Meta-analysis of Tablet-Mediated Interventions for Teaching Academic Skills to Individuals with Autism / K. LEDBETTER-CHO in Journal of Autism and Developmental Disorders, 48-9 (September 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-9 (September 2018) . - p.3021-3036 Titre : Meta-analysis of Tablet-Mediated Interventions for Teaching Academic Skills to Individuals with Autism Type de document : Texte imprimé et/ou numérique Auteurs : K. LEDBETTER-CHO, Auteur ; M. O'REILLY, Auteur ; R. LANG, Auteur ; L. WATKINS, Auteur ; N. LIM, Auteur Article en page(s) : p.3021-3036 Langues : Anglais (eng) Mots-clés : Asd  Academics  Autism  Portable electronic device  iPad  iPod Index. décimale : PER Périodiques Résumé : Portable touch-screen devices have been the focus of a notable amount of intervention research involving individuals with autism. Additionally, popular media has widely circulated claims that such devices and academic software applications offer tremendous educational benefits. A systematic search identified 19 studies that targeted academic skills for individuals with autism. Most studies used the device's built-in video recording or camera function to create customized teaching materials, rather than commercially-available applications. Analysis of potential moderating variables indicated that participants' age and functioning level did not influence outcomes. However, participant operation of the device, as opposed to operation by an instructor, produced significantly larger effect size estimates. Results are discussed in terms of recommendations for practitioners and future research. En ligne : http://dx.doi.org/10.1007/s10803-018-3573-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367 [article] Meta-analysis of Tablet-Mediated Interventions for Teaching Academic Skills to Individuals with Autism [Texte imprimé et/ou numérique] / K. LEDBETTER-CHO, Auteur ; M. O'REILLY, Auteur ; R. LANG, Auteur ; L. WATKINS, Auteur ; N. LIM, Auteur . - p.3021-3036. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-9 (September 2018) . - p.3021-3036 Mots-clés : Asd  Academics  Autism  Portable electronic device  iPad  iPod Index. décimale : PER Périodiques Résumé : Portable touch-screen devices have been the focus of a notable amount of intervention research involving individuals with autism. Additionally, popular media has widely circulated claims that such devices and academic software applications offer tremendous educational benefits. A systematic search identified 19 studies that targeted academic skills for individuals with autism. Most studies used the device's built-in video recording or camera function to create customized teaching materials, rather than commercially-available applications. Analysis of potential moderating variables indicated that participants' age and functioning level did not influence outcomes. However, participant operation of the device, as opposed to operation by an instructor, produced significantly larger effect size estimates. Results are discussed in terms of recommendations for practitioners and future research. En ligne : http://dx.doi.org/10.1007/s10803-018-3573-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367

Should Heritage Languages be Incorporated into Interventions for Bilingual Individuals with Neurodevelopmental Disorders? A Systematic Review / N. LIM in Journal of Autism and Developmental Disorders, 49-3 (March 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-3 (March 2019) . - p.887-912 Titre : Should Heritage Languages be Incorporated into Interventions for Bilingual Individuals with Neurodevelopmental Disorders? A Systematic Review Type de document : Texte imprimé et/ou numérique Auteurs : N. LIM, Auteur ; M. F. O'REILLY, Auteur ; J. SIGAFOOS, Auteur ; K. LEDBETTER-CHO, Auteur ; G. E. LANCIONI, Auteur Article en page(s) : p.887-912 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Bilingualism  Communication disorders  Global developmental delay  Intellectual disability  Language of instruction  Neurodevelopmental disabilities Index. décimale : PER Périodiques Résumé : Special education policies recognize the need for developing and preserving the heritage languages of individuals with disabilities. Yet there seems to be a disconnect between policy and practice. Should the heritage languages of bilingual individuals with neurodevelopmental disorders be incorporated into interventions? This review evaluated 18 studies that examined the effects of heritage language instruction on treatment outcomes for individuals with neurodevelopmental disorders. Overall, results suggest a small effect favoring interventions delivered in the heritage language versus interventions delivered solely in the majority language. In general, studies were also found to be of high-quality according to What Works Clearinghouse Standards. Findings are discussed in terms of recommendations for future research and practice. En ligne : http://dx.doi.org/10.1007/s10803-018-3790-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386 [article] Should Heritage Languages be Incorporated into Interventions for Bilingual Individuals with Neurodevelopmental Disorders? A Systematic Review [Texte imprimé et/ou numérique] / N. LIM, Auteur ; M. F. O'REILLY, Auteur ; J. SIGAFOOS, Auteur ; K. LEDBETTER-CHO, Auteur ; G. E. LANCIONI, Auteur . - p.887-912. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-3 (March 2019) . - p.887-912 Mots-clés : Autism spectrum disorder  Bilingualism  Communication disorders  Global developmental delay  Intellectual disability  Language of instruction  Neurodevelopmental disabilities Index. décimale : PER Périodiques Résumé : Special education policies recognize the need for developing and preserving the heritage languages of individuals with disabilities. Yet there seems to be a disconnect between policy and practice. Should the heritage languages of bilingual individuals with neurodevelopmental disorders be incorporated into interventions? This review evaluated 18 studies that examined the effects of heritage language instruction on treatment outcomes for individuals with neurodevelopmental disorders. Overall, results suggest a small effect favoring interventions delivered in the heritage language versus interventions delivered solely in the majority language. In general, studies were also found to be of high-quality according to What Works Clearinghouse Standards. Findings are discussed in terms of recommendations for future research and practice. En ligne : http://dx.doi.org/10.1007/s10803-018-3790-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386

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