[article]
| Titre : |
The Effects of a Teacher-Implemented Video-Enhanced Activity Schedule Intervention on the Mathematical Skills and Collateral Behaviors of Students with Autism |
| Type de document : |
texte imprimé |
| Auteurs : |
Mark O'REILLY, Auteur ; Laci WATKINS, Auteur ; Russell LANG, Auteur ; Nataly LIM, Auteur ; Katy DAVENPORT, Auteur ; Caitlin MURPHY, Auteur |
| Article en page(s) : |
p.553-568 |
| Langues : |
Anglais (eng) |
| Index. décimale : |
PER Périodiques |
| Résumé : |
This study used a multiple probe design to evaluate the effects of a teacher-implemented video-schedule intervention on the mathematical skills and untargeted challenging behaviors of five elementary-school students with autism. Results indicated that the intervention was effective in improving participants' academic performance, and a decrease in the level of challenging behaviors and stereotypy was observed for participants following the introduction of intervention. Additionally, academic gains generalized across academic problems and to a small group setting, suggesting that this technology-based intervention is an efficient use of instructional time. Future research targeting a variety of academic skills and examining intervention implementation by additional practitioners (e.g., teaching assistants) is warranted. |
| En ligne : |
https://doi.org/10.1007/s10803-020-04495-3 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=495 |
in Journal of Autism and Developmental Disorders > 53-2 (February 2023) . - p.553-568
[article] The Effects of a Teacher-Implemented Video-Enhanced Activity Schedule Intervention on the Mathematical Skills and Collateral Behaviors of Students with Autism [texte imprimé] / Mark O'REILLY, Auteur ; Laci WATKINS, Auteur ; Russell LANG, Auteur ; Nataly LIM, Auteur ; Katy DAVENPORT, Auteur ; Caitlin MURPHY, Auteur . - p.553-568. Langues : Anglais ( eng) in Journal of Autism and Developmental Disorders > 53-2 (February 2023) . - p.553-568
| Index. décimale : |
PER Périodiques |
| Résumé : |
This study used a multiple probe design to evaluate the effects of a teacher-implemented video-schedule intervention on the mathematical skills and untargeted challenging behaviors of five elementary-school students with autism. Results indicated that the intervention was effective in improving participants' academic performance, and a decrease in the level of challenging behaviors and stereotypy was observed for participants following the introduction of intervention. Additionally, academic gains generalized across academic problems and to a small group setting, suggesting that this technology-based intervention is an efficient use of instructional time. Future research targeting a variety of academic skills and examining intervention implementation by additional practitioners (e.g., teaching assistants) is warranted. |
| En ligne : |
https://doi.org/10.1007/s10803-020-04495-3 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=495 |
|  |
The Effects of a Teacher-Implemented Video-Enhanced Activity Schedule Intervention on the Mathematical Skills and Collateral Behaviors of Students with Autism in Journal of Autism and Developmental Disorders, 53-2 (February 2023)
