Dépouillements

An Introduction to Postsecondary Education and Employment of Persons with Autism and Developmental Disabilities / Robert A. STODDEN in Focus on Autism and Other Developmental Disabilities, 25-3 (September 2010)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 25-3 (September 2010) . - p.131-133 Titre : An Introduction to Postsecondary Education and Employment of Persons with Autism and Developmental Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Robert A. STODDEN, Auteur ; Daniel W. MRUZEK, Auteur Année de publication : 2010 Article en page(s) : p.131-133 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357610371637 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108 [article] An Introduction to Postsecondary Education and Employment of Persons with Autism and Developmental Disabilities [Texte imprimé et/ou numérique] / Robert A. STODDEN, Auteur ; Daniel W. MRUZEK, Auteur . - 2010 . - p.131-133. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 25-3 (September 2010) . - p.131-133 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357610371637 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108

Expanding the Paradigm: Postsecondary Education Options for Individuals with Autism Spectrum Disorder and Intellectual Disabilities / Debra HART in Focus on Autism and Other Developmental Disabilities, 25-3 (September 2010)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 25-3 (September 2010) . - p.134-150 Titre : Expanding the Paradigm: Postsecondary Education Options for Individuals with Autism Spectrum Disorder and Intellectual Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Debra HART, Auteur ; Meg GRIGAL, Auteur ; Cate WEIR, Auteur Année de publication : 2010 Article en page(s) : p.134-150 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This article will provide an overview of postsecondary education (PSE) options for students with Autism Spectrum Disorder (ASD) and other Intellectual Disabilities (ID). Topics include a historical and philosophical discussion outlining how students with ASD and ID can benefit from postsecondary opportunities, a description of current PSE options, and models of implementation. In conclusion, implications and recommendations for future research, training and technical assistance are provided. En ligne : http://dx.doi.org/10.1177/1088357610373759 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108 [article] Expanding the Paradigm: Postsecondary Education Options for Individuals with Autism Spectrum Disorder and Intellectual Disabilities [Texte imprimé et/ou numérique] / Debra HART, Auteur ; Meg GRIGAL, Auteur ; Cate WEIR, Auteur . - 2010 . - p.134-150. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 25-3 (September 2010) . - p.134-150 Index. décimale : PER Périodiques Résumé : This article will provide an overview of postsecondary education (PSE) options for students with Autism Spectrum Disorder (ASD) and other Intellectual Disabilities (ID). Topics include a historical and philosophical discussion outlining how students with ASD and ID can benefit from postsecondary opportunities, a description of current PSE options, and models of implementation. In conclusion, implications and recommendations for future research, training and technical assistance are provided. En ligne : http://dx.doi.org/10.1177/1088357610373759 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108

College-Based Inclusion Programming for Transition-Age Students With Autism / Dianne ZAGER in Focus on Autism and Other Developmental Disabilities, 25-3 (September 2010)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 25-3 (September 2010) . - p.151-157 Titre : College-Based Inclusion Programming for Transition-Age Students With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Dianne ZAGER, Auteur ; Carol S. ALPERN, Auteur Année de publication : 2010 Article en page(s) : p.151-157 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Considerations for college-based programming for transition-age students with autism spectrum disorders (ASD) are addressed in this article, with particular attention to social communication supports necessary to facilitate student success. An overview of current literature related to college-based programming and support for students with ASD in the area of social communication is presented, along with a preliminary survey of the perceptions of youth regarding their social communication competency. The need for support in this area is highlighted based on student evaluations of their ability and needs as well as on information gathered through an examination of current literature. Recommendations are offered for enhancing development of social communication skills for students with ASD in college-based programs. En ligne : http://dx.doi.org/10.1177/1088357610371331 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108 [article] College-Based Inclusion Programming for Transition-Age Students With Autism [Texte imprimé et/ou numérique] / Dianne ZAGER, Auteur ; Carol S. ALPERN, Auteur . - 2010 . - p.151-157. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 25-3 (September 2010) . - p.151-157 Index. décimale : PER Périodiques Résumé : Considerations for college-based programming for transition-age students with autism spectrum disorders (ASD) are addressed in this article, with particular attention to social communication supports necessary to facilitate student success. An overview of current literature related to college-based programming and support for students with ASD in the area of social communication is presented, along with a preliminary survey of the perceptions of youth regarding their social communication competency. The need for support in this area is highlighted based on student evaluations of their ability and needs as well as on information gathered through an examination of current literature. Recommendations are offered for enhancing development of social communication skills for students with ASD in college-based programs. En ligne : http://dx.doi.org/10.1177/1088357610371331 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108

