Brief Report: Using Computer-Assisted Multiple Exemplar Instruction to Facilitate the Development of Bidirectional Naming for Children with Autism Spectrum Disorder / G. T. LEE in Journal of Autism and Developmental Disorders, 51-12 (December 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4717-4722 Titre : Brief Report: Using Computer-Assisted Multiple Exemplar Instruction to Facilitate the Development of Bidirectional Naming for Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : G. T. LEE, Auteur ; X. HU, Auteur ; N. JIN, Auteur Article en page(s) : p.4717-4722 Langues : Anglais (eng) Mots-clés : Adult  Autism Spectrum Disorder  Child  Computer-Assisted Instruction  Computers  Humans  Male  Autism spectrum disorder  Bidirectional naming  China  Computer-assisted instruction  Multiple exemplar instruction Index. décimale : PER Périodiques Résumé : Bidirectional naming is an important ability which enables children to acquire listener and speaker behaviors through exposure to relevant word-object associations. Many children with autism spectrum disorder (ASD) or developmental delays do not demonstrate this ability and require systematic instruction. The purpose of the present study was to evaluate the efficacy of computer-assisted multiple exemplar instruction to facilitate bidirectional naming. Three 5-year-old Chinese boys with ASD participated in a multiple probe across three participants design. The results indicated that all three children's naming performance increased from pretest to posttest, supporting the potential practicality of the instructional system for use in applied settings. En ligne : http://dx.doi.org/10.1007/s10803-021-04901-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 [article] Brief Report: Using Computer-Assisted Multiple Exemplar Instruction to Facilitate the Development of Bidirectional Naming for Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / G. T. LEE, Auteur ; X. HU, Auteur ; N. JIN, Auteur . - p.4717-4722. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4717-4722 Mots-clés : Adult  Autism Spectrum Disorder  Child  Computer-Assisted Instruction  Computers  Humans  Male  Autism spectrum disorder  Bidirectional naming  China  Computer-assisted instruction  Multiple exemplar instruction Index. décimale : PER Périodiques Résumé : Bidirectional naming is an important ability which enables children to acquire listener and speaker behaviors through exposure to relevant word-object associations. Many children with autism spectrum disorder (ASD) or developmental delays do not demonstrate this ability and require systematic instruction. The purpose of the present study was to evaluate the efficacy of computer-assisted multiple exemplar instruction to facilitate bidirectional naming. Three 5-year-old Chinese boys with ASD participated in a multiple probe across three participants design. The results indicated that all three children's naming performance increased from pretest to posttest, supporting the potential practicality of the instructional system for use in applied settings. En ligne : http://dx.doi.org/10.1007/s10803-021-04901-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454

Teaching "Imaginary Objects" Symbolic Play to Young Children with Autism / G. T. LEE in Journal of Autism and Developmental Disorders, 49-10 (October 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-10 (October 2019) . - p.4109-4122 Titre : Teaching "Imaginary Objects" Symbolic Play to Young Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : G. T. LEE, Auteur ; S. XU, Auteur ; S. GUO, Auteur ; L. GILIC, Auteur ; Y. PU, Auteur ; J. XU, Auteur Article en page(s) : p.4109-4122 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  China  Imaginary objects  Intraverbal training  Symbolic play Index. décimale : PER Périodiques Résumé : Symbolic play skills are important in language acquisition and child development. Children with autism spectrum disorder (ASD) often have difficulties demonstrating such play behaviors. Imaginary objects symbolic play refers to play behavior in which children perform play actions without actual objects. Three boys with ASD (3-7 years) participated in this study. A multiple-probe across three participants and two settings design was employed to evaluate the effects of intraverbal training on the acquisition and generalization of imaginary objects symbolic play. Results indicated that all children acquired and maintained target imaginary objects play activities. Generalization to untaught activities occurred in one child. All three children' symbolic play emerged or increased in free play after the instruction. En ligne : http://dx.doi.org/10.1007/s10803-019-04123-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407 [article] Teaching "Imaginary Objects" Symbolic Play to Young Children with Autism [Texte imprimé et/ou numérique] / G. T. LEE, Auteur ; S. XU, Auteur ; S. GUO, Auteur ; L. GILIC, Auteur ; Y. PU, Auteur ; J. XU, Auteur . - p.4109-4122. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-10 (October 2019) . - p.4109-4122 Mots-clés : Autism spectrum disorder  China  Imaginary objects  Intraverbal training  Symbolic play Index. décimale : PER Périodiques Résumé : Symbolic play skills are important in language acquisition and child development. Children with autism spectrum disorder (ASD) often have difficulties demonstrating such play behaviors. Imaginary objects symbolic play refers to play behavior in which children perform play actions without actual objects. Three boys with ASD (3-7 years) participated in this study. A multiple-probe across three participants and two settings design was employed to evaluate the effects of intraverbal training on the acquisition and generalization of imaginary objects symbolic play. Results indicated that all children acquired and maintained target imaginary objects play activities. Generalization to untaught activities occurred in one child. All three children' symbolic play emerged or increased in free play after the instruction. En ligne : http://dx.doi.org/10.1007/s10803-019-04123-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407

Using Peer-Mediated LEGO(R) Play Intervention to Improve Social Interactions for Chinese Children with Autism in an Inclusive Setting / X. HU 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.2444-2457 Titre : Using Peer-Mediated LEGO(R) Play Intervention to Improve Social Interactions for Chinese Children with Autism in an Inclusive Setting Type de document : Texte imprimé et/ou numérique Auteurs : X. HU, Auteur ; Q. ZHENG, Auteur ; G. T. LEE, Auteur Article en page(s) : p.2444-2457 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Inclusive education  LEGO(R) play  Peer mediation  Social skills Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine the effects of a peer-mediated LEGO(R) play intervention on improving social skills for children with ASD in an inclusive preschool in China. Three boys with ASD and 13 typically developing children participated in this study. A multiple-probe across participants design was used. The intervention consisted of LEGO(R) construction activities incorporated with peer-mediated strategies for one child with ASD and two typically developing peers. The intervention sessions were conducted two sessions per week with a total of 28-31 sessions for each participant. Results indicated that all three children with ASD increased their social initiations and responses following the completion of the intervention. Social validity was also obtained. En ligne : http://dx.doi.org/10.1007/s10803-018-3502-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367 [article] Using Peer-Mediated LEGO(R) Play Intervention to Improve Social Interactions for Chinese Children with Autism in an Inclusive Setting [Texte imprimé et/ou numérique] / X. HU, Auteur ; Q. ZHENG, Auteur ; G. T. LEE, Auteur . - p.2444-2457. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-7 (July 2018) . - p.2444-2457 Mots-clés : Autism spectrum disorder  Inclusive education  LEGO(R) play  Peer mediation  Social skills Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine the effects of a peer-mediated LEGO(R) play intervention on improving social skills for children with ASD in an inclusive preschool in China. Three boys with ASD and 13 typically developing children participated in this study. A multiple-probe across participants design was used. The intervention consisted of LEGO(R) construction activities incorporated with peer-mediated strategies for one child with ASD and two typically developing peers. The intervention sessions were conducted two sessions per week with a total of 28-31 sessions for each participant. Results indicated that all three children with ASD increased their social initiations and responses following the completion of the intervention. Social validity was also obtained. En ligne : http://dx.doi.org/10.1007/s10803-018-3502-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367

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