quizzes. Positive effects were achieved quickly and maintained throughout the study. During choice and maintenance conditions, two participants rarely chose to use the graphic organizer, a visual prompt that may have been self-faded during intervention. Results show that a Story Map may be a useful graphic organizer for elementary schoolteachers who have children with HFA in their classrooms. En ligne : http://dx.doi.org/10.1177/1088357611423543 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=148

Observational and Incidental Learning by Children with Autism during Small Group Instruction / Jennifer R. LEDFORD in Journal of Autism and Developmental Disorders, 38-1 (January 2008)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 38-1 (January 2008) . - p.86-103 Titre : Observational and Incidental Learning by Children with Autism during Small Group Instruction Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer R. LEDFORD, Auteur ; David L. GAST, Auteur ; Deanna LUSCRE, Auteur ; Kevin M. AYRES, Auteur Année de publication : 2008 Article en page(s) : p.86-103 Langues : Anglais (eng) Mots-clés : Autism Observational-learning Incidental-learning Small-group-instruction Instructive-feedback Sight-word-reading Constant-time-delay-(CTD) Index. décimale : PER Périodiques Résumé : This study evaluated the acquisition of incidental and observational information presented to 6 children with autism in a small group instructional arrangement using a constant time delay (CTD) procedure. A multiple probe design across behaviors, replicated across 6 participants, was used to evaluate the effectiveness of the CTD procedure and to assess each student’s ability to read another student’s words and identify related pictures. Generalization was assessed in natural conditions using a pre- and post-test paradigm. Results indicate that, despite their documented deficits in social awareness and imitation, students learned observational and incidental information during small group instruction. Educational implications with regard to small group instruction are discussed. En ligne : http://dx.doi.org/10.1007/s10803-007-0363-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=316 [article] Observational and Incidental Learning by Children with Autism during Small Group Instruction [Texte imprimé et/ou numérique] / Jennifer R. LEDFORD, Auteur ; David L. GAST, Auteur ; Deanna LUSCRE, Auteur ; Kevin M. AYRES, Auteur . - 2008 . - p.86-103. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 38-1 (January 2008) . - p.86-103 Mots-clés : Autism Observational-learning Incidental-learning Small-group-instruction Instructive-feedback Sight-word-reading Constant-time-delay-(CTD) Index. décimale : PER Périodiques Résumé : This study evaluated the acquisition of incidental and observational information presented to 6 children with autism in a small group instructional arrangement using a constant time delay (CTD) procedure. A multiple probe design across behaviors, replicated across 6 participants, was used to evaluate the effectiveness of the CTD procedure and to assess each student’s ability to read another student’s words and identify related pictures. Generalization was assessed in natural conditions using a pre- and post-test paradigm. Results indicate that, despite their documented deficits in social awareness and imitation, students learned observational and incidental information during small group instruction. Educational implications with regard to small group instruction are discussed. En ligne : http://dx.doi.org/10.1007/s10803-007-0363-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=316

The Effects of Weighted Vests on Appropriate In-Seat Behaviors of Elementary-Age Students With Autism and Severe to Profound Intellectual Disabilities / Amy L. COX in Focus on Autism and Other Developmental Disabilities, 24-1 (March 2009)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 24-1 (March 2009) . - p.17-26 Titre : The Effects of Weighted Vests on Appropriate In-Seat Behaviors of Elementary-Age Students With Autism and Severe to Profound Intellectual Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Amy L. COX, Auteur ; David L. GAST, Auteur ; Deanna LUSCRE, Auteur ; Kevin M. AYRES, Auteur Année de publication : 2009 Article en page(s) : p.17-26 Langues : Anglais (eng) Mots-clés : weighted-vests sensory-integration noncontingent-reinforcement Index. décimale : PER Périodiques Résumé : The purpose of this study was to evaluate the impact of weighted vests on the amount of time 3 elementary-age students with autism, intellectual disabilities, and sensory processing abnormalities engaged in appropriate in-seat behavior. An alternating treatments design was used to examine the duration of appropriate in-seat behavior under three conditions: baseline or no vests (A), vests with no weights (B), and weighted vests (BC). Because weighted vests did not have an effect on appropriate in-seat behavior for any participant, a second experiment was conducted. Noncontingent reinforcement (NCR) was assessed within the context of a withdrawal design. NCR had an optimal effect on the participants' in-seat behavior. En ligne : http://dx.doi.org/10.1177/1088357608330753 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=697 [article] The Effects of Weighted Vests on Appropriate In-Seat Behaviors of Elementary-Age Students With Autism and Severe to Profound Intellectual Disabilities [Texte imprimé et/ou numérique] / Amy L. COX, Auteur ; David L. GAST, Auteur ; Deanna LUSCRE, Auteur ; Kevin M. AYRES, Auteur . - 2009 . - p.17-26. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 24-1 (March 2009) . - p.17-26 Mots-clés : weighted-vests sensory-integration noncontingent-reinforcement Index. décimale : PER Périodiques Résumé : The purpose of this study was to evaluate the impact of weighted vests on the amount of time 3 elementary-age students with autism, intellectual disabilities, and sensory processing abnormalities engaged in appropriate in-seat behavior. An alternating treatments design was used to examine the duration of appropriate in-seat behavior under three conditions: baseline or no vests (A), vests with no weights (B), and weighted vests (BC). Because weighted vests did not have an effect on appropriate in-seat behavior for any participant, a second experiment was conducted. Noncontingent reinforcement (NCR) was assessed within the context of a withdrawal design. NCR had an optimal effect on the participants' in-seat behavior. En ligne : http://dx.doi.org/10.1177/1088357608330753 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=697

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