Efficacy of TeachTown: Basics computer-assisted intervention for the Intensive Comprehensive Autism Program in Los Angeles Unified School District / Christina WHALEN in Autism, 14-3 (May 2010)  

Public ISBD [article]  inAutism > 14-3 (May 2010) . - p.179-197 Titre : Efficacy of TeachTown: Basics computer-assisted intervention for the Intensive Comprehensive Autism Program in Los Angeles Unified School District Type de document : Texte imprimé et/ou numérique Auteurs : Christina WHALEN, Auteur ; Jennifer B. G. SYMON, Auteur ; Debbie MOSS, Auteur ; Aaron B. ILAN, Auteur ; Manya VAUPEL, Auteur ; Paul FIELDING, Auteur ; Kevin MACDONALD, Auteur ; Shannon CERNICH, Auteur Année de publication : 2010 Article en page(s) : p.179-197 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Computer Assisted Instruction (CAI) has shown increased popularity recently and there are many studies showing promise for this approach for children with Autism Spectrum Disorders (ASD). However, there are no between-subject studies to date assessing the efficacy of CAI with this population. In this study, 47 preschool and K-1 students in ASD classrooms participated from Los Angeles Unified School District. TeachTown: Basics, a CAI program which also includes supplementary off-computer activities, was implemented over 3 months for approximately 20 minutes per day on the computer and 20 minutes per day in supplementary TeachTown: Basics activities. Compared to the students in the control group, the TeachTown: Basics students showed more improvement overall on language and cognitive outcome measures. In addition, students who used TeachTown: Basics demonstrated significant progress overall in the software and those students who used the program for more time demonstrated larger gains within the software and in outcome measures. Although not conclusive, these findings offer possibilities for the use of CAI for remediating many deficits for children with ASD and other special needs. In addition, CAI may offer solutions to schools and parents with insufficient funds for more expensive treatments. En ligne : http://dx.doi.org/10.1177/1362361310363282 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=107 [article] Efficacy of TeachTown: Basics computer-assisted intervention for the Intensive Comprehensive Autism Program in Los Angeles Unified School District [Texte imprimé et/ou numérique] / Christina WHALEN, Auteur ; Jennifer B. G. SYMON, Auteur ; Debbie MOSS, Auteur ; Aaron B. ILAN, Auteur ; Manya VAUPEL, Auteur ; Paul FIELDING, Auteur ; Kevin MACDONALD, Auteur ; Shannon CERNICH, Auteur . - 2010 . - p.179-197. Langues : Anglais (eng) in Autism > 14-3 (May 2010) . - p.179-197 Index. décimale : PER Périodiques Résumé : Computer Assisted Instruction (CAI) has shown increased popularity recently and there are many studies showing promise for this approach for children with Autism Spectrum Disorders (ASD). However, there are no between-subject studies to date assessing the efficacy of CAI with this population. In this study, 47 preschool and K-1 students in ASD classrooms participated from Los Angeles Unified School District. TeachTown: Basics, a CAI program which also includes supplementary off-computer activities, was implemented over 3 months for approximately 20 minutes per day on the computer and 20 minutes per day in supplementary TeachTown: Basics activities. Compared to the students in the control group, the TeachTown: Basics students showed more improvement overall on language and cognitive outcome measures. In addition, students who used TeachTown: Basics demonstrated significant progress overall in the software and those students who used the program for more time demonstrated larger gains within the software and in outcome measures. Although not conclusive, these findings offer possibilities for the use of CAI for remediating many deficits for children with ASD and other special needs. In addition, CAI may offer solutions to schools and parents with insufficient funds for more expensive treatments. En ligne : http://dx.doi.org/10.1177/1362361310363282 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=107