Topic Areas to Consider When Planning Transition From High School to Postsecondary Education for Students With Autism Spectrum Disorders / Kelly D. ROBERTS in Focus on Autism and Other Developmental Disabilities, 25-3 (September 2010)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 25-3 (September 2010) . - p.158-162 Titre : Topic Areas to Consider When Planning Transition From High School to Postsecondary Education for Students With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Kelly D. ROBERTS, Auteur Année de publication : 2010 Article en page(s) : p.158-162 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : For many individuals with an autism spectrum disorder (ASD), attending and completing postsecondary education is a viable option. However, success in postsecondary education for these individuals may require more planning and ongoing support than students without an ASD. This article provides educators and transition support personnel with a range of topics to consider when working with students with ASD and their families to develop a comprehensive transition plan. These topic areas include career exploration, academic goal setting and preparation, assessing and knowing learning styles, self-advocacy skills, reasonable accommodations, academic supports, interagency collaboration, technology, and time management skills. En ligne : http://dx.doi.org/10.1177/1088357610371476 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108 [article] Topic Areas to Consider When Planning Transition From High School to Postsecondary Education for Students With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Kelly D. ROBERTS, Auteur . - 2010 . - p.158-162. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 25-3 (September 2010) . - p.158-162 Index. décimale : PER Périodiques Résumé : For many individuals with an autism spectrum disorder (ASD), attending and completing postsecondary education is a viable option. However, success in postsecondary education for these individuals may require more planning and ongoing support than students without an ASD. This article provides educators and transition support personnel with a range of topics to consider when working with students with ASD and their families to develop a comprehensive transition plan. These topic areas include career exploration, academic goal setting and preparation, assessing and knowing learning styles, self-advocacy skills, reasonable accommodations, academic supports, interagency collaboration, technology, and time management skills. En ligne : http://dx.doi.org/10.1177/1088357610371476 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108

The Lived Experiences of Adolescents with Disabilities and Their Parents in Transition Planning / Susan A. HETHERINGTON in Focus on Autism and Other Developmental Disabilities, 25-3 (September 2010)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 25-3 (September 2010) . - p.163-172 Titre : The Lived Experiences of Adolescents with Disabilities and Their Parents in Transition Planning Type de document : Texte imprimé et/ou numérique Auteurs : Susan A. HETHERINGTON, Auteur ; Elizabeth G. SMITH, Auteur ; Lisa DURANT-JONES, Auteur ; Kimberly JOHNSON, Auteur ; Karen NOLAN, Auteur ; Susan TAYLOR-BROWN, Auteur ; Jane TUTTLE, Auteur Année de publication : 2010 Article en page(s) : p.163-172 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The educational transition process experienced by adolescents with disabilities and their parents was examined in this study. The results of the qualitative study can be interpreted to conclude that students rarely were engaged in transition planning, and when they were engaged, it came too late in their high school careers. Students with disabilities and their parents described dissatisfaction in the following areas: inadequate communication from school staff, frustration with assumptions made about the student, funneling of the student into traditional adult service programs, and a lack of accountability from the schools. Even those students who reported being engaged in the transition process experienced inadequate transition planning. Strategies to improve transition planning are presented. En ligne : http://dx.doi.org/10.1177/1088357610373760 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108 [article] The Lived Experiences of Adolescents with Disabilities and Their Parents in Transition Planning [Texte imprimé et/ou numérique] / Susan A. HETHERINGTON, Auteur ; Elizabeth G. SMITH, Auteur ; Lisa DURANT-JONES, Auteur ; Kimberly JOHNSON, Auteur ; Karen NOLAN, Auteur ; Susan TAYLOR-BROWN, Auteur ; Jane TUTTLE, Auteur . - 2010 . - p.163-172. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 25-3 (September 2010) . - p.163-172 Index. décimale : PER Périodiques Résumé : The educational transition process experienced by adolescents with disabilities and their parents was examined in this study. The results of the qualitative study can be interpreted to conclude that students rarely were engaged in transition planning, and when they were engaged, it came too late in their high school careers. Students with disabilities and their parents described dissatisfaction in the following areas: inadequate communication from school staff, frustration with assumptions made about the student, funneling of the student into traditional adult service programs, and a lack of accountability from the schools. Even those students who reported being engaged in the transition process experienced inadequate transition planning. Strategies to improve transition planning are presented. En ligne : http://dx.doi.org/10.1177/1088357610373760 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108

