Paraprofessional-Delivered Video Prompting to Teach Academics to Students with Severe Disabilities in Inclusive Settings / V. F. KNIGHT in Journal of Autism and Developmental Disorders, 48-6 (June 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-6 (June 2018) . - p.2203-2216 Titre : Paraprofessional-Delivered Video Prompting to Teach Academics to Students with Severe Disabilities in Inclusive Settings Type de document : Texte imprimé et/ou numérique Auteurs : V. F. KNIGHT, Auteur ; E. M. KUNTZ, Auteur ; M. BROWN, Auteur Article en page(s) : p.2203-2216 Langues : Anglais (eng) Mots-clés : Autism  Core content academics  Inclusion  Intellectual disability  Paraprofessionals  Video prompting Index. décimale : PER Périodiques Résumé : Video prompting is effective for teaching a variety of skills (e.g., daily living, communication) to students with autism and intellectual disability; yet, little research exists on the efficacy of these strategies on academic skills, in inclusive settings, and with typical intervention agents. Authors collaborated with paraprofessionals to select socially important academic skills (i.e., literacy, social studies, science, and math) aligned with students' IEPs and content taught in their inclusive classes. Results from the multiple probe across participants and skills design indicated a functional relation between the paraprofessional-delivered video prompting and correct responding to academic tasks for all three elementary students with autism and intellectual disability. Implications for practitioners, study limitations, and recommendations for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-018-3476-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=362 [article] Paraprofessional-Delivered Video Prompting to Teach Academics to Students with Severe Disabilities in Inclusive Settings [Texte imprimé et/ou numérique] / V. F. KNIGHT, Auteur ; E. M. KUNTZ, Auteur ; M. BROWN, Auteur . - p.2203-2216. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-6 (June 2018) . - p.2203-2216 Mots-clés : Autism  Core content academics  Inclusion  Intellectual disability  Paraprofessionals  Video prompting Index. décimale : PER Périodiques Résumé : Video prompting is effective for teaching a variety of skills (e.g., daily living, communication) to students with autism and intellectual disability; yet, little research exists on the efficacy of these strategies on academic skills, in inclusive settings, and with typical intervention agents. Authors collaborated with paraprofessionals to select socially important academic skills (i.e., literacy, social studies, science, and math) aligned with students' IEPs and content taught in their inclusive classes. Results from the multiple probe across participants and skills design indicated a functional relation between the paraprofessional-delivered video prompting and correct responding to academic tasks for all three elementary students with autism and intellectual disability. Implications for practitioners, study limitations, and recommendations for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-018-3476-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=362

Scripted and Unscripted Science Lessons for Children with Autism and Intellectual Disability / V. F. KNIGHT in Journal of Autism and Developmental Disorders, 48-7 (July 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-7 (July 2018) . - p.2542-2557 Titre : Scripted and Unscripted Science Lessons for Children with Autism and Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : V. F. KNIGHT, Auteur ; B. COLLINS, Auteur ; A. D. SPRIGGS, Auteur ; E. SARTINI, Auteur ; M. J. MACDONALD, Auteur Article en page(s) : p.2542-2557 Langues : Anglais (eng) Mots-clés : Access to the general education  Autism spectrum disorder  Intellectual disability  Science education  Scripted lesson plans  Task analysis Index. décimale : PER Périodiques Résumé : Both scripted lessons and unscripted task analyzed lessons have been used effectively to teach science content to students with intellectual disability and autism spectrum disorder. This study evaluated the efficacy, efficiency, and teacher preference of scripted and unscripted task analyzed lesson plans from an elementary science curriculum designed for students with intellectual disability and autism spectrum disorder by evaluating both lesson formats for (a) student outcomes on a science comprehension assessment, (b) sessions to criterion, and (c) average duration of lessons. Findings propose both lesson types were equally effective, but unscripted task analyzed versions may be more efficient and were preferred by teachers to scripted lessons. Implications, limitations, and suggestions for future research are also discussed. En ligne : http://dx.doi.org/10.1007/s10803-018-3514-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367 [article] Scripted and Unscripted Science Lessons for Children with Autism and Intellectual Disability [Texte imprimé et/ou numérique] / V. F. KNIGHT, Auteur ; B. COLLINS, Auteur ; A. D. SPRIGGS, Auteur ; E. SARTINI, Auteur ; M. J. MACDONALD, Auteur . - p.2542-2557. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-7 (July 2018) . - p.2542-2557 Mots-clés : Access to the general education  Autism spectrum disorder  Intellectual disability  Science education  Scripted lesson plans  Task analysis Index. décimale : PER Périodiques Résumé : Both scripted lessons and unscripted task analyzed lessons have been used effectively to teach science content to students with intellectual disability and autism spectrum disorder. This study evaluated the efficacy, efficiency, and teacher preference of scripted and unscripted task analyzed lesson plans from an elementary science curriculum designed for students with intellectual disability and autism spectrum disorder by evaluating both lesson formats for (a) student outcomes on a science comprehension assessment, (b) sessions to criterion, and (c) average duration of lessons. Findings propose both lesson types were equally effective, but unscripted task analyzed versions may be more efficient and were preferred by teachers to scripted lessons. Implications, limitations, and suggestions for future research are also discussed. En ligne : http://dx.doi.org/10.1007/s10803-018-3514-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367

