Dépouillements

A Comparison of Picture and Video Prompts to Teach Daily Living Skills to Individuals With Autism / Toni VAN LAARHOVEN in Focus on Autism and Other Developmental Disabilities, 25-4 (December 2010)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 25-4 (December 2010) . - p.195-208 Titre : A Comparison of Picture and Video Prompts to Teach Daily Living Skills to Individuals With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Toni VAN LAARHOVEN, Auteur ; Erika KRAUS, Auteur ; Keri KARPMAN, Auteur ; Rosemary NIZZI, Auteur ; Joe VALENTINO, Auteur Année de publication : 2010 Article en page(s) : p.195-208 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study was conducted to compare the effectiveness of video prompting and picture prompting when used as antecedents for teaching daily living skills to two adolescents with autism. Participants were taught two different skills, and the effects of the instructional conditions were compared and evaluated using an adapted alternating-treatments design. The results can be interpreted to conclude that video prompting was slightly more effective in terms of independent correct responding, fewer external prompts for task completion, and fewer prompts to use instructional materials. In addition, when efficiency scores were calculated by considering the ratio of each participant’s growth (from pretest to posttest) to the measured “cost” of minutes required to create instructional materials, video prompting was considerably more efficient than picture prompting. En ligne : http://dx.doi.org/10.1177/1088357610380412 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114 [article] A Comparison of Picture and Video Prompts to Teach Daily Living Skills to Individuals With Autism [Texte imprimé et/ou numérique] / Toni VAN LAARHOVEN, Auteur ; Erika KRAUS, Auteur ; Keri KARPMAN, Auteur ; Rosemary NIZZI, Auteur ; Joe VALENTINO, Auteur . - 2010 . - p.195-208. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 25-4 (December 2010) . - p.195-208 Index. décimale : PER Périodiques Résumé : This study was conducted to compare the effectiveness of video prompting and picture prompting when used as antecedents for teaching daily living skills to two adolescents with autism. Participants were taught two different skills, and the effects of the instructional conditions were compared and evaluated using an adapted alternating-treatments design. The results can be interpreted to conclude that video prompting was slightly more effective in terms of independent correct responding, fewer external prompts for task completion, and fewer prompts to use instructional materials. In addition, when efficiency scores were calculated by considering the ratio of each participant’s growth (from pretest to posttest) to the measured “cost” of minutes required to create instructional materials, video prompting was considerably more efficient than picture prompting. En ligne : http://dx.doi.org/10.1177/1088357610380412 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114

Group Social Skills Instruction for Adolescents With High-Functioning Autism Spectrum Disorders / Susan W. WHITE in Focus on Autism and Other Developmental Disabilities, 25-4 (December 2010)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 25-4 (December 2010) . - p.209-219 Titre : Group Social Skills Instruction for Adolescents With High-Functioning Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Susan W. WHITE, Auteur ; Kathleen KOENIG, Auteur ; Lawrence SCAHILL, Auteur Année de publication : 2010 Article en page(s) : p.209-219 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Given the increased recognition of autism spectrum disorders (ASD) and the chronic and pervasive nature of associated deficits, there is a pressing need for effective treatments. The feasibility and preliminary efficacy of a structured, group social skills training program for high-functioning youth with ASD was examined in this study. Fifteen participants (14 boys and 1 girl; age M = 12.55 years ± 1 year) completed a 16-week outpatient group-based intervention. The structured treatment was acceptable to families based on session attendance (89%) and postgroup satisfaction ratings. Treatment integrity was acceptable. Nine participants demonstrated significant improvement based on reliable change indices. Gains were not, however, uniform across school and home, nor were they consistently maintained following treatment. En ligne : http://dx.doi.org/10.1177/1088357610380595 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114 [article] Group Social Skills Instruction for Adolescents With High-Functioning Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Susan W. WHITE, Auteur ; Kathleen KOENIG, Auteur ; Lawrence SCAHILL, Auteur . - 2010 . - p.209-219. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 25-4 (December 2010) . - p.209-219 Index. décimale : PER Périodiques Résumé : Given the increased recognition of autism spectrum disorders (ASD) and the chronic and pervasive nature of associated deficits, there is a pressing need for effective treatments. The feasibility and preliminary efficacy of a structured, group social skills training program for high-functioning youth with ASD was examined in this study. Fifteen participants (14 boys and 1 girl; age M = 12.55 years ± 1 year) completed a 16-week outpatient group-based intervention. The structured treatment was acceptable to families based on session attendance (89%) and postgroup satisfaction ratings. Treatment integrity was acceptable. Nine participants demonstrated significant improvement based on reliable change indices. Gains were not, however, uniform across school and home, nor were they consistently maintained following treatment. En ligne : http://dx.doi.org/10.1177/1088357610380595 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114

