Effects of systematic instruction and self-directed video prompting on text comprehension of elementary students with autism spectrum disorder / Emily C. SARTINI in Research in Autism Spectrum Disorders, 72 (April 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 72 (April 2020) . - p.101529 Titre : Effects of systematic instruction and self-directed video prompting on text comprehension of elementary students with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Emily C. SARTINI, Auteur ; Victoria KNIGHT, Auteur ; Amy D. SPRIGGS, Auteur ; R. Allan ALLDAY, Auteur Article en page(s) : p.101529 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Text comprehension  Self-directed video  Academic instruction  Elementary school  ELA Index. décimale : PER Périodiques Résumé : The purpose of this study was to investigate the effects of systematic instruction combined with a self-directed video prompt to teach text comprehension skills to students with autism spectrum disorder. Participants included four elementary school students with autism spectrum disorder. A multiple probe across participants design was used to evaluate the intervention's effectiveness. Results indicated the intervention was successful for all participants. All participants mastered the comprehension skills; however, data were highly variable during the acquisition phase. Implications for researchers and practitioners are discussed, followed by limitations and recommendations for future research. En ligne : https://doi.org/10.1016/j.rasd.2020.101529 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421 [article] Effects of systematic instruction and self-directed video prompting on text comprehension of elementary students with autism spectrum disorder [Texte imprimé et/ou numérique] / Emily C. SARTINI, Auteur ; Victoria KNIGHT, Auteur ; Amy D. SPRIGGS, Auteur ; R. Allan ALLDAY, Auteur . - p.101529. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 72 (April 2020) . - p.101529 Mots-clés : Autism spectrum disorder  Text comprehension  Self-directed video  Academic instruction  Elementary school  ELA Index. décimale : PER Périodiques Résumé : The purpose of this study was to investigate the effects of systematic instruction combined with a self-directed video prompt to teach text comprehension skills to students with autism spectrum disorder. Participants included four elementary school students with autism spectrum disorder. A multiple probe across participants design was used to evaluate the intervention's effectiveness. Results indicated the intervention was successful for all participants. All participants mastered the comprehension skills; however, data were highly variable during the acquisition phase. Implications for researchers and practitioners are discussed, followed by limitations and recommendations for future research. En ligne : https://doi.org/10.1016/j.rasd.2020.101529 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421

Generalization Strategies to Promote Text Comprehension Skills by Students With ASD in Core Content Areas / Emily SARTINI in Focus on Autism and Other Developmental Disabilities, 33-3 (September 2018)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 33-3 (September 2018) . - p.150-159 Titre : Generalization Strategies to Promote Text Comprehension Skills by Students With ASD in Core Content Areas Type de document : Texte imprimé et/ou numérique Auteurs : Emily SARTINI, Auteur ; Victoria F. KNIGHT, Auteur ; Amy D. SPRIGGS, Auteur ; R. Allan ALLDAY, Auteur Article en page(s) : p.150-159 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : As increasing literature emerges to address text comprehension deficits for students with autism spectrum disorder (ASD), educators often struggle to design interventions resulting in successful generalization of comprehension skills. This evaluative review of literature explored the inclusion of and methods used in generalization of text comprehension research for students with ASD. Authors examined 32 studies across content areas (e.g., English language arts [ELA], math, science) to investigate the following questions: (a) To what extent is generalization addressed across content areas for students with ASD? (b) How did the studies program for generalization? (c) What conclusions can be inferred about effective generalization methods? and (d) Can quality indicators be recommended for generalization methods for text comprehension? Recommendations for quality indicators for generalization measures and strategies are suggested based on the findings from the current review. Implications for future research and instructional practice are also discussed. En ligne : https://doi.org/10.1177/1088357617735815 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367 [article] Generalization Strategies to Promote Text Comprehension Skills by Students With ASD in Core Content Areas [Texte imprimé et/ou numérique] / Emily SARTINI, Auteur ; Victoria F. KNIGHT, Auteur ; Amy D. SPRIGGS, Auteur ; R. Allan ALLDAY, Auteur . - p.150-159. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 33-3 (September 2018) . - p.150-159 Index. décimale : PER Périodiques Résumé : As increasing literature emerges to address text comprehension deficits for students with autism spectrum disorder (ASD), educators often struggle to design interventions resulting in successful generalization of comprehension skills. This evaluative review of literature explored the inclusion of and methods used in generalization of text comprehension research for students with ASD. Authors examined 32 studies across content areas (e.g., English language arts [ELA], math, science) to investigate the following questions: (a) To what extent is generalization addressed across content areas for students with ASD? (b) How did the studies program for generalization? (c) What conclusions can be inferred about effective generalization methods? and (d) Can quality indicators be recommended for generalization methods for text comprehension? Recommendations for quality indicators for generalization measures and strategies are suggested based on the findings from the current review. Implications for future research and instructional practice are also discussed. En ligne : https://doi.org/10.1177/1088357617735815 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367

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