A Retrospective Chart Review of Children with ASD’s Individual Education Plans Compared to Subsequent Independent Psychological Evaluations / Nicholas W. GELBAR in Journal of Autism and Developmental Disorders, 48-11 (November 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-11 (November 2018) . - p.3808-3815 Titre : A Retrospective Chart Review of Children with ASD’s Individual Education Plans Compared to Subsequent Independent Psychological Evaluations Type de document : texte imprimé Auteurs : Nicholas W. GELBAR, Auteur ; Mary BRUDER, Auteur ; Emily DEBIASE, Auteur ; John D. MOLTENI, Auteur Article en page(s) : p.3808-3815 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The heterogeneity of Autism Spectrum Disorder (ASD) makes it difficult for school-based professionals to develop effective Individual Education Plans (IEP) for this group. Limited research exists on the quality of IEP programs for individuals with ASD. This article summarizes the results of a retrospective chart review from an outpatient diagnostic center. Researchers collected data from IEPs and subsequent psychological evaluations of 75 individuals diagnosed with ASD. The implications of these results for future research and practice are discussed. En ligne : https://doi.org/10.1007/s10803-018-3652-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=370 [article] A Retrospective Chart Review of Children with ASD’s Individual Education Plans Compared to Subsequent Independent Psychological Evaluations [texte imprimé] / Nicholas W. GELBAR, Auteur ; Mary BRUDER, Auteur ; Emily DEBIASE, Auteur ; John D. MOLTENI, Auteur . - p.3808-3815. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-11 (November 2018) . - p.3808-3815 Index. décimale : PER Périodiques Résumé : The heterogeneity of Autism Spectrum Disorder (ASD) makes it difficult for school-based professionals to develop effective Individual Education Plans (IEP) for this group. Limited research exists on the quality of IEP programs for individuals with ASD. This article summarizes the results of a retrospective chart review from an outpatient diagnostic center. Researchers collected data from IEPs and subsequent psychological evaluations of 75 individuals diagnosed with ASD. The implications of these results for future research and practice are discussed. En ligne : https://doi.org/10.1007/s10803-018-3652-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=370

Teaching Skills to Adolescents Using Applied Behavior Analysis / John D. MOLTENI

Public ISBD in Adolescents with Autism Spectrum Disorder / Nicholas W. GELBAR Titre : Teaching Skills to Adolescents Using Applied Behavior Analysis Type de document : texte imprimé Auteurs : John D. MOLTENI, Auteur Année de publication : 2018 Importance : p.223-241 Langues : Anglais (eng) Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Résumé : Applied behavior analysis is a systematic approach to teaching skills to adolescents with an autism spectrum disorder (ASD). Approaches to skill-building can be applied to teach academic, behavioral, adaptive living, and social skills. When teaching skills, consideration of the skills to be taught, the level at which that skill should be performed, and the value of that skill to the individual is necessary. Assessment requires identifying skills that are valued by the communities in which the individual participates and serve to increase independent functioning. Skill development programs require a generalization component to ensure that acquired skills are demonstrated across settings, people, and materials. Prompting can serve as an important means of supporting errorless learning. However, prompts must be faded quickly to prevent prompt-dependency. Fluency in skill development is a means of measuring automaticity in learned skills that support maintenance, generalization, and endurance of learned skills post-training. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=418 in Adolescents with Autism Spectrum Disorder / Nicholas W. GELBAR Teaching Skills to Adolescents Using Applied Behavior Analysis [texte imprimé] / John D. MOLTENI, Auteur . - 2018 . - p.223-241. Langues : Anglais (eng) Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Résumé : Applied behavior analysis is a systematic approach to teaching skills to adolescents with an autism spectrum disorder (ASD). Approaches to skill-building can be applied to teach academic, behavioral, adaptive living, and social skills. When teaching skills, consideration of the skills to be taught, the level at which that skill should be performed, and the value of that skill to the individual is necessary. Assessment requires identifying skills that are valued by the communities in which the individual participates and serve to increase independent functioning. Skill development programs require a generalization component to ensure that acquired skills are demonstrated across settings, people, and materials. Prompting can serve as an important means of supporting errorless learning. However, prompts must be faded quickly to prevent prompt-dependency. Fluency in skill development is a means of measuring automaticity in learned skills that support maintenance, generalization, and endurance of learned skills post-training. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=418

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