What Boys With an Autism Spectrum Disorder Say About Establishing and Maintaining Friendships / Stephanie S. DANIEL in Focus on Autism and Other Developmental Disabilities, 25-4 (December 2010)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 25-4 (December 2010) . - p.220-229 Titre : What Boys With an Autism Spectrum Disorder Say About Establishing and Maintaining Friendships Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie S. DANIEL, Auteur ; Bonnie S. BILLINGSLEY, Auteur Année de publication : 2010 Article en page(s) : p.220-229 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Seven boys, 10 to 14 years old, with autism spectrum disorders and good verbal communication, were interviewed to determine how they establish and maintain friendships. Parents and the boys’ teachers were interviewed for supportive information. All of the boys had friends, and 6 described establishing friendships as the most difficult aspect. Reasons for difficulty in establishing friendships included the desire not to be the one who initiated contact, the intention to avoid violating the social hierarchy of the school, and concerns related to being exploited or being a nuisance. The 7th boy did not desire friendships beyond family friends. All participants described shared interests as critical to maintaining friendships. Four youth have maintained stable friendships across distances and transitions. En ligne : http://dx.doi.org/10.1177/1088357610378290 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114 [article] What Boys With an Autism Spectrum Disorder Say About Establishing and Maintaining Friendships [Texte imprimé et/ou numérique] / Stephanie S. DANIEL, Auteur ; Bonnie S. BILLINGSLEY, Auteur . - 2010 . - p.220-229. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 25-4 (December 2010) . - p.220-229 Index. décimale : PER Périodiques Résumé : Seven boys, 10 to 14 years old, with autism spectrum disorders and good verbal communication, were interviewed to determine how they establish and maintain friendships. Parents and the boys’ teachers were interviewed for supportive information. All of the boys had friends, and 6 described establishing friendships as the most difficult aspect. Reasons for difficulty in establishing friendships included the desire not to be the one who initiated contact, the intention to avoid violating the social hierarchy of the school, and concerns related to being exploited or being a nuisance. The 7th boy did not desire friendships beyond family friends. All participants described shared interests as critical to maintaining friendships. Four youth have maintained stable friendships across distances and transitions. En ligne : http://dx.doi.org/10.1177/1088357610378290 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114

Using Self-Monitoring to Increase Attending to Task and Academic Accuracy in Children With Autism / Cassandra HOLIFIELD in Focus on Autism and Other Developmental Disabilities, 25-4 (December 2010)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 25-4 (December 2010) . - p.230-238 Titre : Using Self-Monitoring to Increase Attending to Task and Academic Accuracy in Children With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Cassandra HOLIFIELD, Auteur ; Janet I. GOODMAN, Auteur ; Michael HAZELKORN, Auteur ; L. Juane HEFLIN, Auteur Année de publication : 2010 Article en page(s) : p.230-238 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study was conducted to investigate the effectiveness of a self-monitoring procedure on increasing attending to task and academic accuracy in two elementary students with autism in their self-contained classroom. A multiple baseline across participants in two academic subject areas was used to assess the effectiveness of the intervention. Both students were taught to self-monitor in language arts and mathematics with measures of attending to task and academic accuracy being collected simultaneously. Results are interpreted to conclude that the self-monitoring procedure was effective for both students and resulted in immediate increases in attending to task and academic accuracy even though results in academic accuracy were variable. Social validity was documented by the increase in two behaviors relevant for student success (attending to task and academic accuracy) and greater student independence. En ligne : http://dx.doi.org/10.1177/1088357610380137 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114 [article] Using Self-Monitoring to Increase Attending to Task and Academic Accuracy in Children With Autism [Texte imprimé et/ou numérique] / Cassandra HOLIFIELD, Auteur ; Janet I. GOODMAN, Auteur ; Michael HAZELKORN, Auteur ; L. Juane HEFLIN, Auteur . - 2010 . - p.230-238. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 25-4 (December 2010) . - p.230-238 Index. décimale : PER Périodiques Résumé : This study was conducted to investigate the effectiveness of a self-monitoring procedure on increasing attending to task and academic accuracy in two elementary students with autism in their self-contained classroom. A multiple baseline across participants in two academic subject areas was used to assess the effectiveness of the intervention. Both students were taught to self-monitor in language arts and mathematics with measures of attending to task and academic accuracy being collected simultaneously. Results are interpreted to conclude that the self-monitoring procedure was effective for both students and resulted in immediate increases in attending to task and academic accuracy even though results in academic accuracy were variable. Social validity was documented by the increase in two behaviors relevant for student success (attending to task and academic accuracy) and greater student independence. En ligne : http://dx.doi.org/10.1177/1088357610380137 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114