Teaching Digital, Block-Based Coding of Robots to High School Students with Autism Spectrum Disorder and Challenging Behavior / V. F. KNIGHT in Journal of Autism and Developmental Disorders, 49-8 (August 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3113-3126 Titre : Teaching Digital, Block-Based Coding of Robots to High School Students with Autism Spectrum Disorder and Challenging Behavior Type de document : Texte imprimé et/ou numérique Auteurs : V. F. KNIGHT, Auteur ; J. WRIGHT, Auteur ; K. WILSON, Auteur ; A. HOOPER, Auteur Article en page(s) : p.3113-3126 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Coding  Emotional behavior disorder  Programming  Robotics  Stem Index. décimale : PER Périodiques Résumé : The use of robots to teach students with autism spectrum disorder communication skills has basis in the literature; however, research investigating the effects of teaching coding or programming of robotics to promote learning in STEM to this population has not yet been conducted. The purpose of the current study was to evaluate the effects of teaching one code explicitly, using model-lead-test on the following dependent variables: (a) acquisition of the explicitly-taught code (i.e., robotic movement); (b) generalization of the explicitly-taught code to other novel codes (i.e., robotic sounds, light effects, complex movements), and (c) self-generated novel sets of codes. Results of the multiple probe across participants design demonstrate that all three students with ASD and challenging behaviors were able to acquire the initial code, generalize the initial code to novel codes, and self-generate (i.e., create, test, and evaluate) their own coding. Implications for practitioners, study limitations, and recommendations for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04033-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Teaching Digital, Block-Based Coding of Robots to High School Students with Autism Spectrum Disorder and Challenging Behavior [Texte imprimé et/ou numérique] / V. F. KNIGHT, Auteur ; J. WRIGHT, Auteur ; K. WILSON, Auteur ; A. HOOPER, Auteur . - p.3113-3126. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3113-3126 Mots-clés : Autism spectrum disorder  Coding  Emotional behavior disorder  Programming  Robotics  Stem Index. décimale : PER Périodiques Résumé : The use of robots to teach students with autism spectrum disorder communication skills has basis in the literature; however, research investigating the effects of teaching coding or programming of robotics to promote learning in STEM to this population has not yet been conducted. The purpose of the current study was to evaluate the effects of teaching one code explicitly, using model-lead-test on the following dependent variables: (a) acquisition of the explicitly-taught code (i.e., robotic movement); (b) generalization of the explicitly-taught code to other novel codes (i.e., robotic sounds, light effects, complex movements), and (c) self-generated novel sets of codes. Results of the multiple probe across participants design demonstrate that all three students with ASD and challenging behaviors were able to acquire the initial code, generalize the initial code to novel codes, and self-generate (i.e., create, test, and evaluate) their own coding. Implications for practitioners, study limitations, and recommendations for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04033-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

Teaching Robotics Coding to a Student with ASD and Severe Problem Behavior / V. F. KNIGHT in Journal of Autism and Developmental Disorders, 49-6 (June 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-6 (June 2019) . - p.2632-2636 Titre : Teaching Robotics Coding to a Student with ASD and Severe Problem Behavior Type de document : Texte imprimé et/ou numérique Auteurs : V. F. KNIGHT, Auteur ; J. WRIGHT, Auteur ; A. DEFREESE, Auteur Article en page(s) : p.2632-2636 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Coding  Emotional behavior disorder  Programming  Robotics  Stem Index. décimale : PER Périodiques Résumé : Research on teaching STEM, especially in the areas of teaching coding for students with ASD, is lacking. The purpose of the current study was to evaluate the effects of using model-lead-test to teach an elementary-aged student with ASD and severe problem behavior the following dependent variables: (a) calibrating the robot; (b) drawing tracks for the robot to follow; and (c) creating a code (e.g., to make the robot move quickly). Results of the multiple probe across skills design demonstrate a functional relation between the model-lead-test strategy and the acquisition of all of the skills. Further, he generalized the coding skill to novel codes, and maintained the skills over time. Implications, study limitations, and recommendations for future research are discussed. En ligne : https://dx.doi.org/10.1007/s10803-019-03888-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=400 [article] Teaching Robotics Coding to a Student with ASD and Severe Problem Behavior [Texte imprimé et/ou numérique] / V. F. KNIGHT, Auteur ; J. WRIGHT, Auteur ; A. DEFREESE, Auteur . - p.2632-2636. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-6 (June 2019) . - p.2632-2636 Mots-clés : Autism spectrum disorder  Coding  Emotional behavior disorder  Programming  Robotics  Stem Index. décimale : PER Périodiques Résumé : Research on teaching STEM, especially in the areas of teaching coding for students with ASD, is lacking. The purpose of the current study was to evaluate the effects of using model-lead-test to teach an elementary-aged student with ASD and severe problem behavior the following dependent variables: (a) calibrating the robot; (b) drawing tracks for the robot to follow; and (c) creating a code (e.g., to make the robot move quickly). Results of the multiple probe across skills design demonstrate a functional relation between the model-lead-test strategy and the acquisition of all of the skills. Further, he generalized the coding skill to novel codes, and maintained the skills over time. Implications, study limitations, and recommendations for future research are discussed. En ligne : https://dx.doi.org/10.1007/s10803-019-03888-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=400

---

1 (1 - 4 / 4)