Instructional Practices, Priorities, and Preparedness for Educating Students With Autism and Intellectual Disability / Victoria F. KNIGHT in Focus on Autism and Other Developmental Disabilities, 34-1 (March 2019)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 34-1 (March 2019) . - p.3-14 Titre : Instructional Practices, Priorities, and Preparedness for Educating Students With Autism and Intellectual Disability Type de document : texte imprimé Auteurs : Victoria F. KNIGHT, Auteur ; Heartley B. HUBER, Auteur ; Emily M. KUNTZ, Auteur ; Erik W. CARTER, Auteur ; A. Pablo JUAREZ, Auteur Article en page(s) : p.3-14 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Improving educational outcomes for students with autism and intellectual disability requires delivering services and supports marked by evidence-based practices. We surveyed 535 special educators of students with autism and/or intellectual disability about (a) their implementation of 26 instructional practices, (b) their recent access to training and resources on those practices, (c) the factors they consider when deciding which practices to use, (d) the importance they place on various instructional areas (e.g., social skills, reading), and (e) their preparedness to provide that instruction. Although teachers reported implementing a wide range of evidence-based instructional practices, their recent access to training and resources was fairly limited. Special educators identified a constellation of factors informing their instructional decision making, placing emphasis on student needs and professional judgment. When considering instructional areas, a gap was evident between ratings of importance and preparedness. We address implications for strengthening professional development pathways and offer recommendations for future research. En ligne : https://doi.org/10.1177/1088357618755694 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 [article] Instructional Practices, Priorities, and Preparedness for Educating Students With Autism and Intellectual Disability [texte imprimé] / Victoria F. KNIGHT, Auteur ; Heartley B. HUBER, Auteur ; Emily M. KUNTZ, Auteur ; Erik W. CARTER, Auteur ; A. Pablo JUAREZ, Auteur . - p.3-14. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 34-1 (March 2019) . - p.3-14 Index. décimale : PER Périodiques Résumé : Improving educational outcomes for students with autism and intellectual disability requires delivering services and supports marked by evidence-based practices. We surveyed 535 special educators of students with autism and/or intellectual disability about (a) their implementation of 26 instructional practices, (b) their recent access to training and resources on those practices, (c) the factors they consider when deciding which practices to use, (d) the importance they place on various instructional areas (e.g., social skills, reading), and (e) their preparedness to provide that instruction. Although teachers reported implementing a wide range of evidence-based instructional practices, their recent access to training and resources was fairly limited. Special educators identified a constellation of factors informing their instructional decision making, placing emphasis on student needs and professional judgment. When considering instructional areas, a gap was evident between ratings of importance and preparedness. We address implications for strengthening professional development pathways and offer recommendations for future research. En ligne : https://doi.org/10.1177/1088357618755694 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383

Paraprofessional-Delivered Video Prompting to Teach Academics to Students with Severe Disabilities in Inclusive Settings / Victoria F. KNIGHT in Journal of Autism and Developmental Disorders, 48-6 (June 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-6 (June 2018) . - p.2203-2216 Titre : Paraprofessional-Delivered Video Prompting to Teach Academics to Students with Severe Disabilities in Inclusive Settings Type de document : texte imprimé Auteurs : Victoria F. KNIGHT, Auteur ; Emily M. KUNTZ, Auteur ; Melissa BROWN, Auteur Article en page(s) : p.2203-2216 Langues : Anglais (eng) Mots-clés : Autism  Core content academics  Inclusion  Intellectual disability  Paraprofessionals  Video prompting Index. décimale : PER Périodiques Résumé : Video prompting is effective for teaching a variety of skills (e.g., daily living, communication) to students with autism and intellectual disability; yet, little research exists on the efficacy of these strategies on academic skills, in inclusive settings, and with typical intervention agents. Authors collaborated with paraprofessionals to select socially important academic skills (i.e., literacy, social studies, science, and math) aligned with students' IEPs and content taught in their inclusive classes. Results from the multiple probe across participants and skills design indicated a functional relation between the paraprofessional-delivered video prompting and correct responding to academic tasks for all three elementary students with autism and intellectual disability. Implications for practitioners, study limitations, and recommendations for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-018-3476-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=362 [article] Paraprofessional-Delivered Video Prompting to Teach Academics to Students with Severe Disabilities in Inclusive Settings [texte imprimé] / Victoria F. KNIGHT, Auteur ; Emily M. KUNTZ, Auteur ; Melissa BROWN, Auteur . - p.2203-2216. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-6 (June 2018) . - p.2203-2216 Mots-clés : Autism  Core content academics  Inclusion  Intellectual disability  Paraprofessionals  Video prompting Index. décimale : PER Périodiques Résumé : Video prompting is effective for teaching a variety of skills (e.g., daily living, communication) to students with autism and intellectual disability; yet, little research exists on the efficacy of these strategies on academic skills, in inclusive settings, and with typical intervention agents. Authors collaborated with paraprofessionals to select socially important academic skills (i.e., literacy, social studies, science, and math) aligned with students' IEPs and content taught in their inclusive classes. Results from the multiple probe across participants and skills design indicated a functional relation between the paraprofessional-delivered video prompting and correct responding to academic tasks for all three elementary students with autism and intellectual disability. Implications for practitioners, study limitations, and recommendations for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-018-3476-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=362

---

1 (1 - 2 / 2) Par page : 25 50 100 200