Effectiveness of Direct Instruction for Teaching Statement Inference, Use of Facts, and Analogies to Students With Developmental Disabilities and Reading Delays / Margaret Munro FLORES in Focus on Autism and Other Developmental Disabilities, 22-4 (Winter 2007)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 22-4 (Winter 2007) . - p.244-251 Titre : Effectiveness of Direct Instruction for Teaching Statement Inference, Use of Facts, and Analogies to Students With Developmental Disabilities and Reading Delays Type de document : Texte imprimé et/ou numérique Auteurs : Margaret Munro FLORES, Auteur ; Jennifer B. GANZ, Auteur Année de publication : 2007 Article en page(s) : p.244-251 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study investigated the effects of a Direct Instruction (DI) reading comprehension program implemented With students Who had developmental disabilities, including autism spectrum disorders (ASD) and reading delays. There is little research in the area of reading comprehension for students With ASD and no research as to the effectiveness of reading comprehension DI. A multiple-probe-across-behaviors design Was employed. A functional relationship betWeen Direct Instruction and reading comprehension skills and behaviors Was demonstrated across all behavioral conditions and across students. Results and their implications are discussed. En ligne : http://dx.doi.org/10.1177/10883576070220040601 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=830 [article] Effectiveness of Direct Instruction for Teaching Statement Inference, Use of Facts, and Analogies to Students With Developmental Disabilities and Reading Delays [Texte imprimé et/ou numérique] / Margaret Munro FLORES, Auteur ; Jennifer B. GANZ, Auteur . - 2007 . - p.244-251. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 22-4 (Winter 2007) . - p.244-251 Index. décimale : PER Périodiques Résumé : This study investigated the effects of a Direct Instruction (DI) reading comprehension program implemented With students Who had developmental disabilities, including autism spectrum disorders (ASD) and reading delays. There is little research in the area of reading comprehension for students With ASD and no research as to the effectiveness of reading comprehension DI. A multiple-probe-across-behaviors design Was employed. A functional relationship betWeen Direct Instruction and reading comprehension skills and behaviors Was demonstrated across all behavioral conditions and across students. Results and their implications are discussed. En ligne : http://dx.doi.org/10.1177/10883576070220040601 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=830

Effects of the Use of Visual Strategies in Play Groups for Children with Autism Spectrum Disorders and their Peers / Jennifer B. GANZ in Journal of Autism and Developmental Disorders, 38-5 (May 2008)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 38-5 (May 2008) . - p.926-940 Titre : Effects of the Use of Visual Strategies in Play Groups for Children with Autism Spectrum Disorders and their Peers Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer B. GANZ, Auteur ; Margaret Munro FLORES, Auteur Année de publication : 2008 Article en page(s) : p.926-940 Langues : Anglais (eng) Mots-clés : Autism Scripts Verbal-communication Visual-strategies Unscripted-speech Index. décimale : PER Périodiques Résumé : The purpose of this study was to investigate the impact of visual strategies with preschool children with autism spectrum disorders (ASD) and their peers during play group sessions. A changing-criterion design was implemented with three preschool-aged children with ASD while they participated in play groups with four typically-developing peers. Results indicated improvements in the use of script phrases, context-related comments, and intervals in which speech occurred for all three participants. Results regarding unscripted phrases, responses, and use of prompts were variable and are discussed. En ligne : http://dx.doi.org/10.1007/s10803-007-0463-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417 [article] Effects of the Use of Visual Strategies in Play Groups for Children with Autism Spectrum Disorders and their Peers [Texte imprimé et/ou numérique] / Jennifer B. GANZ, Auteur ; Margaret Munro FLORES, Auteur . - 2008 . - p.926-940. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 38-5 (May 2008) . - p.926-940 Mots-clés : Autism Scripts Verbal-communication Visual-strategies Unscripted-speech Index. décimale : PER Périodiques Résumé : The purpose of this study was to investigate the impact of visual strategies with preschool children with autism spectrum disorders (ASD) and their peers during play group sessions. A changing-criterion design was implemented with three preschool-aged children with ASD while they participated in play groups with four typically-developing peers. Results indicated improvements in the use of script phrases, context-related comments, and intervals in which speech occurred for all three participants. Results regarding unscripted phrases, responses, and use of prompts were variable and are discussed. En ligne : http://dx.doi.org/10.1007/s10803-007-0463-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417

The Effectiveness of Direct Instruction for Teaching Language to Children with Autism Spectrum Disorders: Identifying Materials / Jennifer B. GANZ in Journal of Autism and Developmental Disorders, 39-1 (January 2009)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 39-1 (January 2009) . - p.75-83 Titre : The Effectiveness of Direct Instruction for Teaching Language to Children with Autism Spectrum Disorders: Identifying Materials Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer B. GANZ, Auteur ; Margaret Munro FLORES, Auteur Année de publication : 2009 Article en page(s) : p.75-83 Langues : Anglais (eng) Mots-clés : Autism-spectrum-disorders Direct-instruction Language-instruction Identifying-materials Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorders (ASD) frequently demonstrate language delays (American Psychiatric Association 2000). This study investigated the effects of a Direct Instruction (DI) language program implemented with elementary students with ASD. There is little research in the area of DI as a language intervention for students with ASD. This study examined the effectiveness of DI with regard to students’ oral language skills, specifically the identification of materials of which objects were made. A single-subject changing criterion design was employed. A functional relation between DI and oral language skills was demonstrated through replication of skill increase over three criterion changes and across three students. The results and their implications are discussed further. En ligne : http://dx.doi.org/10.1007/s10803-008-0602-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=660 [article] The Effectiveness of Direct Instruction for Teaching Language to Children with Autism Spectrum Disorders: Identifying Materials [Texte imprimé et/ou numérique] / Jennifer B. GANZ, Auteur ; Margaret Munro FLORES, Auteur . - 2009 . - p.75-83. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 39-1 (January 2009) . - p.75-83 Mots-clés : Autism-spectrum-disorders Direct-instruction Language-instruction Identifying-materials Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorders (ASD) frequently demonstrate language delays (American Psychiatric Association 2000). This study investigated the effects of a Direct Instruction (DI) language program implemented with elementary students with ASD. There is little research in the area of DI as a language intervention for students with ASD. This study examined the effectiveness of DI with regard to students’ oral language skills, specifically the identification of materials of which objects were made. A single-subject changing criterion design was employed. A functional relation between DI and oral language skills was demonstrated through replication of skill increase over three criterion changes and across three students. The results and their implications are discussed further. En ligne : http://dx.doi.org/10.1007/s10803-008-0602-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=660

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