Recess is Time-in: Using Peers to Improve Social Skills of Children with Autism / Christena BLAUVELT HARPER in Journal of Autism and Developmental Disorders, 38-5 (May 2008)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 38-5 (May 2008) . - p.815-826 Titre : Recess is Time-in: Using Peers to Improve Social Skills of Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Christena BLAUVELT HARPER, Auteur ; William D. FREA, Auteur ; Jennifer B. G. SYMON, Auteur Année de publication : 2008 Article en page(s) : p.815-826 Langues : Anglais (eng) Mots-clés : Autism Peer-mediated-strategies Inclusion Social-skills School-intervention Peer-interactions Pivotal-Response-Training Initiations Index. décimale : PER Périodiques Résumé : Children with autism face enormous struggles when attempting to interact with their typically developing peers. More children are educated in integrated settings; however, play skills usually need to be explicitly taught, and play environments must be carefully prepared to support effective social interactions. This study incorporated the motivational techniques of Pivotal Response Training through peer-mediated practice to improve social interactions for children with autism during recess activities. A multiple baseline design across subjects was used to assess social skills gains in two elementary school children. The results demonstrated an increase in important social skills, namely social initiations and turn taking, during recess. En ligne : http://dx.doi.org/10.1007/s10803-007-0449-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416 [article] Recess is Time-in: Using Peers to Improve Social Skills of Children with Autism [Texte imprimé et/ou numérique] / Christena BLAUVELT HARPER, Auteur ; William D. FREA, Auteur ; Jennifer B. G. SYMON, Auteur . - 2008 . - p.815-826. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 38-5 (May 2008) . - p.815-826 Mots-clés : Autism Peer-mediated-strategies Inclusion Social-skills School-intervention Peer-interactions Pivotal-Response-Training Initiations Index. décimale : PER Périodiques Résumé : Children with autism face enormous struggles when attempting to interact with their typically developing peers. More children are educated in integrated settings; however, play skills usually need to be explicitly taught, and play environments must be carefully prepared to support effective social interactions. This study incorporated the motivational techniques of Pivotal Response Training through peer-mediated practice to improve social interactions for children with autism during recess activities. A multiple baseline design across subjects was used to assess social skills gains in two elementary school children. The results demonstrated an increase in important social skills, namely social initiations and turn taking, during recess. En ligne : http://dx.doi.org/10.1007/s10803-007-0449-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416

Training Professionals and Paraprofessionals to Implement Interventions for Children with Autism Spectrum Disorders / Jennifer B. G. SYMON

Public ISBD contenu dans Behavioral Theories and Interventions for Autism / Phil REED Titre : Training Professionals and Paraprofessionals to Implement Interventions for Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer B. G. SYMON, Auteur ; Daniel OPENDEN, Auteur ; Michelle BUSH JACOBY, Auteur Année de publication : 2009 Importance : p.287-312 Langues : Anglais (eng) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=976 contenu dans Behavioral Theories and Interventions for Autism / Phil REED Training Professionals and Paraprofessionals to Implement Interventions for Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Jennifer B. G. SYMON, Auteur ; Daniel OPENDEN, Auteur ; Michelle BUSH JACOBY, Auteur . - 2009 . - p.287-312. Langues : Anglais (eng) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=976

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Using Time-delay to Improve Social Play Skills with Peers for Children with Autism / Daniella B. LIBER in Journal of Autism and Developmental Disorders, 38-2 (February 2008)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 38-2 (February 2008) . - p.312-323 Titre : Using Time-delay to Improve Social Play Skills with Peers for Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Daniella B. LIBER, Auteur ; William D. FREA, Auteur ; Jennifer B. G. SYMON, Auteur Année de publication : 2008 Article en page(s) : p.312-323 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-007-0395-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=318 [article] Using Time-delay to Improve Social Play Skills with Peers for Children with Autism [Texte imprimé et/ou numérique] / Daniella B. LIBER, Auteur ; William D. FREA, Auteur ; Jennifer B. G. SYMON, Auteur . - 2008 . - p.312-323. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 38-2 (February 2008) . - p.312-323 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-007-0395-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=318

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