The Use of Cell Phones to Address Safety Skills for Students With a Moderate ID in Community-Based Settings / Laura A. BASSETTE in Focus on Autism and Other Developmental Disabilities, 33-2 (June 2018)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 33-2 (June 2018) . - p.100-110 Titre : The Use of Cell Phones to Address Safety Skills for Students With a Moderate ID in Community-Based Settings Type de document : Texte imprimé et/ou numérique Auteurs : Laura A. BASSETTE, Auteur ; Teresa TABER-DOUGHTY, Auteur ; Roberto I. GAMA, Auteur ; Paul A. ALBERTO, Auteur ; Gulnoza YAKUBOVA, Auteur ; David CIHAK, Auteur Article en page(s) : p.100-110 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine the impact of a video modeling (VM) intervention in conjunction with a system of least prompts (SLP) to teach safety skills using cell phones to students with a moderate intellectual disability. A multiple-probe design across three participants was used to assess student acquisition in taking and sending a picture of a key identifier (i.e., a sign) during a role-play scenario in which students pretended to be lost in the community. Intervention sessions were conducted at the students? middle school, at their community-based instruction site, and at an unfamiliar community location. All students successfully learned to take and send the picture in the community locations at the mastery criterion and generalized the skills at an unfamiliar community site. Implications of the use of VM to address the integration of technology with safety skill instruction and other areas of future research are discussed. En ligne : https://doi.org/10.1177/1088357616667590 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=363 [article] The Use of Cell Phones to Address Safety Skills for Students With a Moderate ID in Community-Based Settings [Texte imprimé et/ou numérique] / Laura A. BASSETTE, Auteur ; Teresa TABER-DOUGHTY, Auteur ; Roberto I. GAMA, Auteur ; Paul A. ALBERTO, Auteur ; Gulnoza YAKUBOVA, Auteur ; David CIHAK, Auteur . - p.100-110. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 33-2 (June 2018) . - p.100-110 Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine the impact of a video modeling (VM) intervention in conjunction with a system of least prompts (SLP) to teach safety skills using cell phones to students with a moderate intellectual disability. A multiple-probe design across three participants was used to assess student acquisition in taking and sending a picture of a key identifier (i.e., a sign) during a role-play scenario in which students pretended to be lost in the community. Intervention sessions were conducted at the students? middle school, at their community-based instruction site, and at an unfamiliar community location. All students successfully learned to take and send the picture in the community locations at the mastery criterion and generalized the skills at an unfamiliar community site. Implications of the use of VM to address the integration of technology with safety skill instruction and other areas of future research are discussed. En ligne : https://doi.org/10.1177/1088357616667590 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=363

Using the Virtual–Representational–Abstract Approach to Support Students With Intellectual Disability in Mathematics / Emily C. BOUCK in Focus on Autism and Other Developmental Disabilities, 33-4 (December 2018)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 33-4 (December 2018) . - p.237-248 Titre : Using the Virtual–Representational–Abstract Approach to Support Students With Intellectual Disability in Mathematics Type de document : Texte imprimé et/ou numérique Auteurs : Emily C. BOUCK, Auteur ; Jiyoon PARK, Auteur ; Jordan SHURR, Auteur ; Laura A. BASSETTE, Auteur ; Abbie WHORLEY, Auteur Année de publication : 2018 Article en page(s) : p.237-248 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Mathematics education is an important but underexplored area of research for secondary students with mild intellectual disability. In this multiple probe across behaviors replicated across two participants study, the researchers explored the effectiveness of the virtual?representational?abstract (VRA) instructional sequence to support two students? acquisition of three mathematical behaviors. Each student was able to acquire his or her three mathematical behaviors (i.e., place value, single-digit addition with regrouping, subtraction with regrouping, and single-digit multiplication) following instruction with the VRA sequence. However, each student struggled with maintenance with at least one behavior. Implications for practice relative to the VRA instructional sequence are discussed. En ligne : http://dx.doi.org/10.1177/1088357618755696 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=372 [article] Using the Virtual–Representational–Abstract Approach to Support Students With Intellectual Disability in Mathematics [Texte imprimé et/ou numérique] / Emily C. BOUCK, Auteur ; Jiyoon PARK, Auteur ; Jordan SHURR, Auteur ; Laura A. BASSETTE, Auteur ; Abbie WHORLEY, Auteur . - 2018 . - p.237-248. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 33-4 (December 2018) . - p.237-248 Index. décimale : PER Périodiques Résumé : Mathematics education is an important but underexplored area of research for secondary students with mild intellectual disability. In this multiple probe across behaviors replicated across two participants study, the researchers explored the effectiveness of the virtual?representational?abstract (VRA) instructional sequence to support two students? acquisition of three mathematical behaviors. Each student was able to acquire his or her three mathematical behaviors (i.e., place value, single-digit addition with regrouping, subtraction with regrouping, and single-digit multiplication) following instruction with the VRA sequence. However, each student struggled with maintenance with at least one behavior. Implications for practice relative to the VRA instructional sequence are discussed. En ligne : http://dx.doi.org/10.1177/1088357618755696 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=372