The Effects of Covert Audio Coaching on the Job Performance of Supported Employees / Kyle D. BENNETT in Focus on Autism and Other Developmental Disabilities, 25-3 (September 2010)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 25-3 (September 2010) . - p.173-185 Titre : The Effects of Covert Audio Coaching on the Job Performance of Supported Employees Type de document : Texte imprimé et/ou numérique Auteurs : Kyle D. BENNETT, Auteur ; Michael P. BRADY, Auteur ; Jack SCOTT, Auteur ; Charles DUKES, Auteur ; Michael FRAIN, Auteur Année de publication : 2010 Article en page(s) : p.173-185 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The importance of employment in society is unmistakable, but for many people sustained employment remains elusive. The unemployment rate for individuals with disabilities is staggering, and the consequences of being unemployed affects those individuals, their families, and society. The effects of performance feedback delivered via covert audio coaching on the job performance of supported employees were examined in this investigation. A multiple baseline design across employees and work tasks was used to evaluate the effects of the intervention on work performance. Supported employees made substantial improvements on their work performance, and the improvements maintained for 4 to 5 weeks following the removal of the intervention. The results have implications for the use of covert audio coaching in employment and other settings. En ligne : http://dx.doi.org/10.1177/1088357610371636 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108 [article] The Effects of Covert Audio Coaching on the Job Performance of Supported Employees [Texte imprimé et/ou numérique] / Kyle D. BENNETT, Auteur ; Michael P. BRADY, Auteur ; Jack SCOTT, Auteur ; Charles DUKES, Auteur ; Michael FRAIN, Auteur . - 2010 . - p.173-185. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 25-3 (September 2010) . - p.173-185 Index. décimale : PER Périodiques Résumé : The importance of employment in society is unmistakable, but for many people sustained employment remains elusive. The unemployment rate for individuals with disabilities is staggering, and the consequences of being unemployed affects those individuals, their families, and society. The effects of performance feedback delivered via covert audio coaching on the job performance of supported employees were examined in this investigation. A multiple baseline design across employees and work tasks was used to evaluate the effects of the intervention on work performance. Supported employees made substantial improvements on their work performance, and the improvements maintained for 4 to 5 weeks following the removal of the intervention. The results have implications for the use of covert audio coaching in employment and other settings. En ligne : http://dx.doi.org/10.1177/1088357610371636 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108

Community-Based Vocational Instruction Using Videotaped Modeling for Young Adults With Autism Spectrum Disorders Performing in Air-Inflated Mascots / Keith D. ALLEN in Focus on Autism and Other Developmental Disabilities, 25-3 (September 2010)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 25-3 (September 2010) . - p.186-192 Titre : Community-Based Vocational Instruction Using Videotaped Modeling for Young Adults With Autism Spectrum Disorders Performing in Air-Inflated Mascots Type de document : Texte imprimé et/ou numérique Auteurs : Keith D. ALLEN, Auteur ; Dustin P. WALLACE, Auteur ; Diana J. GREENE, Auteur ; Scott L. BOWEN, Auteur ; Raymond V. BURKE, Auteur Année de publication : 2010 Article en page(s) : p.186-192 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The authors examined the benefits of video modeling to teach a unique vocational skill set to an adolescent and two young adults with Autism Spectrum Disorders. Video modeling was used to teach skills necessary to entertain customers and promote products in a retail setting while wearing a WalkAround® costume. The three participants were observed before and after watching a video model perform the skills in the costume in scripted and naturalistic scenes. Data can be interpreted to conclude that all participants learned to use the skills in combination or sequence after watching the video model. The skills generalized to an actual job opportunity. The participants reported they enjoyed the work, and comments from supervisors were positive. Implications are discussed. En ligne : http://dx.doi.org/10.1177/1088357610377318 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108 [article] Community-Based Vocational Instruction Using Videotaped Modeling for Young Adults With Autism Spectrum Disorders Performing in Air-Inflated Mascots [Texte imprimé et/ou numérique] / Keith D. ALLEN, Auteur ; Dustin P. WALLACE, Auteur ; Diana J. GREENE, Auteur ; Scott L. BOWEN, Auteur ; Raymond V. BURKE, Auteur . - 2010 . - p.186-192. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 25-3 (September 2010) . - p.186-192 Index. décimale : PER Périodiques Résumé : The authors examined the benefits of video modeling to teach a unique vocational skill set to an adolescent and two young adults with Autism Spectrum Disorders. Video modeling was used to teach skills necessary to entertain customers and promote products in a retail setting while wearing a WalkAround® costume. The three participants were observed before and after watching a video model perform the skills in the costume in scripted and naturalistic scenes. Data can be interpreted to conclude that all participants learned to use the skills in combination or sequence after watching the video model. The skills generalized to an actual job opportunity. The participants reported they enjoyed the work, and comments from supervisors were positive. Implications are discussed. En ligne : http://dx.doi.org/10.1177/1088357610377318 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108