[article] 
inJournal of Autism and Developmental Disorders > 53-2 (February 2023) . - p.553-568

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 et/ou numérique
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

[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 et/ou numérique] / 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