Virtual Versus Concrete: A Comparison of Mathematics Manipulatives for Three Elementary Students With Autism / Jordan SHURR in Focus on Autism and Other Developmental Disabilities, 36-2 (June 2021)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 36-2 (June 2021) . - p.71-82 Titre : Virtual Versus Concrete: A Comparison of Mathematics Manipulatives for Three Elementary Students With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Jordan SHURR, Auteur ; Emily C. BOUCK, Auteur ; Laura A. BASSETTE, Auteur ; Jiyoon PARK, Auteur Année de publication : 2021 Article en page(s) : p.71-82 Langues : Anglais (eng) Mots-clés : autism  mathematics  intervention  manipulatives  elementary  technology Index. décimale : PER Périodiques Résumé : Basic mathematic skills at the early age are foundational for later learning. Many students with autism spectrum disorder (ASD) struggle in academic learning without sufficient support. Research in the area of concrete manipulatives?tangible representations of abstract concepts?has been found effective. In addition, promising research has emerged in the area of virtual manipulatives?virtual representations of abstract concepts?as tools to support mathematics skill acquisition. Using a multiple baseline across participants with an embedded alternating treatment design, this study presents a replication of previous research comparing the effects of concrete and virtual manipulatives in the acquisition of double-digit addition and word problem-solving abilities of three elementary students with ASD. Findings indicate that while both interventions produce better outcomes than baseline, the virtual manipulative condition appear to be more supportive than concrete manipulatives. En ligne : https://doi.org/10.1177/1088357620986944 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446 [article] Virtual Versus Concrete: A Comparison of Mathematics Manipulatives for Three Elementary Students With Autism [Texte imprimé et/ou numérique] / Jordan SHURR, Auteur ; Emily C. BOUCK, Auteur ; Laura A. BASSETTE, Auteur ; Jiyoon PARK, Auteur . - 2021 . - p.71-82. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 36-2 (June 2021) . - p.71-82 Mots-clés : autism  mathematics  intervention  manipulatives  elementary  technology Index. décimale : PER Périodiques Résumé : Basic mathematic skills at the early age are foundational for later learning. Many students with autism spectrum disorder (ASD) struggle in academic learning without sufficient support. Research in the area of concrete manipulatives?tangible representations of abstract concepts?has been found effective. In addition, promising research has emerged in the area of virtual manipulatives?virtual representations of abstract concepts?as tools to support mathematics skill acquisition. Using a multiple baseline across participants with an embedded alternating treatment design, this study presents a replication of previous research comparing the effects of concrete and virtual manipulatives in the acquisition of double-digit addition and word problem-solving abilities of three elementary students with ASD. Findings indicate that while both interventions produce better outcomes than baseline, the virtual manipulative condition appear to be more supportive than concrete manipulatives. En ligne : https://doi.org/10.1177/1088357620986944 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446

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