Computer-Assisted Instruction for Teaching Academic Skills to Students With Autism Spectrum Disorders: A Review of Literature / Robert C. PENNINGTON in Focus on Autism and Other Developmental Disabilities, 25-4 (December 2010)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 25-4 (December 2010) . - p.239-248 Titre : Computer-Assisted Instruction for Teaching Academic Skills to Students With Autism Spectrum Disorders: A Review of Literature Type de document : Texte imprimé et/ou numérique Auteurs : Robert C. PENNINGTON, Auteur Année de publication : 2010 Article en page(s) : p.239-248 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Although legislation mandates that students with autism receive instruction linked to the general education core content, there is limited research supporting the effectiveness of interventions for teaching core content to these students. In this study, the author reviewed research conducted between the years 1997 and 2008 using computer-assisted instruction (CAI) to teach academic skills to students with autism. The author concluded that CAI was effective for teaching a limited set of academic skills to individuals with autism; however, functional relations were found in few of the single-case designs and none of the group designs included a control group. Future researchers should explore the use of CAI in various instructional arrangements, identify critical technology components, and evaluate commercially available software. En ligne : http://dx.doi.org/10.1177/1088357610378291 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114 [article] Computer-Assisted Instruction for Teaching Academic Skills to Students With Autism Spectrum Disorders: A Review of Literature [Texte imprimé et/ou numérique] / Robert C. PENNINGTON, Auteur . - 2010 . - p.239-248. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 25-4 (December 2010) . - p.239-248 Index. décimale : PER Périodiques Résumé : Although legislation mandates that students with autism receive instruction linked to the general education core content, there is limited research supporting the effectiveness of interventions for teaching core content to these students. In this study, the author reviewed research conducted between the years 1997 and 2008 using computer-assisted instruction (CAI) to teach academic skills to students with autism. The author concluded that CAI was effective for teaching a limited set of academic skills to individuals with autism; however, functional relations were found in few of the single-case designs and none of the group designs included a control group. Future researchers should explore the use of CAI in various instructional arrangements, identify critical technology components, and evaluate commercially available software. En ligne : http://dx.doi.org/10.1177/1088357610378291 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114

Book Review: Carol A. Kochhar-Bryant & Gary Greene Pathways to Successful Transition for Youth with Disabilities: A Developmental Process (2nd ed.) Upper Saddle River, NJ: Pearson, 2009. 533 pp. US$83.00 (paperback). ISBN 10.0132050862 / Andrea JASPER in Focus on Autism and Other Developmental Disabilities, 25-4 (December 2010)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 25-4 (December 2010) . - p.249-250 Titre : Book Review: Carol A. Kochhar-Bryant & Gary Greene Pathways to Successful Transition for Youth with Disabilities: A Developmental Process (2nd ed.) Upper Saddle River, NJ: Pearson, 2009. 533 pp. US$83.00 (paperback). ISBN 10.0132050862 Type de document : Texte imprimé et/ou numérique Auteurs : Andrea JASPER, Auteur Année de publication : 2010 Article en page(s) : p.249-250 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357610371958 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114 [article] Book Review: Carol A. Kochhar-Bryant & Gary Greene Pathways to Successful Transition for Youth with Disabilities: A Developmental Process (2nd ed.) Upper Saddle River, NJ: Pearson, 2009. 533 pp. US$83.00 (paperback). ISBN 10.0132050862 [Texte imprimé et/ou numérique] / Andrea JASPER, Auteur . - 2010 . - p.249-250. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 25-4 (December 2010) . - p.249-250 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357610371958 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114